Mind Mapping The nature of approaches and methods in language teaching
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This document discusses different aspects of language teaching approaches, methods, and techniques. It provides reasons for studying teaching methods, such as gaining perspective on how the field has evolved, accessing established practices, and expanding one's teaching skills. Studying methods allows teachers to reflect on their assumptions and make informed choices in their teaching. The roles of the teacher, students, and instructional materials may vary depending on the approach and objectives. Techniques implement methods, which are informed by approaches. Approaches define underlying theories but not specific classroom practices.
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This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
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The document discusses different levels of language teaching approaches, from broad approaches down to specific techniques. It states that an approach refers to assumptions about language and learning, a method is a practical implementation of an approach, and a technique is a specific classroom strategy. It provides examples showing that approaches inform methods, which comprise procedures that utilize techniques to achieve objectives. The discussion emphasizes that no single approach or method can address every teaching context, and advocates an eclectic, informed approach tailored to individual situations.
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This document discusses different aspects of language teaching approaches, methods, and techniques. It provides reasons for studying teaching methods, such as gaining perspective on how the field has evolved, accessing established practices, and expanding one's teaching skills. Studying methods allows teachers to reflect on their assumptions and make informed choices in their teaching. The roles of the teacher, students, and instructional materials may vary depending on the approach and objectives. Techniques implement methods, which are informed by approaches. Approaches define underlying theories but not specific classroom practices.
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This module aims to help elementary school teachers gain knowledge and understanding of various approaches, methods, strategies and techniques for achieving learning objectives in English. It discusses the communicative language teaching approach, best practices for beginning reading instruction, and strategies for teaching comprehension skills. The objectives of the module are for teachers to be able to identify, describe, and implement different approaches and methods using effective strategies to achieve learning goals in English.
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This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
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The document discusses different levels of language teaching approaches, from broad approaches down to specific techniques. It states that an approach refers to assumptions about language and learning, a method is a practical implementation of an approach, and a technique is a specific classroom strategy. It provides examples showing that approaches inform methods, which comprise procedures that utilize techniques to achieve objectives. The discussion emphasizes that no single approach or method can address every teaching context, and advocates an eclectic, informed approach tailored to individual situations.
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This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
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This document outlines the steps in designing instructional materials using educational technology. It discusses analyzing learners' characteristics, stating clear instructional objectives, analyzing content and selecting teaching methods and strategies. A key step is matching pedagogy to the appropriate educational technology. The process involves planning, applying the integration as planned, and evaluating results to improve future lessons that facilitate achieving learning objectives. Overall the document provides guidance to teachers on developing effective technology-integrated instructional materials tailored to students' needs.
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For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
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For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
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This document discusses language teaching and introduces concepts related to approaches, methods, and techniques in language education. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks questions about whether teachers are born or made and can teaching be taught. The document goes on to define key terms like approach, method, and technique, explaining that approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. It encourages writing and reflection on what makes a good teacher.
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This document discusses language teaching approaches, methods, and techniques. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks whether teachers are born or made, and explores the differences between approaches, methods, and techniques. Approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. The document encourages writing and reflection on what makes a good teacher and concludes by discussing theories of language and language learning.
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Instructional materials are classroom tools that enable teachers to implement their beliefs about effective learning. They shape teacher behavior and beliefs more than teacher training courses. New instructional materials require teachers and learners to take on new roles and cannot simply replicate earlier designs. The development of new instructional materials is a systematic process involving design, development, and dissemination phases. The design phase includes developing a conceptual framework and writing specifications. The development phase involves writing experimental materials, evaluation, and modification. The dissemination phase focuses on adoption and use of the new materials in classrooms. Principles for writing materials include providing a stimulus for learning, organizing the learning process, reflecting beliefs about language learning, and serving as models of language use.
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The document discusses different aspects of language teaching methods, including approach, design, and procedure. It summarizes Edward Antony's original model from 1963 that distinguished among these three levels of abstraction and specificity. However, it notes that Antony failed to sufficiently address how an approach becomes a method or how method and technique are related. The document then presents Jack C. Richards and Ted Rodgers' model from 1986 that defines the relationships between approach, design, and procedure in developing a language teaching method.
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The document outlines a 3 phase plan for developing an English language syllabus. Phase 1 involves describing the school and students. Phase 2 consists of analyzing student needs, developing a plan with objectives, and considering differentiated instruction. Phase 3 includes reading the syllabus framework, working on thematic units, and creating an annual plan addressing topics, tasks, texts, and transitions between units.
Methods strategies tactics & techniques
1. Teaching methods refer to the overall presentation style used to deliver content, such as telling (lecture), showing (demonstration), or doing (project-based).
2. Teaching strategies are plans of action designed to achieve learning objectives and are part of a larger curriculum scheme. Strategies include teacher-controlled, learner-controlled, interactive, and group-controlled.
3. Teaching tactics are the specific actions and behaviors teachers use to implement strategies and influence student behavior to meet instructional goals.
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- Apply cognitive strategies like summarizing, guessing meaning from context, and drilling to understand and practice the language (direct strategies).
- Draw from compensation strategies such as circumlocution and gestures to communicate when gaps in knowledge exist (direct strategies).
- Employ metacognitive strategies like planning, monitoring, and evaluating their own learning process (indirect strategies).
- Regulate their emotions, attitudes and motivation through affective strategies (indirect strategies).
- Seek opportunities for practice and collaboration through social strategies (indirect
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1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
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References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
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The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
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The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
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This document outlines the steps in designing instructional technology-based materials. It discusses analyzing learners' characteristics, stating clear instructional objectives, analyzing content, selecting appropriate instructional methods, matching pedagogy with technology, implementing the lesson plan, and evaluating the results. The goals are to ensure materials are specifically designed to meet learning objectives and serve both teachers and students as tools to promote learning. Evaluation of materials and student achievement of objectives is important to improve future lesson planning.
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The document discusses language teaching methodology. It defines methodology as the study of practices, procedures, and principles of language teaching. Methodology involves syllabus design, teaching techniques, and evaluation. The document outlines different language teaching methods throughout history, including grammar translation, audiolingualism, cognitive code learning, humanistic approaches, and communicative language teaching. It emphasizes that the goal of methodology is no longer to find a single "right method" but rather focus on how to effectively teach based on principles and learner needs.
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This document discusses language teaching and introduces concepts related to approaches, methods, and techniques in language education. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks questions about whether teachers are born or made and can teaching be taught. The document goes on to define key terms like approach, method, and technique, explaining that approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. It encourages writing and reflection on what makes a good teacher.
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This document discusses language teaching approaches, methods, and techniques. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks whether teachers are born or made, and explores the differences between approaches, methods, and techniques. Approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. The document encourages writing and reflection on what makes a good teacher and concludes by discussing theories of language and language learning.
Instructional Materials.docx
Instructional materials are classroom tools that enable teachers to implement their beliefs about effective learning. They shape teacher behavior and beliefs more than teacher training courses. New instructional materials require teachers and learners to take on new roles and cannot simply replicate earlier designs. The development of new instructional materials is a systematic process involving design, development, and dissemination phases. The design phase includes developing a conceptual framework and writing specifications. The development phase involves writing experimental materials, evaluation, and modification. The dissemination phase focuses on adoption and use of the new materials in classrooms. Principles for writing materials include providing a stimulus for learning, organizing the learning process, reflecting beliefs about language learning, and serving as models of language use.
Method: Approach, Design, Procedure
The document discusses different aspects of language teaching methods, including approach, design, and procedure. It summarizes Edward Antony's original model from 1963 that distinguished among these three levels of abstraction and specificity. However, it notes that Antony failed to sufficiently address how an approach becomes a method or how method and technique are related. The document then presents Jack C. Richards and Ted Rodgers' model from 1986 that defines the relationships between approach, design, and procedure in developing a language teaching method.
paper of English Learning Strategy
This document discusses different language learning approaches and methods. It begins by defining key terms like approaches, strategies, methods, techniques and models. It explains that a learning approach is a teacher's view of the learning process, and can be student-centered or teacher-centered. Learning strategies are activities to achieve learning goals, while methods are concrete ways of implementing strategies. Techniques are how teachers carry out methods. A learning model combines approaches, strategies, methods and techniques.
The document then discusses formal and functional approaches. Formal approaches are traditional and assume language learning is routine. Methods include grammar-translation and reading. Functional approaches emphasize direct contact with native language users. Related methods are discussed in more detail, including direct method,
Approach, method and Technique in Language Learning and teaching
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
Slides First Meeting
The document outlines a 3 phase plan for developing an English language syllabus. Phase 1 involves describing the school and students. Phase 2 consists of analyzing student needs, developing a plan with objectives, and considering differentiated instruction. Phase 3 includes reading the syllabus framework, working on thematic units, and creating an annual plan addressing topics, tasks, texts, and transitions between elements. The document also provides guidance on assessment, activities for skills, and communicative language teaching approaches.
Slides First Meeting
The document outlines a 3 phase plan for developing an English language syllabus. Phase 1 involves describing the school and students. Phase 2 consists of analyzing student needs, developing a plan with objectives, and considering differentiated instruction. Phase 3 includes reading the syllabus framework, working on thematic units, and creating an annual plan addressing topics, tasks, texts, and transitions between units.
Methods strategies tactics & techniques
1. Teaching methods refer to the overall presentation style used to deliver content, such as telling (lecture), showing (demonstration), or doing (project-based).
2. Teaching strategies are plans of action designed to achieve learning objectives and are part of a larger curriculum scheme. Strategies include teacher-controlled, learner-controlled, interactive, and group-controlled.
3. Teaching tactics are the specific actions and behaviors teachers use to implement strategies and influence student behavior to meet instructional goals.
ELT METHODS.pptx
This document discusses English language teaching methods. It introduces various traditional methods like the grammar translation method, audio-lingual method, silent way method, suggestopedia, and total physical response method. It also covers the modern task-based language learning method and computer-assisted language learning. The document describes the components of teaching methods, including syllabus, teaching/learning practices, and assessment. It relates different language teaching approaches to the methods used and techniques applied in the classroom.
Theories of Teaching in TEFL
This document discusses different theories and conceptions of teaching. It describes the shift from a focus on methods in the 20th century to a more complex view of language pedagogy in the 21st century. It outlines three main conceptions of teaching: 1) science-research conceptions which view teaching as applying principles from research, 2) theory-philosophy conceptions which are based on educational theories, and 3) art-craft conceptions which treat each teaching situation uniquely based on its characteristics. The document advocates for an approach to teaching that involves diagnosis of learners' needs, treatment through appropriate activities and techniques, and assessment to evaluate learning.
Lesson 3_Language Learning Strategies_compressed.pdf
Good language learners employ a variety of strategies from the six categories to maximize their learning. They:
- Use memorization strategies like imagery and recitation to remember vocabulary and concepts (direct strategies).
- Apply cognitive strategies like summarizing, guessing meaning from context, and drilling to understand and practice the language (direct strategies).
- Draw from compensation strategies such as circumlocution and gestures to communicate when gaps in knowledge exist (direct strategies).
- Employ metacognitive strategies like planning, monitoring, and evaluating their own learning process (indirect strategies).
- Regulate their emotions, attitudes and motivation through affective strategies (indirect strategies).
- Seek opportunities for practice and collaboration through social strategies (indirect
Presentation1
The document discusses instructional design theory. It defines instructional design as the systematic process of analyzing learning needs and goals, and designing instructional materials to facilitate teaching and learning. Instructional design theory consists of concepts, definitions, and propositions that explain the instructional process from a systematic perspective and offers guidance to improve instruction quality. The document also discusses different instructional design models and their key components like interface design, sequencing lessons, learner control, and evaluation strategies.
Instructional Planning-.pptx
This document discusses various aspects of instructional planning for teaching, including types of instructional planning like course plans, unit plans, and lesson plans. It emphasizes the importance of instructional planning for providing logical lesson sequencing, economizing teacher time and energy, and guiding higher-level student questioning. Key components of instructional planning include determining learning objectives and assessments, developing lessons using techniques like lectures, discussions, and simulations, and designing assessments to evaluate student learning.
Presentation materials design created by Shama Kalam Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Mind Mapping The nature of approaches and methods in language teaching
- 1. DESIGN The method analysis Theory of language APPROACH An approach is a set of correlative assumptions dealing with the nature of language teaching and learning 1. The structural view, the system of structurally related elements for the coding of meaning 2. The functional view, for the expression of functional meaning. 3. The interactional view, tool for the realization of interpersonal relations and for the performance of social transactions between individuals. PROCEDURE Describing how a method realizes its approach and design in classroom Includes classroom techniques, practices, and behaviours. 1. the use of teaching activities, drills, dialogues, information gap activities, etc.) 2. the ways in which particular teaching activities are used for practicing language 3. the procedures and techniques used in giving feedback to concerning the form or content of their utterances or sentences Theory of Language Learning 1. An account of the central processes of learning 2. An account of conditions believed to promote successful language learning. 1. Objectives General: what a method sets out to achieve. Specific: a product of design. 2. Content Choices & Organization A sylabus: the form in which linguisticc ontent is specified in a course or method. 3. Types of Learning and Teaching Activities Kinds of tasks & activities to be employed in the classroom and material. the instructional process, the organized directed interaction of teachers, learners, and materials in the classroom 4.Learner Roles Concerning the learners' contribution to the learning process View of learners (perforer, initiator, problem solver, etc) 5.Teacher Role Teacher function (consultant, guide, model, etc) Determining the content material Interaction between teacher and learner 6. The Role of Instructional Material It reflects decisions concerning the primary goal, the form, and the relation of material; and the abilities of the teacher.
- 2. CONSTITUENTS AND CATEGORIES OF METHOD . CATEGORIES OF LANGUAGE TEACHING METHOD CONSTITUENTS OF LANGUAGE TEACHING METHODS DESIGNER NONMETHODS Principally create a comfortable environment in class in order to eliminate any fear of failure on the part of the learners. Example: TPR & Suggestopedia 1. Method and Methodology Methods refer to established conceptualized and constructed by experts in the field Methodology, to refer to what practicing teachers actually do in the classroom in order to achieve their stated or unstated teaching objectives 2. Approach, Method, technique Approach: describes the nature of the subject matter to be taught. Method: an overall plan for the orderly presentation of language material. Technique: a particular trick used to accomplish an immediate objective 3. Approach, Design, Procedure Approach, defines those assumptions, beliefs, and theories Design, specifies the relationship of theories of language procedure comprises the classroom techniques and practices which are consequences of particular approaches and designs. 1. Language-Centered Method Concern with linguistic forms. 2. Learner-Centered Method Concern with learners wants, needs, and situations. 3. Learning-Centered Method Concerned with cognitive processes of language learning Method