Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of thesis one
Task-Based Instruction Grammar Translation Method Total Physical Response Audiolingualism Direct Method Beliefs, perceptions and applications of methods and approaches of Teaching English as a Foreign Language (TEFL) Teachers in Chilean EFL classrooms. Introduction Globalization and
job opportunities Behaviourism Cognitivism Constructivism TEFL Communication Research Problem A lack of constructivist methods in TEFL classes.
Dependency on explaining the language through the analysis of structures.
Teachers' tendency of overusing coursebook. Justification of the problem The evolution of educational paradigms. Suggestions given by the Ministry of Education in Chile. Teachers' tendency towards grammar-based methods (accuracy rather than fluency). The focus for this case study. Objectives General objective
To contrast two teachers’ beliefs, perceptions and applications of TEFL methodologies. Specific Objectives
To analyze the differences in the application of the methods and approaches used by two in-service teachers from different generations.
To inquire into the perceptions and beliefs about the teachers’ application of the methods and approaches related to the Teaching of English as a Foreign Language. Hypotheses There are no differences in the teachers’ beliefs about the practice of TEFL’s methods and approaches. There are differences in the application of TEFL’s methods and approaches. There are differences in the teachers’ perceptions about the practice of TEFL’s methods and approaches. Both generations of teachers properly adapt the TEFL’s methods and approaches. Variables Independent Variables
Teaching English as a Foreign Language methods and approaches.
EFL classes. Dependent Variables
Application of TEFL methods and approaches.
Beliefs about TEFL methods and approaches.
Perceptions about TEFL methods and approaches. TN1 TN2 (1991) (2009) Subsidized School A range of twenty years of teaching experience difference Universe and Sample Design of the case study Conduct of the case study Analysis of the case study First observation without a rubric
notes were taken from what it was observed in both teachers' classes.
formulation of the questions:which were the beliefs, perceptions and applications about TEFL's methods and approaches used by both teachers ? Non-participant observations with a rubric:
includes eight methods and approaches, with seven indicators per each.
A teachers' interview was created and applied:
includes twenty eight questions. Those were open, closed and multiple choice questions.
Analysis of the coursebook:
definition of the coursebook. Inconsistency between the rubric completed by the observers and the teachers’ answers interview.
A methodology was identified as the most used by both teachers albeit they belonged to different generations TN1 (1991) (2009) Statistical Hypothesis Grammar translation
method Overuse Dependency on the Coursebook Why ? security easiness when planing activities grammatical - lexical Results Grammar translation
method Audiolingualism Content -Based
Instruction } 85 % 40% 26% Interview analysis are students motivated to solve communicative problems in a practical way? TN1 = TN1 answered = "the activities proposed point to a simple interaction of real life situations" TN2 = Respect to the teaching of a language. Which of the following is more important? TN2 answered = e)Oral language and phonology
f)Morphology (Word formation prefix, suffix, etc.)
h)Reading comprehension Conclusions 2.- Differences in the usage of TEFL methods in EFL classes from both generations of teachers There is no variation between both teachers since the evidence collected provided that they applied the same method. There is no dramatic variation in the way they are teaching English as it might be expected, using methods and approaches suggested by the Ministry of Education in Chile. Conclusions 1.- Suitable adaptation of the TEFL methods and approaches TN1 demonstrated a misconception, since these teacher's beliefs about the methods the teacher was using at that time did not accord with the outcomes analyzed. TN2 was inclined to reply more consequently to the method this teacher was using, which is grammar translation method Misconception In the same line it is possible to conclude that the dependency on the coursebook and grammar is due to the lack of opportunities for teachers to create their own material according to the circumstances Acknowledgment Recommendations Ministry of Education Task- Based Instruction
Cooperative Language Learning
Communicative Language Learning Teacher Students Implications Awareness of the constructivist proposal To make TEFL more challenging for the current teachers, using more English in their classes. To find the ways to adapt the coursebook into the classroom reality. Theoretical Framework Francisca Bustos Z.
Erich Lepe A.
Luis Reyes F.
Jorge Cuevas Similarities "A case study on two in-service teachers in a subsidized school in Talca" (Skinner,1953)
(Atkinson and Shiffrin, 1968) (Ausubel,1983)
(Vigotsky,1979) (Krashen, 1989) (Harmer,2007) (Krashen, 1989) (Harmer,2007) (Harmer,2007) (Richards,2001) (Richards,2001) (Harmer,2007) (Halliwell,1992) Case Study } Qualitative / Quantitative
Exploratory / Descriptive The most used method The less used approaches The most used method The less used approaches Investigation Stages