3rd Lecture CURR 311

7/31/2019 3rd Lecture CURR 311

1/54

Methods/Approaches/ of Teaching

English as a Foreign Language

lecture 3


2/54

4) Suggestopedia


3/54

Often considered to be the strangest of

the so-called "humanistic approaches".

Suggestopedia is a teaching method

which is based on a modern

understanding of how the human brainworks and how we learn most effectively.

It was developed by the Bulgarian doctor

and psychotherapist Georgi Lozanov.


4/54

The term 'Suggestopedia', is derived from

suggestion and pedagogy.

Suggestopedia was originally applied

mainly in foreign language teaching,

and it is often claimed that it can teachlanguages approximately three times as

quickly as conventional methods.


5/54


6/54

Some of the key elements of

Suggestopedia include a rich sensory

learning environment (pictures, color,

music, etc.)

a positive expectation of success and theuse of a varied range of methods:

dramatized texts, music, active

participation in songs and games, etc.


7/54

Suggestopedia adopts a carefully structured

approach, using four main stages as

follows:

1. PresentationA preparatory stage in which students are

helped to relax and move into a positive

frame of mind, with the feeling that thelearning is going to be easy and fun.


8/54

2. First Concert - "Active Concert"

This involves the active presentation of

the material to be learnt.

For example, in a foreign language course

there might be the dramatic reading of apiece of text, accompanied by classical

music.


9/54

3. Second Concert - "Passive Review"

The students are now invited to relax and

listen to some Baroque music, with the

text being read very quietly in the

background.

The music is specially selected to bring the

students into the optimum mental state for

the effortless acquisition of the material.


10/54

4. PracticeThe use of a range of games, puzzles, etc.

to review and consolidate the learning.


11/54

Disadvantages:

Many people find classical music irritating

rather than stimulating

the length of the dialogues and the lack of a

coherent theory of language may serve to

confuse rather than to motivate

and the provision of comfortable armchairs and

a relaxing environment will probably be beyond

the means of most educational establishments.


12/54

Disadvantages:

In addition the idea of a teacher reading a long

(and often clearly inauthentic) dialogue aloud,

with exaggerated rhythm and intonation, to the

accompaniment of Beethoven or Mozart may

well seem ridiculous to many people.


13/54

Disadvantages:

The students only receive input by listening,

reading and musical-emotional backing, while

other important factors of language acquisition

are being neglected.

Furthermore, several other features of the

method, like the 'non conscious' acquisition of

language, or bringing the learner into a child-

like state are questioned by critics.


14/54

5) The Silent Way


15/54

The Silent Way is a language teaching

method created by Caleb Gattegno that

makes extensive use of silence as a

teaching technique.

It was first introduced in Gattegno's bookTeaching Foreign Languages in Schools:

The Silent Wayin 1972.


16/54

The principles of the silent way:

Teachers should concentrate on how students

learn, not on how to teach Imitation and drill are not the primary means by

which students learn

Learning consists of trial and error, deliberateexperimentation, and revising conclusions

In learning, learners draw on everything thatthey already know, especially their nativelanguage

The teacher must not interfere with the learningprocess.


17/54

Aims and goals

The general goal of the Silent Way is to help

beginning-level students gain basic fluency inthe target language, with the ultimate aim beingnear-native language proficiency and goodpronunciation.

An important part of this ability is being able touse the language for self-expression;

students should be able to express their

thoughts, feelings, and needs in the targetlanguage. In order to help them achieve this,teachers emphasize self-reliance.


18/54

Teacher uses silence for multiple

purposes in the Silent Way:

1. It is used to focus students' attention.

2. To elicit student responses.

3. To encourage them to correct their ownerrors.


19/54


20/54

Learning process

The method also makes use of color

association to help teach pronunciation; there is

a sound-color chart which is used to teach the

language sounds, colored word charts which

are used to teach sentences, and colored Fidelcharts which are used to teach spelling.
http://en.wikipedia.org/wiki/File:Silent_Way_English_sound-color_chart.jpg


21/54


22/54


23/54

The sound-color chart consists of blocks of color,

with one color representing one sound in the

language being learned.

The teacher uses this chart to help teach

pronunciation;

as well as pointing to colors to help studentswith the different sounds, she can also tap

particular colors very hard to help students

learn word stress. Later in the learning process, students can point

to the chart themselves.


24/54

The chart can help students perceive sounds

that may not occur in their first language,

and it also allows students to practice making

these sounds without relying on mechanical

repetition.
http://en.wikipedia.org/wiki/File:Silent_Way_English_Fidel_chart.jpg


25/54


26/54

Evaluation in the Silent Way

It is carried out primarily by observation. The

teacher may never give a formal test, but she is

constantly assessing students by observing their

actions.

This allows her to respond straight away to anyproblems the students might have.

The teacher may also gain feedback through

students' errors; errors are seen as natural andnecessary for learning, and can be a useful

guide as to what structures need more practice.


27/54

Finally, the teacher may gain feedback by asking

the students at the end of the lesson.

When evaluating the students, teachers expect

them to learn at different rates, and students

are not penalized for learning more slowly than

their classmates. Teachers look for steady progress in the

language, not perfection.


28/54

A Silent Way classroom also makes extensive

use of peer correction.

Students are encouraged to help their

classmates when they have trouble with any

particular feature of the language.

This help should be made in a cooperativefashion, not a competitive one.

One of the teacher's tasks is to monitor these

interactions, so that they are helpful and do notinterfere with students' learning.


29/54

6) Total Physical

Response (TPR)


30/54


31/54


32/54


33/54

The syllabus

TPR uses a sentence-based grammatical

syllabus.

Types of learning techniques and activities

Activities where a command is given in the

imperative and the students obey the command

is the main activity in TPR.


34/54

Advantages of TPR:

Students will enjoy getting up out of their chairs

and moving around.

Simple TPR activities do not require a great deal

of preparation on the part of the teacher.

TPR is aptitude-free, working well with a mixed

ability class, and with students having various

disabilities.

Class size need not be a problem, and it works

effectively for children and adults.


35/54

Disadvantages of TPR:

1. TPR is most useful for beginners.

2. It does not give students the opportunity toexpress their own thoughts in a creative way.

3. It can be a challenge for shy students.

4. , the nature of TPR places an unnaturallyheavy emphasis on the use of the imperativemood, that is to say commands such as "sitdown" and "stand up". These features are oflimited utility to the learner, and can lead to alearner appearing rude when attempting to usehis new language.


36/54


37/54

The Natural Approach was developed by

Tracy Terrell and Stephen Krashen,

starting in 1977.

It came to have a wide influence in

language teaching in the United Statesand around the world.


38/54

Principles of The Natural Approach:

Language acquisition (an unconscious process

developed through using language

meaningfully) is different from language

learning (consciously learning or discovering

rules about a language) and language acquisition is the only way

competence in a second language occurs. (The

acquisition/learning hypothesis).


39/54

Conscious learning operates only as a

monitor or editor that checks or repairs

the output of what has been acquired.

(The monitor hypothesis) .


40/54

Grammatical structures are acquired in a

predictable order and it does little good

to try to learn them in another order.(The

natural order hypothesis).


41/54

People acquire language best from

messages that are just slightly beyond

their current competence. (The input

hypothesis)


42/54

The learner's emotional state can act as a

filter that impedes or blocks input

necessary to acquisition. (The affective

filter hypothesis)


43/54

The syllabus

The syllabus for the Natural Approach is a

communicative syllabus.

Types of learning techniques and activities

Comprehensible input is presented in the target

language, using techniques such as TPR, mime

and gesture.

Group techniques are similar to Communicative

Language Teaching.

Learners start to talk when they are ready.


44/54

Procedure

The Natural Approach adopts techniques

and activities from different sources but

uses them to provide comprehensible

input.


45/54

8) Communicative

Approach


46/54

Not a highly structured method of teaching.

Rather a broad assembly of ideas from a range of

sources which have come to be accepted as 'goodpractice' by many contemporary teachers.


47/54

Origins of Approach

Communicative language teaching (CLT) is

an approach to the teaching of second andforeign languages that emphasizes interaction

as both the means and the ultimate goal of

learning a language. It is also referred to as communicative

approach to the teaching of foreign languages

or simply the communicative approach.


48/54

New syllabuses took into account needs of

different pupils.

Traditional academic syllabuses had assumedlearner's goal was in-depth mastery of target

language.

But for less academic pupil a more immediate'pay-off' was necessary, in terms ofusefulness

for practical purposes.


49/54

Principles of CLT:

A teachers main role is a facilitator and monitor

rather than leading the class.

Lessons are usually topic or theme based, with

the target grammar hidden in the context e.g.

a job interview (using the Present Perfecttense.)


50/54

Lessons are built round situations/functions

practical and authentic in the real world e.g.

asking for information, complaining,apologizing, job interviews, telephoning.

Activities set by the teacher have relevance and

purpose to real life situations students can seethe direct benefit of learning.

Emphasis on engaging learners in more useful

and authentic language rather than repetitivephrases or grammar patterns.


51/54

Emphasis on communication and meaningrather than accuracy. Being understood takes

precedence over correct grammar. The finetuning of grammar comes later.

Communicative competence is the desired goal.i.e. being able to survive, converse and be

understood in the language.

Emphasis is put on correct pronunciation andchoral (group) and individual drilling is used

Authentic listening and reading texts are usedmore often, rather than artificial texts simplyproduced to feature the target language


52/54

Use of songs and games are encouraged and

provide a natural environment to promote

language and enhance correct pronunciation Feedback and correction is usually given by the

teacher after tasks have been completed, rather

than at the point of error, thus interrupting theflow.


53/54

Classroom activities used in CLT

Example Activities: Role Play, Interviews,

Information Gap, Games, Language Exchanges,Surveys, Pair Work, Learning by teaching.


54/54

End of lecture

Date post:	05-Apr-2018
Category:	Documents
Upload:	blanche-dubois
View:	225 times
Download:	0 times

3rd Lecture CURR 311

Documents