APPROACH, METHOD, TECHNIQUE
Date: 2015-10-07; view: 960.
CHAPTER ONE: Theoretical Basis of FLT Methodology
LECTURE NOTES
LECTURE 1 – BASIC CONCEPTS OF ELT METHODOLOGY:
Aims & objectives:
· To introduce the aims of the course, the place of the course in the curriculum, and key concepts of ELT;
· Students should be able to identify definitions and make a list of ELT topics they will study in this course.
Key terms:
Discipline, course, approach, method, technique, ELT
Brief summary:
· Introduction to the course objectives and ELT-related topics and questions
This course should involve following topics (with students' contribution) to prepare candidates for teaching English:
Different methods of teaching
Theoretical and practical considerations of TEFL
Planning (a lesson, an ELT course, ..)
Techniques and useful teaching tips to deal with disruptive student behaviour
Motivational aspects of ELT
Use of ELT materials
Use of technology in ELT
Evaluation and selection of ELT materials
Characteristics of good language teachers/learners
How to teach learning
How to teach four skills; reading, writing, listening, speaking
How to teach supplementary skills; grammar, vocabulary, pronunciation
Assessment techniques
Developing teaching skills
Strategies of professional development
· Description of basic ELT terms:
Curriculum, Syllabus,
Course, Textbook, Materials, Audiovisual,
Four Skills of Language Learning
Approach, method, technique
Behavioristic Approaches to Learning
The Audiolingual Method
ELT: English Language Teaching
ESP: English for Specific Purposes
ESL: English as a Second Language , EFL: English as a Foreign Language
TEFL: Teaching English as a Foreign Language
TESOL: Teaching English to the Speakers of Other Languages
CALL: Computer Assisted Language Learning
ICT: Information Communication Technologies
TPR: Total Physical Response
L1 – L2: First Language-Second Language
Questions:
· What are the objectives of a contemporary TEFL methodology course?
· What are your personal interests in TEFL? Why did you choose to be a foreign language teacher? What kind of teacher would you like to be?
· How is ‘a technique, a method and an approach' described in language teaching? Give examples for each of them.
Conclusion:The stages of development in FLT methodology have been summarized by the Soviet Union scholars mainly as follows:
- Towards the end of the 18th and the beginning of the 19th century “grammar-translation” and “text-based translation” methods (P. Glieder, G. Langenscheicht) based on comparative-contrastive linguistics and associationist psychology
- Reform movement
- Natural Method (F. Gouin, M. Berlitz, M. Voltaire)
- Direct Method (H. Sweet, V. Vietor)
- Oral Method (H. Palmer)
- Audio-lingual Method (Ch. Fries, R. Lado, H. Brooks)
- Global Audio-lingual Audio-visual Method (R. Guberina, P. Rivan, R. Michael)
- M. West's Method
- Mixed Method (P. Humboldt, F. Klose, etc)
- Cognitive Comparative Method (È.À. Ãðóçèíñêàÿ, Ç.Ì. Öâåòêîâà À. À. Ìèðîëþáîâ, Â.Ñ. Öåòëèí, etc.)
- Active Methods of FLT (Ý.Ï. Øóáèí, È.Í. Ãîðåëîâ, etc.)
- Communicative Method (Å. È. Ïàññàîâ, etc.)
- Communicative speech act (È.Ë. Áèì , etc.)
However, a more global approach that includes the contemporary methods of foreign language teaching (ELT/TESOL) in Europe and North America will be covered in this course.
Recommended reading:
Richards, Jack C. and Rodgers, Theodore S. 1982. “Method: Approach, design and procedure.” TESOL Quarterly 16: 153-68
Richards, Jack C. and Rodgers, Theodore S. 2001 (2nd edition) Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, pp.1-19
Supplementary materials:
(Handouts _+_ Visuals___ PPT presentations___ Videos____ )
LECTURE 2 – CRITICAL-HISTORICAL OVERVIEW 1:
METHODS OF FLT/ELT UNTIL EARLY 20TH CENTURY (Before WW II)
Aims & objectives:
· To introduce classical methods of foreign language teaching; grammar-translation method
· Students should be able to summarize the features of the grammar-translation method
· Students should be able to tell the class why GT would not be a good choice of FLT nowadays.
Key terms:
Inductive vs deductive approaches to teaching grammar, foreign language vs second language
Brief summary:
· The Grammar-Translation Method (19th Century)
The grammar translation method was the prominent teaching method in the eighteenth and nineteenth centuries: With “a focus on grammatical rules, memorization of vocabulary … translations of texts and doing written exercise,” (Brown, 2000:15) it provided a means for scholarly instruction and reading proficiency, but scant time for oral practice. Students learned ‘about' the language but not how ‘use' it. Prator and Celce-Murcia (1979) in Brown, (2000: 15) outline the main features of the method:
- Teacher uses FL a large majority of the time giving minimal reference to target language.
- Vocabulary is taught in lists and out of context.
- Complexities of grammar are explicated in long detail.
- Form and inflection are the focal point of grammar instruction and correct sentences are created by following grammatical rules.
- High level of reading material is introduced early.
- Text reading is used for grammatical analysis and content is considered secondary.
- Drills consist of translating sentences taken out of context.
- Little if any pronunciation practice.
Questions:
· In which method of foreign language teaching does the teacher ask students in their first language (ie Russian) if they have any questions, and if a student asks a question, the teacher answers it in Russian? (For example, students learn that English ‘-ion' corresponds to '-öèÿ' in Russian)
· In which method of foreign language teaching is the ability to communicate in the target language not a goal of language instruction?
· What are the goals for learning a foreign language according to the Grammar Translation Method?
· How is the Grammar Translation Method criticized? Write your answer in no more than three statements.
Conclusion:
Despite its persistent worldwide popularity, Richards and Rodgers (1986) in Brown (2000: 16) point out “it has no advocates…there is no literature that offers a rationale or justification for it…” Of all the methods used in the classroom, this one bears the least resemblance to learning a foreign language.
Recommended reading:
Richards, J.C & Rodgers, T.S. (1995) Approaches and methods in language teaching. Cambridge: Cambridge University Press. 11th printing. p.1-8
Brown, H. D. (2000) Principles of Language Learning and Teaching. White Plains: Cambridge: Cambridge University Press. 4th ed. p.15
Prator, C.H. and Celce-Murcia, M. (1979) An Outline of Language Teaching Approaches.
In Celce-Murcia, M. and McIntosh, L. (Ed.), Teaching English as a Second or Foreign Language. New York: Newbury House.
Supplementary materials:
(Handouts ___ Visuals___ PPT presentations_+_ Videos____ )
LECTURE 3 – CRITICAL-HISTORICAL OVERVIEW 2:
METHODS OF FLT/ELT UNTIL EARLY 20TH CENTURY (Before WW II)
Aims & objectives:
· To introduce natural methods of foreign language teaching; direct method
· Students should be able to summarize the features of the direct method
· Students should be able to tell the class how the DM can take advantage of recent scientific and social developments.
Key terms:
Language acquisition vs language learning,
Brief summary:
· Direct Method (Early 20th century)
Francis Gouin, inspired by his three year old nephew's virtual fluency in French, came up with the series method. This evolved into the direct method, still used in Berlitz classes throughout the world. The main idea is that SLA should be very similar to FLA, with a lot of spontaneous verbal communication, no translation, and little or no mention of grammar (Brown, 2000: 44-45). The criticism of its weak theoretical foundations may have been due to the realization that FLA is not the same as SLA. The principles of the Direct Method are reviewed by Richards and Rogers (1986) in Brown (2000: 45)
- Teacher instructs only in the target language.
- Common usage of words, phrases and sentences are taught.
- Teachers begin with simple oral exchanges with students, then progressively to more difficult.
- Teaching aims are conducted orally.
- Tactile objects, pictures and demonstrations are used to teach concrete vocabulary, while associations of ideas are used for abstract vocabulary.
- Accurate pronunciation and correct grammar are emphasized.
Questions:
· Does the ‘Direct Method' use an inductive approach or a deductive approach to grammar teaching?
· In what order are the language skills taught in a foreign language class according to THE DIRECT METHOD?
Conclusion:
As a result of Reform Movement, which led to the foundation of IPA, speech and pronunciation received significant attention by language teachers and learners. The Direct Method emphasized the importance of oral communication. The inclusion of communication as a goal of language learning was the skeleton of any approach to language teaching since then.
Recommended reading:
Richards, J.C & Rodgers, T.S. (1995) Approaches and methods in language teaching. Cambridge: Cambridge University Press. 11th printing. p.1-13
Brown, H. D. (2000) Principles of Language Learning and Teaching. White Plains: Cambridge: Cambridge University Press. 4th ed. p.45
Supplementary materials:
(Handouts ___ Visuals___ PPT presentations_+__ Videos____ )