The document discusses different approaches to language teaching methodology. It describes Mackey's method analysis framework, which focuses on analyzing teaching materials based on the concepts of selection, gradation, presentation, and repetition of language items. It also discusses Halliday, McIntosh, and Strevens' related methodics framework for analyzing curriculum development, implementation, and evaluation. The document examines various attempts to develop conceptual frameworks for analyzing language teaching methods.

1. THE BREAK WITH
THE METHOD
CONCEPT
A GENERAL OVERVIEW

2. CHANGE IN APPROACH
•The break with single method concept
•Overcoming problems
•Use of comprehensive framework
•The contribution of empirical
approaches

3. TEACHERS' GUIDES
• Contents indicate the conceptualization
• Methods appeared in widercontext
• Offers historical orientation various language
teaching factors
• Defines teaching aimand objectives

4. TEACHERS' GUIDES (CONT.)
• Promotes psycholinguistic features of language
learning
• Main concern was pedagogical treatment
• Contains discussion of techniques of instructions

5. TEACHERS’ GUIDE (CONT.)
• Reflects the writers’ experience as teachers
• Eclectic approach
• Most appropriate use
• Keeps up with the intuitions of language teachers

6. TEACHERS’ GUIDE (CONT.)
• Link between theoretical and practical level
• Fails to make distinction between knowledge and
opinion
• Treats as the personal language teaching theories

7. METHO D ANALYSIS
AND METHO DICS

8. ‘There is some good in all of them’ and have adopted a
point of view of eclecticism which recently gained support
in the second edition of Rivers’ guide(1981).
Attempts have been made to develop a broad
conceptual framework.
Most influential of these evolved from studies by Mackey
and other linguists

9. MACKEY’S METHOD
Language teaching demands a matching of materials,
teacherand learner.
• Principal focus was the analysis of textual teaching
materials, ‘method analysis’ in a specific and technical
sense.
• Basic concepts are selection, gradation, presentation,
and repetition.

10. SELECTION AND LIMITATION
• Describe the important task of linguistic choices to be
made by the curriculum developer.
• Analyze what kinds of choices are needed, and what
criteria to use in making these choices.
• Emphasizes that frequency of linguistic items is not the
only criterion to apply
• Range, availability, coverage and learnability should also
be considered.

11. GRADATION
 a linguistic or psycholinguistic ordering of the
language items.
Mackey distinguishes grouping and sequence.
Grouping: the fitting together of items that go
together.
Sequence: the order in which items follow each
other

12. PRESENTATION
Mackey distinguishes between the presentation in
the textual materials (method analysis) from the
presentation by the teacher (teaching analysis).
“The kernel of the teaching process, the
confrontation of the pupil with the items being
taught” (Halliday, McIntosh, and Strevens 1964:
213)

13. PRESENTATION
• Includes classroom teaching, instruction by television or
in language laboratories, and audiovisual courses.
• Mackey distinguishes repetition from presentation.
• It is through repetition that correct language habits are
established.

15. • But neither scheme takes sides on the method
issue.
• Mackey distinguishes a number of procedures for
presenting meaning –
Differential procedures (derived from Grammar-
Translation)
Ostensive, pictorial and contextual procedures
(derived from Direct Method or Audiolingual
Method)

16. The Repetition Phase is
analyzed by Mackey in terms
of audiolingual-habit training,
but with equal emphasis on
the four skills.
The training in
reading incorporates
some of the
activities of the
reading method

18. THE FINAL PHASE IS
Te sting

19. ‘(the teacher) must… know how farhis
teaching is effective; that is to say ,
to what extent learning is taking
place among his pupils.’
(1964:214)

20. The main focus of Mackey’s method
Analysis of materials
(not the testing stage)

21. The measurement phase provides guidelines
fora quantitative analysis for4 phases,
selection
gradation
repetition
presentation

22. METHODANALYSIS IS FOLLOWED
BY

23. Teaching
involves

24. PRE-TEACHING PHASE

25. CLASSROOM ACTIVITIES

26. TESTING
Measurement of
language learning

27. FIGURE: A COMPARISON OF
METHOD ANALYSIS AND
METHODICS

28. MethodandTeachingAnalysis
(Mackey 1965)
Methodics
(Halliday, McIntosh and Strevens
1964)

29. THETWO
SCHEMES
INCLUDE-
• Concepts of
Curriculum
Development Theory
• Concepts of
Curriculum
Implementation
• Concepts of
Curriculum Evaluation

30. THE TWO SCHEMES DISTINGUISH -
• Concepts of Teaching • Concepts of Learning

31. CONCEPTUAL ANALYSES OF
METHODS
1.Eight psychological features
2.Three linguistics features
3.Existence of these eleven features in
the existing methods

32. (CONT.)
4. Methods ( GTM, DM, ALM) failed
to build the language into a unified
structure.
5. Features were overlapping.

33. ANALYSIS OF
TEACHING METHODS
------- KRASHEN ANDSELIGER

34. +Discretepoint:
 treatment of the grammarrules and
lexical items
 Isolated orglobal?
+Deductive:
 the presentation of rules before
practice versus the influence of rules
frompractice

35. • +Explicit:
While a deductive approach is necessarily
explicit, the inductive approach may end up
with an explicit formulation or it may be
designed as inductive.
• Se q ue nce :
the arrangement of language content

36. Performancechannel:
the separation and
combination of listening,
speaking, reading and writing,
specific to a method
Exercisetype:
‘Focus on’ versus ‘focus away’
learner’s attention on the
point to be practiced or
learner’s attention away from
the point to be practised.

37. • Extent of control:
the degree to which the programme is designed to avoid
the possibility of learnererrors
• Feedback:
the degree to which the teachercorrects the errors of
the students
‘errors corrected versus errors ignored’

38. EMPIRICAL
APPROACHES TO THE
STUDY OF TEACHING

39.  Different types of experimental studies.
 The drawbacks and weaknesses of the studies and
investigations.
 The contribution of empirical approaches to the
study of teaching.

40. CONCLUSION