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What was your second or foreign language learning experience? How would you characterize your teachers ’ teaching method(ology) ? How effective was it for you? SELF REFLECTION
What was your second or foreign
language learning experience?
How would you characterize your
teachers’ teaching method(ology)?
How effective was it for you?
SELF REFLECTION
Presented
at Teachers Camp
in Baguio Ci ty
on May 20, 2017
by Engl ish
Language Fel low
Char l ie Lavin
METHODOLOGIES
IN LANGUAGE
EDUCATION
What is the best/most
effective method(ology)
in language education?
$1,000,000 QUESTION
LONGMANDICTIONARY OFLANGUAGETEA CHING& A PPLIEDLINGUISTICSJack C. RichardsRichard Schmidt
FOURT HE D I T I O N
MOST COMPREHENSIVE EDITION EVER - 350 NEW ENTRIES
This best -selling dict ionary is now in its 4th
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This fully revised edit ion includes over
350 new ent ries. Previous defi nit ions have
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l Helpful diagrams and tables
l Cross references, linking related subject
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The Dict ionary of Language Teaching and
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DIC
TION
AR
Y O
FL
AN
GU
AG
ET
EA
CH
ING
&A
PP
LIE
DLIN
GU
ISTIC
S
FOURT HE D I T I O N
RichardsSchmidt
LONGMANDICTIONARY OFLANGUAGETEA CHING& A PPLIEDLINGUISTICS
CVR_RICH8255_04_SE_CVR.indd 1 7/4/10 15:41:31
LANGUAGE EDUCATION
Approach
Method
Technique
APPROACH
the theory, philosophy and
principles underlying a particular
set of teaching practices.
METHOD
a way of teaching a language which is
based on systematic principles and
procedures, which is an application of
views on how a language is best taught
and learned and a particular theory of
language and of language learning.
TECHNIQUE
a specific procedure for carrying out
a teaching activity
Historical Approaches & “Designer” METHODS
Natural Approach
Series Method
Grammar Translation
Method Classical Method
Audio-lingual Method
Direct Method
Community Language Learning
Suggestopedia
Silent Way
TPR: Total Physical
Response Communicative
Language Teaching, or CLT
METHODOLOGY
the study of the practices and procedures
used in teaching, and the principles and
beliefs that underlie them
such practices, procedures, beliefs themselves
HUMAN SPEEDOMETERS
GRAMMAR
LANGUAGE CLASSES SHOULD FOCUS ON:
MEANING
TRANSLATE
FROM THE L1
IT IS BETTER FOR A STUDENT TO:
THINK
DIRECTLY IN
THE L2
FREQUENTLY,
FREELY
A teacher’s feedback to the student
should be given:
INFREQUENTLY,
CAUTIOUSLY
LONG-TERM
LANGUAGE LEARNERS NEED REWARDS:
IMMEDIATE
GENTLE &
EMPATHETIC
WITH NEW LANGUAGE LEARNERS,
TEACHERS MUST BE:
TOUGH &
DEMANDIN
G
INTUITION
STUDENTS LEARN BEST BY USING:
ANALYSIS
ACCURACY
LANGUAGE CLASSES SHOULD PLACE
MORE EMPHASIS ON:
FLUENCY
COGNITIVE PRINCIPLES
Automaticity
Meaningful learning
Anticipation of reward
Intrinsic motivation
Strategic investment
AFFECTIVE PRINCIPLES
Language ego
Self-confidence
Risk-taking
Language-culture connection
LINGUISTIC PRINCIPLES
Native language effect
Interlanguage
Communicative competence
“Good Language Learner” Characteristics/
habits to foster in our classrooms:
Lower inhibitions
Encourage risk-taking
Build students’ self-confidence
Facilitate intrinsic motivation
“Good Language Learner” Characteristics/
habits to foster in our classrooms:
Promote cooperative learning
Encourage ambiguity tolerance
Allow “mistakes” to do their job
Get students to set their own goals
What is your students’ second or
foreign language learning experience?
How would your characterize your
teaching method(ology)?
How effective is it for your students?
SELF REFLECTION
REFERENCES & RESOURCES B r ow n , H .D . ( 2 0 0 2 ) . E n g l i s h L a n g u a g e Te a c h i n g i n t h e “Po s t - M e t h od ” E r a : Towa r d B e t te r
D i a g n o s i s , Tr e a t m e n t , a n d A s s e s s m e n t . I n J . R i c h a r d s & W. Re n a n d y a ( E d s . ) , M e t h o d o l o g y i n
L a n g u a g e Te a c h i n g ( 9 - 1 8 ) . C a m b r i d g e U n i ve r s i t y P r e s s .
H a r m e r, J . ( 2 01 5 ) . T h e P r a c t i c e o f E n g l i s h L a n g u a g e Te a c h i n g ( 5 t h e d . ) . E s s ex : Pe a r s o n
E d u c a t i o n L i m i te d .
L ew i s , M . ( 1 9 9 3 ) . T h e L ex i c a l A p p r oa c h . L ang u ag e Te ac h i ng P r o d u c t i o ns .
M a l ey , A . ( 2 01 3 ) . W i n n o w i n g t h e p a s t : to w a r d s a p r i n c i p l e d e c l e c t i c i s m . I n J . A r n o l d a n d T.
M u r p h y ( E d s . ) , M e a n i n g f u l A c t i o n : E a r l S tev i c k ' s I n f l u e n c e o n L a n g u a g e Te a c h i n g . C a m b r i d g e
U n i ve r s i ty P r e s s .
Pe n ny c o o k , A . ( 1 9 9 8 ) . E n g l i s h a n d t h e D i s c o u r s e s o f C o l o n i a l i s m . Ro u t l e d g e .
R i c h a r d s , J . , & Ro d g e r s , T. ( 2 0 01 ) . A p p r o a c h e s a n d M e t h o d s i n L a n g u a g e Te a c h i n g ( 2 n d e d ) .
C a m b r i d g e U n i ve r s i ty P r e s s .
S c r i ve n e r , J . ( 2 01 1 ) . L e a r n i n g Te a c h i n g : T h e E s s e n t i a l G u i d e to E n g l i s h L a n g u a g e Te a c h i n g ( 3 rd
e d . ) . L o n d o n : M a c m i l l a n E d u c a t i o n .
S wa n , M . ( 2 01 1 ) . T h i n k i n g a b o u t L a n g u a g e Te a c h i n g : S e l e c te d A r t i c l e s . O x fo r d U n i ve r s i ty
P r e s s .
T i m m i s , I . ( 2 01 2 ) . S p o ke n L a n g u a g e Re s e a r c h a n d E LT: W h e r e a r e w e n ow ? E LT J o u r n a l , 6 6 ( 4 ) .
