This document outlines the methodology course for training foreign language teachers. It discusses the aims, objectives, expectations, content, and evaluation of the course. The objectives are for students to understand classroom activities and assessments, important terminology, and how to design lessons and apply teaching methods. The content will explore classroom assessment types and administration. Evaluation includes formative and summative assessments like quizzes, projects, and exams. The document also summarizes the evolution of language teaching methods from grammar-translation to communicative approaches.

1. METHODOLOGY
OF FOREIGN
LANGUAGE
TEACHING
INTRODUCTION TO THE COURSE

3. Aim  To prepare and train student, both
theoretically and practically, for the
professional activity of a foreign
language teacher.

4. Objectives
Upon completion of this course SS will……..
Comprehend the design, purpose and use of classroom activities
Comprehend
Know important terminology of foreign language teaching methodology
Know
Align the course content with the assessment
Align
Design the course and aligning the assessment with the course objectives, tasks and assessment
Design
Apply different methods and make the decisions
Apply
Discuss the teaching philosophy
Discuss
Apply the basic principles of language teaching
Apply
Analyze the case studies
Analyze
Design lesson plans
Design

5. Course
expectations
 The success of this course depends on each
student’s serious preparation, active
participation, and cooperative disposition in
every class, discussions and projects. It is
important they read, analyze, and reflect on
all course readings prior to the class for
which they are assigned. All students will
complete all written assignments and
projects by due date. Late assignments will
not be accepted.

6. Attendance Full participation is required. In the event of
an emergency that prevents a student from
attending a class, the instructor must be
notified immediately by e-mail. An absence
may be excused by a certified medical
condition. Any other exceptional circumstance
will be assessed by the instructor. Unexcused
absences will negatively impact the
assessment of your performance by lowering
five points from your final grade for each
occurrence.

7. Content
Through discussions, class presentations,
case studies, and readings students will
explore the following conceptual ides.
types of classroom assessment
how to administer, score and interpret
assessment

8. Evaluation: The grade for this course will
be determined using the following:
FORMATIVE
ASSESSMENT
MID-ASSESSMENT FINAL
ASSESSMENT

9. FORMATIVE
ASSESSMENT
STRATEGIES

10. Commonly called
Checks for
Understanding, help
instructors identify
what students know
and what needs to be
reinforced, and help
students identify
their own level of
understanding.
1-3 MINUTES 3-5 MINUTES > 5 MINUTES
1. One sentence
summary
2. 2 things
a. you learned today
b. takeaways from
today
c. muddiest point-
what’s
unclear
3. think-write-share
4. 3-2-1
a. what you learned
b. what you want to
know
about
c. what questions
you still
have
4. Directed paraphrase
1. Questionnaires
2. Complete question
stem
3. Group question to
discuss
4. How and Why
questions
5. Interview your partner
6. KWL
a. what do you know
b. what do you want to
know
c. what did you learned
7. MCQ, matching, test
1. Graphic organizers
2. Online quizzes
/surveys
3. Journal entry
4. 3-way summary
a. 10-15 words
b. 30-50 words
c. 75-100 words
5. student/group demo

11. SUMMATIVE
ASSESSMENT
STRATEGIES

12. Used to evaluate
student learning in the
form of knowledge,
skills, and thinking at
the end of a project,
unit, course, or
semester. Summative
assessments are
usually high stakes.
Selected
Response
Products Performances /
process
Focused
1. Multiple
Choice
2. True –False
3. Matching
1. Reflective
Writing
2. Test design
3. Writing test
specification
1. Oral
presentation
2. Case Study
3. Observation
4. Reflective
Reading

13. What is the language teaching
methodology?

14. Evolution of language teaching
(and testing)
First generation-grammar translation
(pre- 1960)
Second generation-audio-lingual/
structural
Third generation- communicative

15. FIRST GENERATION
techniques
 Teaching: grammar-translation
 Writing: composition +translation
 Speaking: 1-on-1 interview
 Reading: WH-questions
 Listening: dictation + reproduction
 Translation: L1 TL

16. FIRST GENERATION
features
 non authentic texts & tasks
 disembodied language
 marking subjective
 reliability –poor
 practicality- poor
 syllabus based
 knowledge based

17. SECOND GENERATION
techniques
 Teaching: structural
 a) MCQ
 b) cloze
 Grammar: MCQ
 Reading: text +MCQ
 listening: text+ MCQ


18. SECOND GENERATION
features
 non –authentic
 decontextualized
 marking objective
 reliability- good
 practicality-good
 validity- poor
 washback effect-poor

19. THIRD GENERATION
techniques
 Teaching: communicative
 Reading: authentic texts +authentic tasks
 Listening: authentic texts +authentic tasks
 Writing: authentic texts +authentic tasks
 Speaking: authentic texts +authentic tasks
 Grammar: no separate test/grammar is
criterion when marking

20. THIRD GENERATION
features
 authentic texts & tasks
 contextualized language & tasks
 marking- objective (reading & listening)
criteria-based (speaking & writing)
validity- good
practicality- time-consuming
reliability- rater training needed for S+W

21. Examples:
W1) Replying to an input letter.
W2) Writing 200 words about a visit to a
zoo.
W3) Completing a passage from which
words have been deleted.

22. To bring for the
next time
1. Read through and be
familiar with the article
“An Analysis of
Language Teaching
Approaches and
Methods--Effectiveness
and Weakness” Liu, Q.
X., & Shi, J. F. (2007).

23. Questions :