The document discusses various English language teaching methodologies utilized from 1840 to the 1990s, highlighting methods such as Grammar-Translation, Direct Method, Audiolingual Method, Total Physical Response, Silent Way, Community Language Learning, Suggestopedia, and Whole Language approaches. Each method has distinct characteristics, strengths, and limitations, emphasizing the importance of learner participation, accurate pronunciation, and the relevance of authentic materials. It concludes with a mention of Howard Gardner's Multiple Intelligences theory, advocating for recognition of different learner styles in teaching practices.

1. METHODOLOGY IAbril – Agosto 2011ENGLISH LANGUAGE SCHOOLPRIMERESCUELA:BIMESTRE:NOMBRE:M.S. NINA NESTERENKO

2. What is METHODOLOGY?Teaching - is “ showing or helping someone to learn how to do something giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand “Method – is a plan for presentation of language material.

3. Methods are distinctive at the early stage, and rather indistinguishable from each other at later stages. It is not proved which method is the best. It depends on the situation There will never be a method for all. The focus on the development of classroom tasks and activities.

4. TEACHERS AND TEACHING SUCCESSFUL teacher:1.has a practical command of English, not just a knowledge of grammar rules.2.uses English most of the time in every class, including beginner classes3.thinks mostly in terms of learner practice, not teacher explanations

5. 4.finds time for really communicative activities, not just practice of language forms.5.Focuses the teaching on learner`s needs, not just on “ finishing” the syllabus or course book.

6. Establishing Goals and Objectives in Teaching English The clear definition of appropriate goals isvital to successful English language teaching – learning process. Establishing short - and long – term goals.

7. VARIATIONS IN COURSE GOALS1.enable the learners to communicate in real English (both spoken and written)2.enable the learners to read technical publications in real English.3.get the learners to me -morize English grammar rules and vocabulary.Thegoals of differentcoursesshould

8. is to achieve good resultsThe main goal of teaching EnglishAttention, clear interest toward the teacher‘s explanation,listening, asking and answering questions, following instructions, active participation

9. GRAMMAR – TRANSLATION METHODWhy Grammar – Translation?It dominated European languageTeaching (1840s -1940s )

10. to learn language in order to read the target language literature1. Analysis of grammar rules followed by translating exercises2. Reading and writing ( little attention to speaking / listening) . Reading of difficult classical texts is begun at an early stage of studying. 3. Vocabulary is based on reading texts used(words are taught through bilingual isolated word lists) .:GOALCHARACTERISTICS

11. 5.Accuracy is emphasized– ( high standards in translation )6. Grammar is taught deductively 7.Little or no attention is given to pronunciation.8.Class is taught in the student’s mother tongue.

12. NEGATIVE POINTSIt may create a sense of frustration ( memorizing rules and isolated vocabulary, translation exercises)There is no theory how to teachThere is no literature that offers a rationale or justification for it or that attempts to relate it to issues of linguistics, psychology or educational theory .It makes few demands on teachers

13. Positive Points. It is useful when understanding texts is the primary focus of foreign language study little need for speakingno specialized training on the part of teacherstests of grammar rules and of translations are easy to construct and score objectivelyno special material for teachingIt is successful in leading a student toward a reading knowledge of a foreign language.

14. The DIRECT METHOD(XIX) , Charles Berlitz “ “ naturalistic “ or “natural” method – child language acquisitionMeaning is conveyed directly through demonstration and action.Emphasis on speaking skills

15. 1.Classroom instruction - exclusively in the target language2. Everyday vocabulary is taught.3.Oral communication- around question/answer exchanges between teachers and students in small, intensive class.4.Concrete vocabulary is taught through demon-strations, pictures, objects.Characteristics

16. Characteristics5.Grammar is taught inductively6.Listening and speaking are emphasized7.Emphasis on correct grammar and pronunciation.8. New teaching items are introduced orally

17. Principles of The Direct MethodNever translate : demonstrate

18. Never explain : act

19. Never make a speech : ask questionsNever imitate mistake : correct

20. Never speak with single words: use sentencesNever speak too much : make students speak much

21. Never use your book : use your lesson plan

22. Never jump around : follow your plan

23. Never go too fast : keep the pace of the student

24. Never speak too slowly : speak normally

25. Never speak too quickly : speak naturallyLIMITATIONS of D. M.1.The D.M. requires native speaker teachers (or who have native-like fluency )2.It is dependent on the teacher’s skills, rather on the textbook.3.Problems with following strict D.M. techniques.

26. Limitations of The D.M.4.It is difficult to apply in public secondary school education5.It is counterproductive (long teacher explanation in order to avoid using the native language)The D.M. declined in Europe by the 1920s It was implemented in American schools with some modifications.

27. POSITIVE POINTSHigh motivationFocus on conversational skillsNative-speaking teachers (good speaking model)

28. The Oral Approach and Situational Language Teaching ( 1930`s – 1960`s, Harold Palmer and A. Hornby )Palmer and Hornby -grammar asthe underlying sentence patternsof the spoken languageSpeech - is the basis of language,and grammar – is the heart of speakingability.

29. CHARACTERISTICSteaching begins with the spoken language. Material is taught orally before it s presented in written form.The target language is the language of the classroom.Language is introduced and practiced situationally. Grammar:simple forms are taught before complex ones. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. Emphasis on accuracy (grammar and pronunciation), avoid errors at all costs.Writing derives from speech.

30. situational, situation : the use of concrete objects, pictures, and realia, which together with actions and gestures can be used to demonstrate the meaning of new language items.The model sentences and vocabulary are taken from a single situation.

31. Meaning, context, and situation are given a prominent place. Language is related to goals and situations in the real world. The word meaning and grammar are deduced from the way they are used in a situation.

32. OBJECTIVES To teach a practical command of four basic skills.Accuracy in both pronunciation and grammar (avoid errors )

33. LEARNERS ROLESMore active participation is encouraged at later stages.Learners have no control over the content of learning

34. TEACHER`S ROLESTeacher serves as a model to create the new structures for students to repeat Teacher is a “skillful manipulator” using questions,commands to elicit correct sentences from the learnersClass is teacher – centered

35. The Role of Instructional Materials SLT is dependant on both a textbook and visual aids Textbook – contains organized lesson planned around diff. grammar structures Visual aids may be produced by the teacher(wall harts, flashcards, pictures, stick figures, so on )

36. Typical OA / SLT class1.PRESENTATION:introductionof a new teaching item in a context or situation2.PRACTICE:controlled practice of the item3.PRODUCTION :a freer practice phase

37. THE AUDIOLINGUAL METHOD (The Army method)Speech is language: we first learn to speak,and then to read and write Speechis a primarygoalLanguage skills are learned more effectively if the items arepresented in the spoken form first before they are seen in written form

38. Short –term : training in listening comprehension, accurate pronunciation ,acquaintance with vocabulary items, meaning Long – term :“ must be language as the native speaker uses it “ (Brook ) Emphasis : - accurate pronunciation- correct grammar - ability to respond quickly in speech situations Objectives

39. Characteristics1Structural patterns are taught using repetitive drills New material is presented in dialogue formVocabulary is limited and learned in context , not in isolationCorrect pronunciation and grammar are emphasizedThe mother tongue is not permitted.Successful responses are immediately reinforced Reading and writing may betaught but they are dependant on prior oral skills

40. Classroom ACTIVITIESAfter a dialogue has been presented and memorized, specific grammatical patterns in the dialogues are selected and become a focus of various kinds of drills.ImitationDrillsRepetitionDialoguesMemorization

41. Teacher `s Role The Role of Instructional MaterialsThis is a teacher- centered method. Instructional materials assist the teacher to develop language mastery in the learner.Language laboratory is essential. Tape-recorder and audiovisual equipment have central roles

42. Total Physical ResponseJames Asher, ( 1970s – 1980s ,USA)Main objectiveTeach oral proficiency at a beginning levelAchieve comprehensionTeach basic speaking skills

43. TEORY OF LANGUAGE AND LEARNING* It is built around the coordination of speech and action (child language acquisition)).* A stimulus – response view ( memory connection )*Listening should be accompanied by physical movement.*Speech and other productive skills should come later.

44. Commands are used Commands are accompanied by physical actionsNo verbal response is necessarySpecial attention to feedback(teacher should not interrupt for correction ) Much affectionGrammaristaughtinductivelyCharacteristics

45. Stress - free learning environment More complex syntax could be incorporated into the imperative mood. Sentence-based syllabus vs grammar–basedDetailedlesson plan

46. It is a teacher – centered method: teacher decides what to teach, models and presents the new materials Teacher provides the exposure to language Teacher uses classroomobjects andothersupportingmaterials (pictures, realia, slides, word charts )

47. Classroom ActivitiesImperative drills –to elicit physicalactions Role- plays: everyday situations(ex.in a restaurant, supermarket,hotel, gas station, hospital, etc)

48. THE SILENT WAYby CALEB GATTEGNOThe Silent Way – is “ learning to learn”Primacy of learning over teaching.Emphasis on learner's priorities and commitments.Problem-solving approaches to learning , represented in the words of Benjamin Franklin:Tell me and I forget, teach me and I remember, Involve me and I learn.

49. According to Gattegno:1. Learning is facilitated if the learner discovers rather than just memorizes and repeats what is to be learned.2. Learning is viewed as a problem-solving, creative, discovering activity, in which the learner is the principal actor.

50. Goal and General objectives of the Silent Wayto give beginning level students oral facility in basic elements of the target languageTo provide the learner with a basic practical knowledge of the grammar to achieve near-native fluency and correct pronunciation

51. Learners are expected to develop independence, autonomy, and responsibility Students correct themselves Students are expected to make generalizations and come to their own conclusions.Learner's Roles

52. Teacher's RolesTo testTo teach To get out of the way

53. Teacher remains silent as much time as possibleTeacher monitors learner's interaction with each otherTeacher uses gestures, charts, shapes students responses Teacher “writes the script, chooses the props, sets the mood, models the action, designates the players, and is critic for the performance”

54. The Silent Way ClassPresentation of the item using nonverbal clues to get across meanings.Testing follows immediatelyElicitation and shaping of student productionStudents are presentedwiththestructuralpatterns and learnthegrammar rules throughinductiveprocessLessons are plannedaroundgrammar and relatedvocabulary

55. The S. W. ClassFree conversations and dialogues are transcribed and distributed for study and analysis.Class / group discussion of single topic Analysis /practice of sentencestructure, patterns, vocabularySummaries based on the discussed topicsWorkonintonation /pronunciationPractice of thelearned material in a situation

56. COMMUNITY LANGUAGE LEARNING( Charles Curran, 1970’s, University of Chicago)Counseling- learning (counselor-client relationships). It includes emotions and feelings.

57. Theory of Language and Learning:LL interactions : between learners (class becomes a community of learners; this interaction is unpredictable and involves exchanges of affect)between learners and teacher ( this interaction is dependant )

58. CHARACTERISTICSThe progression is topic-based ( no specific goal)LearnersnominatethingstheywishtodiscussLearnerschooseornominatemessagestheywanttotransmittoclassmatesStudents learn through interacting with the community; learning is achieved collaboratively

59. * Students learn to work cooperatively (vs competitively)* Ss should create a positive environment to feelcomfortable both correcting one another andbeing corrected by one another.*Ss learn through interaction within the community(teacher-classmates)Learner's Roles

60. Learner`s Rolesto produce target utteranceswithouthesitationtoencourageclassmatestointeractwitheachotherto share feelingstobecomecounselors of otherlearnersLEARNERS ARE EXPECTED

61. Teacher's RolesControl the usage of correct grammar and vocabulary ( may supply idioms, idiomatic expressions, phrases, phrasal verbs)DeveloplearningmaterialsHelpstudentsacceptcriticism

62. Teacher's RolesMonitor learner utterances and provide assistanceRespond in a supportive manner provide a model

63. ClassroomActivitiesGroup work (scripts, dialogues, mini-dramas)Free conversations / class /group discussions of controversial topicsExchange of questions : students and a teacheroranotherknower ( invitedperson )Comments / summary about/of discussed materialUse of pictures,puppets,drawings

64. Negative points- High demand on teachers- Thecouncelingbyteacherisunderthequestion (special training)-No teacningmaterials-Teacherisdependantonthestudents`choice of topics-Evaluation is difficult to accomplish- Enadequate control of theoral production and grammarCLL stressesthe benefits ofhumanistic side oflanguage learning

65. Suggestopedia(1979, GeorgiLozanov)Characteristics- class arrangement : the use of comfortable furniture- music and music rhythm – it helps to increase self-esteem through increased self-satisfaction in musical performance- state of relaxation of learners and highly positive environment

66. Characteristicsauthoritative behaviour of theteacher: people remember betterand are more influenced if infor-mation comes from anauthorita-tive source Authority (of a teacher) – to suggest a teacher-student relation like that of parent to child.

67. OBJECTIVE – to deliver advanced conversational profociency quicklyDIRECT : text and tapeThe text should have emotional force,literary quality, and interesting characters.- INDIRECT: classroom décor, music.Materials:

68. Classroom activitiesListening activities ReadingsRole-plays

69. Typical class:11stpart-oral review section.Previously learned material is a basis for discussion. Attention to grammar, vocabulary. Emphasis on role- plays(in a hotel,description of tourist or other places, etc)2nd part - presentation and discussion of new material(students may analyze a new dialogue and its translation, grammar, vocabulary. This section is exclusively in the target language)3rd part – concert session– teacher reads the text. Students listen and at the end, leave the room in silence. No homework.

70. NEGATIVE ASPECT-much memorizationPOSITIVE POINTS-We learn about how to believe in the power of the human brain;- The state of relaxation may be beneficial in the classroom.

71. Whole Language( 1980’s -1990’s)The WhL- language should be taught as a “whole” Emphasis on learning to read and write naturally witha focus on real communication and readingand writing for pleasureLanguage is seen as something that is used for meaningful purposes and to carry out authentic functions

72. MAIN PRINCIPLES:1.The use of authentic literature and real world materials rather than specially preparedtexts.2.Focus on real and natural events rather than on specially written stories that do not relate to student’s experience.3.Reading for comprehension

73. Main Principles4.Readingof texts of high interest (literature)5. Writing for a real audience and not simply to practice writing skills.6. The use of student-produced texts

74. Main Principles7.Integration of all four skills – reading, writing, listening and speaking8. It is a student –centered learning9. Encouragement of risk –taking and the acceptance of errors as signs of learningrather than of failure

75. TEACHER`S ROLESThe teacher is a facilitator and negotiates a plan of work with the learners.The Teacher is an active participant in the learning community rather than an expert passing on knowledge. The Teacher creates a supportive and collaborative climate.

76. Learner's RolesThe learner is a collaborator (with classmates, with the teacher)The learner is evaluator of his/her own and other's leaningThe learners select learning materials and activities.

77. Classroom activities-Individual /small groupreading and writing-Writing conferences-Story – writing- Dialogue journals- Student – made books

78. Negative PointWhLapproach is seen as anti – directteaching, anti-skills, anti–materials. Positive Points* It focuses on experiences and activities that are relevant to learner’ s lives and needs* It uses authentic materials* It facilitates the development of all aspects of a second language.

79. (Howard Gardner, 1993)MULTIPLE INTELLIGENCESIt focuses on differences between learnersand the need to recognize learner differences inteaching. All learners have individual styles, preferences or intelligences.Teaching is most successful when these learner differences are acknowledged and applied in teaching.MI approach must be used in design of lesson planning.

80. Kinds of intelligences and Language – Learning ActivitiesStudent speeches, storytelling, debates, word games, creating class newspapers1.Linguistic-the abilityto use language inspecial and creativeways.(Lawyers,writers,editors, interpreters

81. Kinds of intelligences and Language Learning Activities*puzzles,story problems,calculations,codes,scien-tific demonstrations,logic problems2.Logical-mathematical –the ability to thinkrationally (doctors,engineers, scientists )

82. *Charts,maps,video, diagrams, movies, optical illusions, student drawing, imaginative storytelling3.Spatial-the ability toform mental models ofthe world(architects,decorators sculptors,painters )

83. 4.Musical-a good ear for music (singers,composers)* Playing rerecorded music, singing, group singing

84. *Creative movement,role-plays, hands-on activities, miming5.Bodily /Kinesthetic–having a well- coordinating body(athletes andcraftsperson )

85. *Cooperativegroups,peerteaching,groupbrainstorming,board games,pair work6. Interpersonal–the ability to be ableto work well withpeople (salespeople,politicians, teachers)

86. *Independentstudent work,options forhomework, reflective learning, goal setting7.Intrapersonal-the ability to under-stand oneself andapply one’s talentsuccessfully.

87. 8.Naturalist– the ability to understand and organize the patterns of nature

88. nnesterenko@utpl.edu.ec 072 – 570-275 ( ext. 2327 )THANK YOU!