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Understanding language teaching methodology
- 1. Understanding Language Teaching Methodology Overcenturies, educators have developed methods to help teachers understand how they should teach. These methods combine theories with beliefs about language learning, even when evidence is insufficient to support such beliefs. Understanding these methods is crucial because even when a method becomes unfashionable, many of its techniques remain part of typical teaching behavior today.
- 2. Defining Key Terms Approach Theoriesabout language nature and learning that provide reasons for classroom activities and how they're done. Method The practical classroom realization of an approach, including various procedures and techniques. Procedure An ordered sequence of techniques, described as "First you do this, then you do that..." Technique A single activity rather than a sequence, like silent viewing or finger technique.
- 3. Three and aHalf Methods 1 Grammar-Translation Students received grammar explanations in their native language and translated sentences between languages. Focus was on accuracy at sentence level with little context. 2 Direct Method Translation abandoned in favor of teacher-student interaction. Grammar learned inductively through exposure. Only target language used in classroom. 3 Audiolingualism Used stimulus-response-reinforcement model with drills to form language habits. Aimed to banish mistakes through constant repetition.
- 4. Communicative Language Teaching 1 CommunicationFocus Emphasis on what language is used for 2 Functions & Notions Teaching inviting, apologizing, agreeing 3 Meaningful Tasks Real communication in classroom setting Most English teachers today would say they teach communicatively. CLT shifted focus from how language is formed to what it's used for, emphasizing communicative functions and meaning- focused tasks.
- 5. Teaching Unplugged: DogmeELT Conversation-Driven Interactive talk drives classroom procedures between students and with the teacher. 1 Materials-Light Teachers respond to students' needs rather than using pre-packaged materials like coursebooks. Emergent Language Focus on language that emerges naturally rather than following a prescribed syllabus. 3
- 6. Task-Based Learning Pre-Task Teacher explorestopic, highlights useful words, helps students understand instructions. Task Cycle Students perform task in pairs/groups, plan how to report, then present results. Language Focus Students examine specific language features the task has provoked. Task-based learning makes meaningful tasks central to the learning process. It's informed by the belief that focusing on task completion is as effective for language learning as focusing on language forms.
- 7. The Lexical Approach Multi-WordChunks Language consists of prefabricated chunks rather than traditional grammar and vocabulary. Foundation for Fluency Fluency results from acquiring a large store of fixed and semi- fixed prefabricated items. Focus on Phrases Teaching phrases that show words in combination rather than isolated grammar patterns.
- 8. Humanistic Methods Community Language Learning A'knower' helps students say what they want by translating or suggesting. Students reflect on how they felt about activities. Suggestopaedia Focuses on physical environment. Students need to be comfortable and relaxed to lower their affective filter. Total Physical Response Students respond to commands physically before producing language themselves. Based on how children learn through commands.
- 9. The PPP Procedure Presentation Teacherintroduces a situation contextualizing the language, models it, and explains form and meaning. Practice Students practice using accurate reproduction techniques like choral repetition, individual repetition, and controlled drills. Production Students use the new language to make sentences of their own, often through personalization activities. Despite criticisms that PPP is too teacher-centered and assumes linear learning, it remains widely used, especially at lower levels for teaching certain language points.
- 10. a) To whatextent does reliance on a coursebook support or hinder the development of communicative competence in real-world contexts? Does it encourage authentic language use, or does it promote formulaic and decontextualized learning? b) How do coursebooks reflect (or fail to reflect) diverse cultural perspectives and learner identities? Whose voices and experiences are centered, and whose are marginalized or absent? c) Can a standardized coursebook truly meet the needs of a diverse classroom with varying linguistic, cultural, and learning backgrounds? How can teachers adapt or supplement coursebooks to foster learner-centered pedagogy? d) What power dynamics are at play in the production, selection, and use of coursebooks in foreign language education? Who decides what content is valuable, and how might this influence classroom practices and learner agency?
- 11. The Coursebook Debate ArgumentsFor • Coherent syllabus with language control • Attractive presentation and materials • Useful reference for students • Helpful teacher's guides Arguments Against • Imposes learning styles • Stifles teacher creativity • Often bland to avoid offense • Unrelenting format becomes boring
- 12. Using Coursebooks Effectively Omit Skipmaterial that's inappropriate or unnecessary for your students. Replace Substitute coursebook sections with your own preferred materials. Adapt Modify existing content to better suit your teaching context. Add Supplement with additional activities to enhance learning.
- 13. Creative Adaptation Ideas Dramatize Studentsact out dialogues as different characters or with varied emotions. Expand Extend dialogues and texts to make them more engaging. Research Students find related content online to supplement topics. Randomize Extract random words from texts for creative language activities.
- 14. Reflecting on CoursebookUse Teach Use the coursebook material with your class. Note Record what worked and what didn't. Share Exchange experiences with colleagues. Improve Apply insights to future lessons.
- 15. Choosing the Right Coursebook PracticalConsiderations • Price and availability • Layout and ease of use • Clear instructions Content Evaluation • Appropriate methodology • Suitable syllabus • Engaging topics Support Features • Quality of teacher's guide • Digital components • Technical support
- 16. Designing Your OwnMaterials Set clear objectives Define exactly what students will achieve. Consider time investment Ensure preparation time justifies classroom benefits. Plan for reusability Create materials that can be used multiple times.
- 17. Enduring Fundamentals Productive Practice Meaningfullanguage use in authentic contexts Collaboration Learning through interaction with others Teacher Guidance Expert facilitation of the learning process Motivation The fundamental drive to learn
- 18. Key Takeaways Balance iskey Use coursebooks as resources, not constraints. Be creative Adapt materials to suit your unique teaching context. Reflect regularly Continuously evaluate and improve your approach. Embrace change Stay open to new technologies while preserving core principles.