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METHODOLOGY I Abril – Agosto 2011
ESCUELA:
NOMBRE:
ENGLISH LANGUAGE SCHOOL
PRIMERBIMESTRE:
M.S. NINA NESTERENKO
Teaching - is “ showing or helping someone to learn how to do something giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand “
Method – is a plan for presentation of language material.
Methods are distinctive at the early stage, and rather indistinguishable from each other at later stages.
It is not proved which method is the best. It depends on the situation
There will never be a method for all. The focus on the development of classroom tasks and activities.
SUCCESSFUL teacher:1.has a practical command of English, not
just a knowledge of grammar rules.
2.uses English most of the time
in every class, including
beginner classes
3.thinks mostly in terms of learner
practice, not teacher explanations
4.finds time for really communicative activities, not just practice of language forms.
5.Focuses the teaching on learner`s needs, not just on “ finishing” the syllabus or course book.
The clear definition of appropriate goals is
vital to successful English language teaching – learning process.
Establishing short - and long – term goals.
VARIATIONS IN COURSE GOALS
1.enable the learners to communicate in real English (both spoken and written)
2.enable the learners to read technical
publications in real English.
3.get the learners to me -
morize English grammar
rules and vocabulary.
The goals of different courses should
is to achieve good results
The main goal of teaching English
Attention, clear interest toward the teacher‘s explanation,listening, asking and answering questions, following instructions, active participation
GRAMMAR – TRANSLATION
METHOD
Why Grammar – Translation?It dominated European languageTeaching (1840s -1940s )
to learn language in order to read the
target language literature
1. Analysis of grammar rules followed by translating exercises
2. Reading and writing ( little attention to speaking / listening) . Reading of difficult classical texts is begun at an early stage of studying.
3. Vocabulary is based on reading texts used(words are taught through bilingual isolated word
lists)
.
CHARACTERISTICS
:
GOAL
5.Accuracy is emphasized– ( high standards in translation )6. Grammar is taught deductively 7.Little or no attention is given to pronunciation.8.Class is taught in the student’s mother
tongue.
NEGATIVE POINTS
It may create a sense of frustration ( memorizing rules and isolated vocabulary, translation exercises)
It makes few demands on teachers
There is no literature that offers a rationale or justification for it or that attempts to relate it to issues of linguistics, psychology or educational theory .
There is no theory how to teach
Positive Points
.
It is useful when understanding texts is the primary focus of foreign language study
little need for speaking
no specialized training on the part of teachers
no special material for teaching
It is successful in leading a student toward a reading knowledge of a foreign language.
tests of grammar rules and of translations are easy to construct and score objectively
The DIRECT METHOD (XIX) , Charles Berlitz
“ “ naturalistic “ or “natural” method – child language acquisition
Meaning is conveyed directly through demonstration and action.
Emphasis on speaking skills
1.Classroom instruction - exclusively in the target language2. Everyday vocabulary is taught.3.Oral communication- around
question/answer exchanges between teachers and students in small, intensive class.
4.Concrete vocabulary is taught through demon- strations, pictures, objects.
Characteristics
Characteristics
5.Grammar is taught
inductively
6.Listening and speaking are
emphasized
7.Emphasis on correct grammar
and pronunciation.
8. New teaching items are
introduced orally
Principles of The Direct Method
Never translate : demonstrate Never explain : act Never make a speech : ask questions Never imitate mistake : correct Never speak with single words: use sentences Never speak too much : make students speak
much Never use your book : use your lesson plan Never jump around : follow your plan Never go too fast : keep the pace of the student Never speak too slowly : speak normally Never speak too quickly : speak naturally
LIMITATIONS of D. M.
1.The D.M. requires native speaker teachers (or who have native-like fluency )2.It is dependent on the teacher’s skills,
rather on the textbook.3.Problems with following strict D.M.
techniques.
4.It is difficult to apply in public secondary school education
5.It is counterproductive
(long teacher explanation in order to avoid using the native language)
The D.M. declined in Europe by the 1920s
It was implemented in American schools
with some modifications.
Limitations of The D.M.
High motivation
Native-speaking teachers (good speaking model)
Focus on conversational skills
POSITIVE POINTS
The Oral Approach and Situational Language Teaching ( 1930`s – 1960`s, Harold Palmer and A. Hornby )
Palmer and Hornby -grammar asthe underlying sentence patternsof the spoken language
Speech - is the basis of language,and grammar – is the heart of
speakingability.
teaching begins with the spoken language. Material is taught orally before it s presented in
written form. The target language is the language of the
classroom. Language is introduced and practiced situationally. Grammar:simple forms are taught before complex
ones. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. Emphasis on accuracy (grammar and pronunciation), avoid errors at all costs. Writing derives from speech.
CHARACTERISTICS
situational, situation : the use of concrete objects, pictures, and realia, which together with actions and gestures can be used to demonstrate the meaning of new language items.
The model sentences and
vocabulary are taken
from a single situation.
Meaning, context, and situation
are given a prominent place.
Language is related to goals
and situations in the real world.
The word meaning and grammar
are deduced from the way they
are used in a
situation.
To teach a practical command of four
basic skills. Accuracy in both pronunciation and
grammar (avoid errors )
OBJECTIVES
LEARNERS ROLES
Learners have no control over the content of learning
More active participation is encouraged at later stages.
Teacher serves as a model to create the new structures for students to
repeat
Teacher is a “skillful manipulator”
using questions,commands to elicit
correct sentences from the learners
Class is teacher – centered
TEACHER`S ROLES
SLT is dependant on both a textbook
and visual aids
Textbook – contains organized lesson planned around diff. grammar structures
Visual aids may be produced by the teacher
(wall harts, flashcards, pictures, stick
figures, so on )
The Role of Instructional
Materials
Typical OA / SLT class1.PRESENTATION:introductio
nof a new teaching item in a context or situation
2.PRACTICE :controlled practice of the item
3.PRODUCTION : a freer practice phase
THE AUDIOLINGUAL METHOD
(The Army method)
Speech is language: we first learn
to speak,and then to read and write
Speech is a primary goal
Language skills are learned
more effectively if the items are
presented in the spoken form first
before they are seen in written form
Short –term : training in listening
comprehension, accurate pronunciation ,
acquaintance with vocabulary items, meaning
Long – term :“ must be language as the native speaker uses it “ (Brook )
Emphasis :
- accurate pronunciation
- correct grammar
- ability to respond quickly in
speech situations
Objectives
1 Characteristics
Structural patterns are taught using repetitive drills
Correct pronunciation and grammar are emphasized
Vocabulary is limited and learned in context , not in
isolation
Reading and writing may betaught but they are dependant
on prior oral skills
New material is presented in dialogue form
Successful responses are immediately reinforced
The mother tongue is not permitted.
After a dialogue has been presented and memorized, specific grammatical patterns in the dialogues are selected and become a focus of various kinds of
drills.
Drills
Repetition
Memorization Dialogues
Imitation
CLASSROOM ACTIVITIES
Teacher `s Role The Role of Instructional Materials
This is a teacher- centered method.
Instructional materials assist the teacher to develop language mastery in the learner.Language laboratory is essential. Tape-recorder and audiovisual equipment have central roles
James Asher, ( 1970s – 1980s ,USA)
Main objective
Total Physical Response
Teach oral proficiency at a beginning level Achieve comprehension Teach basic speaking skills
* It is built around the coordination of speech and action (child language acquisition)).* A stimulus – response view ( memory connection )
*Listening should be accompanied by physical movement.*Speech and other productive skills should come later.
TEORY OF LANGUAGE AND LEARNING
Commands are used
Commands are accompanied by
physical actions
No verbal response is necessary
Special attention to feedback(teacher
should not interrupt for correction )
Much affection
Grammar is taught inductively
Characteristics
Stress - free learning environment More complex syntax could be
incorporated into the imperative mood.
Sentence-based syllabus vs grammar–based
Detailed lesson plan
It is a teacher – centered method: teacher decides what to teach, models and presents the new materials
Teacher provides the exposure
to language
Teacher uses classroom objects and
other supporting materials
(pictures, realia, slides, word charts )
Classroom ActivitiesImperative drills – to elicit physicalactions Role- plays: everyday situations(ex.in a restaurant, supermarket,hotel, gas station, hospital, etc)
THE SILENT WAY by CALEB GATTEGNO
The Silent Way – is “ learning to learn” Primacy of learning over teaching.Emphasis on learner's priorities and commitments. Problem-solving approaches to learning , represented in the words of Benjamin Franklin: Tell me and I forget, teach me and I remember, Involve me and I learn.
According to Gattegno:
1. Learning is facilitated if the learner discovers rather than just memorizes and repeats what is to be learned.
2. Learning is viewed as a problem-solving, creative, discovering activity, in which the learner is the principal actor.
Goal and General objectives of the Silent Way
to give beginning level students oral facility in basic elements of the target language
to achieve near-native fluency and correct pronunciation
To provide the learner with a basic practical knowledge of the grammar
Learners are expected to develop independence, autonomy, and responsibility
Students correct themselves
Students are expected to make
generalizations and come
to their own conclusions.
Learner's Roles
Teacher's Roles
To teach
To test
To get out of the way
Teacher remains silent as much time as possible
Teacher monitors learner's interaction with each other
Teacher uses gestures, charts, shapes students responses
Teacher “writes the script, chooses the props, sets the mood, models the action, designates the players, and is critic for the performance”
The Silent Way Class
. Testing follows immediately
Presentation of the item using nonverbal clues to get across meanings
Students are presented with the structural patterns and learn the grammar rules through inductiveprocess
Elicitation and shaping of student production
Lessons are planned around grammar and related vocabulary
The S. W. Class
Summaries based on the discussed topics
Class / group discussion of single topic
Practice of the learned material in a situation
Analysis /practice of sentence structure, patterns, vocabulary
Work on intonation /pronunciation
Free conversations and dialogues are transcribed and distributed for study and analysis.
COMMUNITY LANGUAGE LEARNING ( Charles Curran, 1970’s, University of Chicago)
Counseling- learning (counselor-client relationships). It includes emotions and feelings.
Theory of Language and Learning: LL interactions :
between learners and teacher ( this interaction is dependant )
between learners (class becomes a community of learners; this interaction is unpredictable and involves exchanges of affect)
CHARACTERISTICS
The progression is topic-based ( no specific goal)
Learners nominate things they wish to discuss
Learners choose or nominate messages they want to transmit to classmates
Students learn through interacting with the community; learning is achieved collaboratively
* Students learn to work
cooperatively (vs competitively)
* Ss should create a positive environment to feel
comfortable both correcting one another and
being corrected by one another.
*Ss learn through interaction within the community(teacher-classmates)
Learner's Roles
Learner`s Roles
to produce target utterances without
hesitation to encourage classmates to
interact with each other to share feelings to become counselors of other learners
LEARNERS ARE EXPECTED
Teacher's Roles
Control the usage of correct grammar and vocabulary ( may supply idioms, idiomatic expressions, phrases, phrasal verbs)
Help students accept criticism
Develop learning materials
Classroom Activities
Free conversations / class /group discussions of controversial topics
Use of pictures,puppets,drawings
Exchange of questions : students and a teacher or another knower ( invited person )
Comments / summary about/of discussed material
Group work (scripts, dialogues, mini-dramas)
Negative points
- High demand on teachers
- The counceling by teacher is under the question (special training)
- No teacning materials
-Teacher is dependant on the
students`choice of topics
-Evaluation is difficult to
accomplish
- Enadequate control of the
oral production and grammar
CLL stressesthe benefits ofhumanistic side
oflanguage
learning
(1979, Georgi Lozanov)
- class arrangement : the use of comfortable furniture
- music and music rhythm – it helps to increase self-esteem through increased self-satisfaction in musical performance
- state of relaxation of learners and highly positive environment
Suggestopedia
Characteristics
- authoritative behaviour of the
teacher: people remember better
and are more influenced if infor-
mation comes from an authorita-
tive source
Authority (of a teacher) –
to suggest a teacher-student
relation like that of parent to child.
CHARACTERISTICS
DIRECT : text and tapeThe text should have emotional
force,literary quality, and interesting
characters.- INDIRECT: classroom décor, music.
Materials:
OBJECTIVE – to deliver advanced conversational profociency quickly
Classroom activities
Listening activities Readings
Role-plays
Typical class:
1
1stpart-oral review section.Previously learned material is a basis for discussion. Attention to grammar, vocabulary. Emphasis on role- plays
(in a hotel,description of tourist or other places, etc)
2nd part - presentation and discussion of new material (students may analyze a new dialogue and its translation, grammar, vocabulary. This section is exclusively in the target language)
3rd part – concert session – teacher reads the text. Students listen and at the end, leave the room in silence. No homework.
NEGATIVE ASPECT-much
memorization
POSITIVE POINTS-We learn about how to believe in
the power of the human brain;- The state of relaxation may be
beneficial in the classroom.
( 1980’s -1990’s)
The WhL - language should be taught as a “whole”
Emphasis on learning to read and write naturally with
a focus on real communication and reading
and writing for pleasure
Language is seen as something that is used
for meaningful purposes and to carry out
authentic functions
WHOLE LANGUAGE
MAIN PRINCIPLES:
1.The use of authentic literature and real world materials rather than specially
preparedtexts.2.Focus on real and natural events
rather than on specially written stories that do not relate to student’s experience.
3.Reading for comprehension
4.Readingof texts of high interest (literature)
5. Writing for a real audience and not simply to practice writing skills.
6. The use of student-produced texts
MAIN PRINCIPLES
Main Principles7.Integration of all four skills – reading,
writing, listening and speaking
8. It is a student –centered learning
9. Encouragement of risk –taking and the acceptance of errors as signs of learning rather than of failure
TEACHER`S ROLES
The Teacher creates a supportive and
collaborative climate.
The teacher is a facilitator and negotiates a plan of work with the learners.The Teacher is an active
participant in the learning community rather than an expert passing on knowledge.
-Individual /small group reading and writing-Writing conferences-Story – writing- Dialogue journals- Student – made books
Classroom activities
Negative Point
WhL approach is seen as anti – directteaching, anti-skills, anti–materials.
Positive Points* It focuses on experiences and
activities that are relevant to learner’ s lives and needs
* It uses authentic materials* It facilitates the development of all
aspects of a second language.
(Howard Gardner, 1993)
It focuses on differences between learners and the need to recognize learner differences inteaching. All learners have individual styles, preferences or intelligences.Teaching is most successful when these learner differences are acknowledged and applied in teaching.
MI approach must be used in design of lesson planning.
MULTIPLE INTELLIGENCES
Kinds of intelligences and
Language – Learning Activities1.Linguistic-the
abilityto use language inspecial and creativeways.
(Lawyers,writers,editors, interpreters
Student speeches, storytelling, debates, word games, creating class newspapers
Kinds of intelligences and Language Learning Activities2.Logical-
mathematical – the ability to thinkrationally
(doctors,engineers,
scientists )
*puzzles,story problems,
calculations,codes,scien-
tific demonstrations,
logic problems
3.Spatial-the ability to
form mental models of
the world(architects,
decorators sculptors,
painters )
*Charts,maps,video, diagrams, movies, optical illusions, student drawing, imaginative storytelling
4.Musical-a good ear for music
(singers,composers)
* Playing rerecorded music, singing, group singing
5.Bodily /Kinesthetic
–having a well- coordinating
body(athletes andcraftsperson )
*Creative movement,
role-plays, hands-on activities, miming
6. Interpersonal –the ability to be
ableto work well withpeople
(salespeople,politicians,
teachers)
*Cooperativegroups,peerteaching,gro
upbrainstormin
g,board games,pair work
7.Intrapersonal-the ability to
under-stand oneself
andapply one’s
talentsuccessfully.
*Independentstudent work,options for homework, reflective
learning, goal setting
8.Naturalist – the ability to understand and organize the patterns of nature