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This document discusses three approaches to curriculum design in language teaching: forward, central, and backward design. Forward design starts with choosing a topic and resource, then plans instructional methods and assessment. Central design prioritizes teaching activities over syllabus or outcomes. Backward design begins with specifying learning outcomes and uses them to develop the syllabus, materials, teaching, and assessment.
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The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
power point: Direct method by zuliana_nurbalinda
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
The oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and vocabulary in meaningful situations using objects, pictures, and actions. Lessons would start with pronunciation and then include drilling, reading, and written exercises on the new structures. The teacher served as a model, and the learner's role was initially to listen, repeat, and respond to commands.
L2 learning and teaching
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
This is my presentation of English Language Teaching.
The document discusses various approaches and methods in language teaching. It defines approach as referring to theories about the nature of language and language learning. There are three main theoretical views of language that inform approaches: 1) the structural view which sees language as a system of coded meaning, 2) the functional view which sees language as a vehicle for expression, and 3) the interactional view which sees language as a tool for social relations. These theoretical views provide the framework for language teaching methods but need to be complemented by theories of how language is learned.
Communicative Language Teaching
Communicative Language Teaching (CLT) originated from changes in British language teaching in the late 1960s that rejected a focus on grammar mastery and emphasized communicative competence instead. CLT is based on theories that language is communication and is acquired through use. It aims to make communication the goal and teaches language skills interdependently through meaningful tasks. CLT lessons typically involve group work, information sharing activities, and role plays to encourage risk taking and free practice using language for various functions.
acquisition and learning language hypothesis
1. The document discusses Stephen Krashen's acquisition-learning hypothesis, which distinguishes between language acquisition and language learning.
2. Language acquisition is a subconscious process that occurs through meaningful interaction and communication, similar to how children learn their first language. Language learning is a conscious process involving formal study and attention to language rules.
3. Acquisition results in implicit practical language ability while learning provides explicit knowledge about the language. Formal teaching is more helpful for learning than acquisition according to Krashen.
needs analysis in course design
This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
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The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
power point: Direct method by zuliana_nurbalinda
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
The oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and vocabulary in meaningful situations using objects, pictures, and actions. Lessons would start with pronunciation and then include drilling, reading, and written exercises on the new structures. The teacher served as a model, and the learner's role was initially to listen, repeat, and respond to commands.
L2 learning and teaching
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
This is my presentation of English Language Teaching.
The document discusses various approaches and methods in language teaching. It defines approach as referring to theories about the nature of language and language learning. There are three main theoretical views of language that inform approaches: 1) the structural view which sees language as a system of coded meaning, 2) the functional view which sees language as a vehicle for expression, and 3) the interactional view which sees language as a tool for social relations. These theoretical views provide the framework for language teaching methods but need to be complemented by theories of how language is learned.
Communicative Language Teaching
Communicative Language Teaching (CLT) originated from changes in British language teaching in the late 1960s that rejected a focus on grammar mastery and emphasized communicative competence instead. CLT is based on theories that language is communication and is acquired through use. It aims to make communication the goal and teaches language skills interdependently through meaningful tasks. CLT lessons typically involve group work, information sharing activities, and role plays to encourage risk taking and free practice using language for various functions.
acquisition and learning language hypothesis
1. The document discusses Stephen Krashen's acquisition-learning hypothesis, which distinguishes between language acquisition and language learning.
2. Language acquisition is a subconscious process that occurs through meaningful interaction and communication, similar to how children learn their first language. Language learning is a conscious process involving formal study and attention to language rules.
3. Acquisition results in implicit practical language ability while learning provides explicit knowledge about the language. Formal teaching is more helpful for learning than acquisition according to Krashen.
needs analysis in course design
This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
Communicative language teaching (clt)
The document provides an overview of Communicative Language Teaching (CLT). It discusses the origins and key aspects of CLT including its theory of language as communication, theory of learning focused on meaningful tasks, design with objectives centered around communicative competence, syllabus based on notions and functions, emphasis on interactive activities, and roles of the learner and teacher in facilitating communication. The roles of instructional materials in promoting language use are also outlined. In conclusion, while CLT aims to make communication the goal, it has limitations in fully replicating authentic use and in implementation for beginners who need more structure.
Communicative Language Teaching : A new Perspective
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
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The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
Communicative language teaching/ Principles of Language Teaching
The document discusses the principles of communicative language teaching (CLT). It describes CLT as focusing on developing students' communicative competence rather than just grammatical rules. Key aspects of CLT include interaction between learners to negotiate meaning, experimenting with language in meaningful ways, and a tolerant approach to errors. The document also contrasts traditional and CLT approaches, outlines typical CLT classroom activities, and discusses processed-based and product-based directions in current CLT methodology like content-based instruction, task-based instruction, and competency-based instruction.
Content based instruction ( CBI )
Content-based instruction is a method that integrates language and content learning. It focuses on using meaningful content from other subject areas as the basis for developing language skills. Key aspects of CBI include using the content and students' background knowledge and experiences to drive the curriculum; focusing on purposeful, contextualized language use; and having students play an active role in interpreting information while teachers facilitate learning. CBI aims to make language learning more motivating by focusing on meaningful ideas rather than just language forms.
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The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
Grammar Translation Method
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
[TEFL] Language Teaching Methods/ Approaches
This document discusses several language teaching methods and approaches, including:
1. Grammar-translation method which focuses on translation and memorization.
2. Direct Method which aims to communicate directly in the target language without translating.
3. Audio-Lingual Method which focuses on comprehension at a mechanical level.
4. Silent Way which limits the teacher's presence to provide language models for students.
5. Suggestopedia which includes oral review, study, and séance sessions to enhance learning.
A history of english language teaching - Section 1 (3,4,5)
A History of English Language Teaching (A.P.R. Howatt & H.G. Widdowson) - Oxford University Press (2004)
The framework of materials and methods and current approaches to materials an...
This document discusses frameworks and approaches for materials and methods in language teaching. It introduces several contexts for English language teaching such as EFL, ESL, EYL, and ESP. Key contextual factors that influence materials and methods are described, including learner characteristics, the teaching setting, and resources. Common types of syllabus organization are outlined such as grammatical, functional-notional, situational, and task-based. The principles of Communicative Language Teaching are discussed, along with its development and implications. The Task-Based Language Teaching approach is also introduced, with its three-phase framework of pre-task, task cycle, and language focus.
Direct method class presentation/by Nazik
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
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This document discusses guidelines for teaching English language learners across different proficiency levels - beginning, intermediate, and advanced.
It provides descriptions of characteristics and teaching approaches for each level. At the beginning level, the focus is on developing basic speaking, listening, reading and writing skills through simple communication tasks. At the intermediate level, students have more language control and can discuss their interests, though accuracy is still a goal. The advanced level focuses on developing native-like fluency and competence through complex activities and academic content. Across all levels, the teacher's role is to provide opportunities for practice and automatization of language skills.
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
The Grammar Translation Method
The grammar-translation method focuses on teaching grammar rules and translating texts between the native and target languages. It was originally used to teach classical languages through reading and writing. Key principles include an emphasis on accuracy over fluency, learning vocabulary through direct translation, and discussing readings in the native language. Grammar is taught deductively through explanations in the native language and applying rules to translations.
Community Language Learning
Community Language Learning (CLL) was created by Charles Curran and aims to reduce language learning anxiety. It approaches teaching by viewing students as whole persons and having the teacher act as a counselor. CLL uses group work, recordings, transcription, and other collaborative activities. Learners first work to comprehend sounds, meanings, and basic grammar before speaking. There are five stages of development in CLL from initial security and belonging to eventual independence.
English Teaching Curriculum
Between the two regions so far, there were no relations at the administration level. The Comenius school partnership project “LEO – the book mouse” 2011-2013 was the origin of this REGIO project. This project provides a unique opportunity to link two European regions over a particularly important issue.
The context of the two regions in the proposed partnership with regard to education is the increasing importance of the reliable and thorough mastery of computer technology (media competence) in different fields of life.
Curriculum approaches in language teaching (mobin bozorgi)
Central design curriculum starts with selecting teaching activities and methods rather than detailing a syllabus or outcomes. It focuses on processes like learner inquiry and deliberation that drive teaching and learning. The syllabus is dynamic rather than sequential, and evaluation improves teaching and learning rather than judging outcomes.
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Communicative language teaching (clt)
The document provides an overview of Communicative Language Teaching (CLT). It discusses the origins and key aspects of CLT including its theory of language as communication, theory of learning focused on meaningful tasks, design with objectives centered around communicative competence, syllabus based on notions and functions, emphasis on interactive activities, and roles of the learner and teacher in facilitating communication. The roles of instructional materials in promoting language use are also outlined. In conclusion, while CLT aims to make communication the goal, it has limitations in fully replicating authentic use and in implementation for beginners who need more structure.
Communicative Language Teaching : A new Perspective
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
Task based language teaching
The document discusses task-based language teaching (TBLT). It provides definitions of a task and TBLT, explaining that TBLT uses tasks to engage learners in meaningful communication. The principles of TBLT are outlined, noting that it creates contexts for language acquisition, focuses on form and meaning, and develops motivation. Different types of teaching activities are discussed, including listing, ordering, comparing, problem-solving and sharing experiences. Research examples on TBLT are also mentioned.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
Communicative language teaching/ Principles of Language Teaching
The document discusses the principles of communicative language teaching (CLT). It describes CLT as focusing on developing students' communicative competence rather than just grammatical rules. Key aspects of CLT include interaction between learners to negotiate meaning, experimenting with language in meaningful ways, and a tolerant approach to errors. The document also contrasts traditional and CLT approaches, outlines typical CLT classroom activities, and discusses processed-based and product-based directions in current CLT methodology like content-based instruction, task-based instruction, and competency-based instruction.
Content based instruction ( CBI )
Content-based instruction is a method that integrates language and content learning. It focuses on using meaningful content from other subject areas as the basis for developing language skills. Key aspects of CBI include using the content and students' background knowledge and experiences to drive the curriculum; focusing on purposeful, contextualized language use; and having students play an active role in interpreting information while teachers facilitate learning. CBI aims to make language learning more motivating by focusing on meaningful ideas rather than just language forms.
Content Based Syllabus
The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
Grammar Translation Method
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
[TEFL] Language Teaching Methods/ Approaches
This document discusses several language teaching methods and approaches, including:
1. Grammar-translation method which focuses on translation and memorization.
2. Direct Method which aims to communicate directly in the target language without translating.
3. Audio-Lingual Method which focuses on comprehension at a mechanical level.
4. Silent Way which limits the teacher's presence to provide language models for students.
5. Suggestopedia which includes oral review, study, and séance sessions to enhance learning.
A history of english language teaching - Section 1 (3,4,5)
A History of English Language Teaching (A.P.R. Howatt & H.G. Widdowson) - Oxford University Press (2004)
The framework of materials and methods and current approaches to materials an...
This document discusses frameworks and approaches for materials and methods in language teaching. It introduces several contexts for English language teaching such as EFL, ESL, EYL, and ESP. Key contextual factors that influence materials and methods are described, including learner characteristics, the teaching setting, and resources. Common types of syllabus organization are outlined such as grammatical, functional-notional, situational, and task-based. The principles of Communicative Language Teaching are discussed, along with its development and implications. The Task-Based Language Teaching approach is also introduced, with its three-phase framework of pre-task, task cycle, and language focus.
Direct method class presentation/by Nazik
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
Teaching across proficiency levels Alejandra Lopez
This document discusses guidelines for teaching English language learners across different proficiency levels - beginning, intermediate, and advanced.
It provides descriptions of characteristics and teaching approaches for each level. At the beginning level, the focus is on developing basic speaking, listening, reading and writing skills through simple communication tasks. At the intermediate level, students have more language control and can discuss their interests, though accuracy is still a goal. The advanced level focuses on developing native-like fluency and competence through complex activities and academic content. Across all levels, the teacher's role is to provide opportunities for practice and automatization of language skills.
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
The Grammar Translation Method
The grammar-translation method focuses on teaching grammar rules and translating texts between the native and target languages. It was originally used to teach classical languages through reading and writing. Key principles include an emphasis on accuracy over fluency, learning vocabulary through direct translation, and discussing readings in the native language. Grammar is taught deductively through explanations in the native language and applying rules to translations.
Community Language Learning
Community Language Learning (CLL) was created by Charles Curran and aims to reduce language learning anxiety. It approaches teaching by viewing students as whole persons and having the teacher act as a counselor. CLL uses group work, recordings, transcription, and other collaborative activities. Learners first work to comprehend sounds, meanings, and basic grammar before speaking. There are five stages of development in CLL from initial security and belonging to eventual independence.
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Communicative Language Teaching : A new Perspective
Communicative Language Teaching : A new Perspective
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
Communicative language teaching/ Principles of Language Teaching
Communicative language teaching/ Principles of Language Teaching
A history of english language teaching - Section 1 (3,4,5)
A history of english language teaching - Section 1 (3,4,5)
The framework of materials and methods and current approaches to materials an...
The framework of materials and methods and current approaches to materials an...
Teaching across proficiency levels Alejandra Lopez
Teaching across proficiency levels Alejandra Lopez
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- 1. Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design Jack C. Richards The term curriculum is used here to refer to the overall plan or design for a course and how the content for a course is transformed into a blueprint for teaching and learning which enables the desired learning outcomes to be achieved.
- 2. INPUT / OUTPUT In language teaching, Input refers to the linguistic content of a course. The result is a syllabus. Output refers to learning outcomes, that is, what learners are able to do as the result of a period of instruction. This might be a targeted level of achievement Input: Syllabus Process: Methodology Output: Learning outcomes
- 3. FORWARD DESIGN: Curriculum design is seen to constitute a sequence of stages that occur in a fixed order – an approach that has been referred to as a ‘waterfall’ model (Tessmer and Wedman, 1990) where the output from one stage serves as the input to the stage that follows. Wiggins and McTighe (2006:15) give an illustration of this process with an example of a typical forward-design lesson plan: • The teacher chooses a topic for a lesson (e.g. racial prejudice) • The teacher selects a resource (e.g. To Kill a Mocking-bird) • The teacher chooses instructional methods based on the resource and the topic (e.g. a seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television) • The teacher chooses essay questions to assess student understanding of the book.
- 5. CENTRAL DESIGN: curriculum development starts with the selection of teaching activities, techniques and methods rather than with the elaboration of a detailed language syllabus or specification of learning outcomes. Clark’s description of the features of ‘progressivism’ captures the essence of central design: • It places less emphasis on syllabus specification and more on methodological principles and procedures. • It is more concerned with learning processes than predetermined objectives. • It emphasizes methodology and the need for principles to guide the teaching learning process. • It is learner-centered and seeks to provide learning experiences that enable learn-ers to learn by their own efforts. • It regards learners as active participants in shaping their own learning.
- 7. BACKWARD DESIGN The third approach to curriculum design is to begin with a specification of learning out-puts and to use these as the basis for developing instructional processes and input. Step 1: diagnosis of needs Step 2: formulation of objectives Step 3: selection of content Step 4: organization of content Step 5: selection of learning experiences Step 6: organization of learning experiences Step 7: determination of what to evaluate and of the ways of doing it (Taba, 1962: 12).
- 8. BACKWARD Standards and the Common European Framework of Reference. A related approach to backward design is through the use of standards (also known as benchmarks, core skills, performance profiles and target competencies). The use of standards in curriculum planning thus involves the following sequence of activities: • Identify the domains of language use the learners need to acquire (e.g. reading, writing, listening, speaking). • Describe standards and performance indicators for each domain. • Identify the language skills and knowledge needed to achieve the standard. • Select teaching activities and materials.