The document summarizes key topics from a methodology meeting in October 2010 run by Mrs. Faiza YOUSFI in Tipaza, Algeria. It discusses language learning theories versus language teaching methodology, including approaches like behaviorism and mentalism. It also covers learning styles, strategies, and how to identify visual, auditory, kinesthetic and tactile learning preferences. Activities that benefit different learning styles are suggested, such as using pictures and graphic organizers for visual learners or role plays and group work for kinesthetic learners. The competency-based approach links school learning to real-world contexts to make it useful and durable.

1. Meeting n°1Meeting n°1
MethodologyMethodology
Oct 2010Oct 2010
Run byRun by
Mrs. Faiza YOUSFI-Tipaza-Algeria –Mrs. Faiza YOUSFI-Tipaza-Algeria –
tipazaenglish@hotmail.frtipazaenglish@hotmail.fr

2. The mediocre teacherThe mediocre teacher tellstells
The good teacherThe good teacher explainsexplains
The superior teacherThe superior teacher demonstratesdemonstrates
The great teacherThe great teacher inspiresinspires
William Arthur WardWilliam Arthur Ward

3. Choose one of the following topics:Choose one of the following topics:
Speak about your first meeting with yourSpeak about your first meeting with your
pupils.pupils.
How do you react to pupils misbehaviour?How do you react to pupils misbehaviour?
How did you prepare your first lesson?How did you prepare your first lesson?
Speak about something special thatSpeak about something special that
happened to you in class.happened to you in class.
What do you expect from supervisorsWhat do you expect from supervisors
(inspectors)?(inspectors)?

4. AgendaAgenda
MethodologyMethodology
Learning StylesLearning Styles
Learning StrategiesLearning Strategies

5. MethodologyMethodology
GlossaryGlossary
Language Learning Theories VsLanguage Learning Theories Vs
Language Teaching MethodologyLanguage Teaching Methodology
Language Learning TheoriesLanguage Learning Theories
Language TeachingLanguage Teaching
MethodologyMethodology
Competency –Based ApproachCompetency –Based Approach

6. GlossaryGlossary
 Define the following terms:Define the following terms:
LearningLearning
AcquisitionAcquisition
ApproachApproach
MethodMethod
ProcedureProcedure

7. LearningLearning
Learning is the consciousLearning is the conscious
focusing in on the construction offocusing in on the construction of
language.language.
Learning occurs through formal teaching,Learning occurs through formal teaching,
it is based on accuracy, drilling andit is based on accuracy, drilling and
correcting errors.correcting errors.

8. AcquisitionAcquisition
Language acquisition refers to anLanguage acquisition refers to an
unconscious process that involves theunconscious process that involves the
naturalistic development of languagenaturalistic development of language
proficiency through understandingproficiency through understanding
language and through using language forlanguage and through using language for
meaningful communication.meaningful communication.

9. ApproachApproach
Approaches refer to theories aboutApproaches refer to theories about
the nature of language and languagethe nature of language and language
learning which are the source of thelearning which are the source of the
way things are done in the classroomway things are done in the classroom
They represent language teachingThey represent language teaching
philosophies that can be interpretedphilosophies that can be interpreted
and be applied in a variety of ways inand be applied in a variety of ways in
the classroom.the classroom.

10. MethodMethod
A method is the particularA method is the particular
realization of an approach.realization of an approach.
Methods are held to be fixedMethods are held to be fixed
teaching systems with describedteaching systems with described
techniques and practices.techniques and practices.

11. ProcedureProcedure
A procedure is an orderedA procedure is an ordered
sequence of techniques.sequence of techniques.

12. Language LearningLanguage Learning
TheoriesTheories
1.1. Behaviourism:Behaviourism: learning as habit formationlearning as habit formation
2.2. Mentalism:Mentalism: The mind is regarded as a ruleThe mind is regarded as a rule
seeker.seeker.
3.3. Cognitive CodeCognitive Code :: Learners as thinking beings.Learners as thinking beings.
4.4. The Affective Factor:The Affective Factor: Learners as emotionalLearners as emotional
beings.beings.
5.5. Learning and Acquisition:Learning and Acquisition: TheThe acquisition /acquisition /
learning Hypothesis claims that there are twolearning Hypothesis claims that there are two
distinctive ways of developing competence in adistinctive ways of developing competence in a
second or foreign language.second or foreign language.

13. Language Teaching MethodologyLanguage Teaching Methodology
Situational Language TeachingSituational Language Teaching
Audio-lingualismAudio-lingualism
Total Physical ResponseTotal Physical Response
The Silent WayThe Silent Way
Community Language LearningCommunity Language Learning
The Natural Approach SuggestopediaThe Natural Approach Suggestopedia
Communicative Language TeachingCommunicative Language Teaching

14. Competency-Based ApproachCompetency-Based Approach
 The competency-based approach is based on
linking learning carried out at school to
varied and relevant contexts-of-use in
order to make the learning useful and durable.
The aim is for students to develop intellectual,
linguistic and problem-solving capacities in
school that will enable them to tackle
cognitively and pragmatically challenging
situations both in and out of school.
Students will thus see learning as being
worthwhile and having relevance both for their
studies and their future.

15. Learning StylesLearning Styles
How do you learnHow do you learn
best?best?

16. What’s a perceptual style?What’s a perceptual style?
 The way a person learns, remembers and understands bestThe way a person learns, remembers and understands best
 The way a person gets information best.The way a person gets information best.
There are four perceptual styles:There are four perceptual styles:
1.1. VisualVisual: learners who get information best by seeing it.: learners who get information best by seeing it.
 Visual verbal learners like to see information in the form ofVisual verbal learners like to see information in the form of
words or written language.words or written language.
 Visual non-verbal learners like to see information in graphicVisual non-verbal learners like to see information in graphic
form (charts, tables, graphs, pictures, symbols or graphicform (charts, tables, graphs, pictures, symbols or graphic
organizers.organizers.
1.1. AuditoryAuditory: learners who get new information best by hearing: learners who get new information best by hearing
student.student.
2.2. KinestheticKinesthetic: learners who get new information best by doing: learners who get new information best by doing
or moving.or moving.
3.3. TactileTactile: learners who get new information best by touching or: learners who get new information best by touching or
holding it.holding it.
NB: Some psychologist group kinesthetic and tactile stylesNB: Some psychologist group kinesthetic and tactile styles
together and call themtogether and call them haptichaptic

17. Learning
styles
Visual  Auditory 
Kinesthetic

To learn by
seeing things
To learn by
listening to things
To learn by
doing things

18. How can I identify different perceptual styles?How can I identify different perceptual styles?
Watch the students:Watch the students:
 Visual learnersVisual learners are happy when the teacherare happy when the teacher
writeswrites words or instructions on the board, andwords or instructions on the board, and
wants to know how things arewants to know how things are spelledspelled. They have. They have
difficulty understanding spoken instructions.difficulty understanding spoken instructions.
 Auditory learnersAuditory learners oftenoften repeatrepeat words towords to
themselves. They may move their lips whilethemselves. They may move their lips while
reading.reading.
 KinestheticKinesthetic learners are alwayslearners are always movingmoving. They. They
can’t sit still and are always tapping their feet orcan’t sit still and are always tapping their feet or
rocking.rocking.
 Tactile learnersTactile learners want towant to holdhold something orsomething or touchtouch
something.something.

19. What teaching activities are good for differentWhat teaching activities are good for different
perceptual styles?perceptual styles?
VisualVisual
 Visual verbalVisual verbal: reading or writing texts, writing instructions,: reading or writing texts, writing instructions,
questions or answers on the board.questions or answers on the board.
 Visual non verbalVisual non verbal: Reading or making graphic organizers or: Reading or making graphic organizers or
pictures, using different colors to organize information.pictures, using different colors to organize information.
Auditory:Auditory: listening to stories, listening to or making dialogs,listening to stories, listening to or making dialogs,
repeating new words, learning songs or jazz chants, lectures.repeating new words, learning songs or jazz chants, lectures.
Kinesthetic:Kinesthetic: role plays, group work, students write answer onrole plays, group work, students write answer on
the blackboard, running dictation.the blackboard, running dictation.
Tactile:Tactile: holding objects, cards or picturesholding objects, cards or pictures
N.B: Some activities are good for more than one perceptual style:N.B: Some activities are good for more than one perceptual style:
flash cards are both visual and tactile. If students repeat theflash cards are both visual and tactile. If students repeat the
words while reading it is both auditory and kinesthetic.words while reading it is both auditory and kinesthetic.

20. Learning StrategiesLearning Strategies
What’s a learningWhat’s a learning
strategy?strategy?

21. What’s a learning strategy?What’s a learning strategy?
 A learning strategy is an action orA learning strategy is an action or
technique that learners use to improvetechnique that learners use to improve
their ability to learn and remember newtheir ability to learn and remember new
information.information.
 The selection of learning strategiesThe selection of learning strategies
depends on the task and the student’sdepends on the task and the student’s
learning preferences.learning preferences.
 Teachers should provide learningTeachers should provide learning
strategy instruction and practice as partstrategy instruction and practice as part
of regular classroom instruction.of regular classroom instruction.