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- Students are instructed by L1
- Translation exercises (usually from the L2 to the L1) are performed.
- Focus on Reading and Writing skills, almost no attention to oral production
- Students’ language ability are developed by doing exercise
- Grammar are taught deductively
- Only teacher talks
- Students try to do everything by translating
- Students are directly taught and instructed by L2
- No translation
- Learner’s language ability developed through concept
- Grammar are gradually learned by the exposer to the series of sentences
- Teacher as an instructor
- Students try to speak up when they feel confidence.
- Students are instructed by L2
- Translation are completely banished
- Oral teaching are prioritized
- Vocabulary are taught through demonstration, pictures and association of ideas
- Grammar are taught inductively
- Teacher directs the class activities, constantly asks question
- Students are less passive than in the GTM
- Students are instructed by L2
- Translation are completely banished
- Language is speech, not writing
- Language acquire through imitation and memorization
- Grammar are taught inductively
- Teacher as an orchestra leader
- Students as an imitator
- Students decide topic
- Teacher translates
- Teachers are “counselors”
- Students are “clients”
- Non-defensive atmosphere
- Learning is inductive
- The use of music to relax learners.
- The furniture, decoration, and the arrangement of the classroom.
- Teacher’s authority. The teacher plays a central role and he/she is the source of all information.
- Homework is limited
- Free errors
- Reading aloud & memorizing long dialouges
- Indirect learning
- Teacher is silent much of the time
- The students are encouraged to speak as much as possible
* Techniques:
- Cuisenaire rods
- Fidel chart
- Teacher’s silence
- Peer correction
- Structural feedback
- Self-correction gestures
- Students did a great deal of listening and acting.
- Eventually students would feel comfortable enough to venture verbal responses to questions, then to ask questions themselves, and to continue the process
- Aims to develope everyday language communication skills
- The teacher was the source of the learners’ input and the creator of an interesting and stimulating variety of classroom activities
- Based on students’ need
- Native Language should not be used in classroom
- Use plenty of vocabulary
- Prefer meaningful communication rather than forms and stuctures.
- Aims: communicative competence, and develop procedures for the teaching of the four language skills
- Focus on real-world contexts
- Leads to proposals of syllabuses in terms of notions (a context in which people communicate) and functions (a specific purpose for a speaker in a given context).
MI pedagogy focuses on the language class as the setting for a series of educational support systems aimed at making the language learner a better designer of his/her own learning experiences.
→ More goal-directed and happier
No syllabus, but a basic developmental sequence that has been proposed (Lazear 1991):
Stage 1: Awaken the Intelligence.
Stage 2: Amplify the Intelligence.
Stage 3: Teach with/for the Intelligence.
Stage 4: Transfer of the Intelligence
- 8 types of intelligences → 8 self-access activity corners
- 5 types of projects:
> Multiple intelligence projects
> Curriculum-based projects
> Thematic-based projects
> Resource-based projects
> Student-choice projects
In teacher-fronted classrooms: the students move through a cycle of activities that the teacher has chosen and orchestrated
1. Automaticity: ~ fluency
2. Transfer: go from easy to difficult
3. Reward
4. Self-Regulation
5. Identity and Investment: acknowledge the participation of Ss (Ss' identities)
gradually encourage Ss to invest more in their learning
6. Interaction: promote interaction in classroom
7. Languaculture: Language + Culture
8. Agency: “people’s ability to make choices, take con trol, self-regulate, and thereby pursue their goals as individuals, leading poten tially to personal or social transformation”
- Make lesson brief, to the point, and relevant to the communicative tasks or critical thinking.
- Give students chances to talk about their own likes and dislikes.
- Keep self-esteem high by affirming each learner’s talents and strengths.
- Encourage small-group work; emphasize cooperative teamwork and de-emphasize competition among classmates.
DON'T: use the difficult and abstract terms
USE: examples, short & snappy drills
- Create a lot of activities (songs, game, crafts, ...)
- Be animated, lively and enthusiastic
- Need a sense of humour
- Tap into kids’ curiosity
- Pepper your lesson with physical activities, projects and hand-on activities.
- Teachers should have a good control of their body language because kids are very sensitive to it.
- Help kids to laugh with each other at various mistakes that they all make.
- Be patient and supportive by complementing kids on their work and accomplishments.
- Encourage quiet students to try out newly introduced language.
- Be real, be genuine.
- Use story lines, familiar situations and characters, real-life conversations, meaningful purposes in using language
- Integrate at least 2 skills whenever possible.
- Keep adults focused primarily on meaning, secondarily on form.
- Show respect for the deeper thoughts and feelings
- Use discipline if it's necessary
- Keep activities moving along at a lively pace
- Give students as many opportunities to make choices and share their stories.
- Tap into your students’ vocational or avocational interests
- Short, simple techniques must be used.
- Some mechanical techniques are appropriate:
+ Choral repetition and other drilling
+ Good teacher-initiated questions
+ Simple student-initiated questions
+ Group and pair activities.
* If you are teaching EFL and your students all speak the same native language: MAY use their native language to explain SIMPLE grammatical points.
- Create rooms for DISCUSSION, NEGOTIATION, and DEALING WITH PROBLEMS.
- Organize and design activities that promote students interaction (chain stories, surveys and polls, paired interviews, group problem solving, role-plays, story telling, etc.)
- Teachers can organize many activities.
+ Group debates and argumentation
+ Complex role-play
+ Scanning and skimming reading material
+ Writing essays and critiques
- At this level, students now have a purpose of their study so teachers can focus specifically on those purposes.
- Benefits:
+ Opportunities for Interaction
+ Access to Authentic Linguistic Data and Use
+ Enacting Agency and Identity
+ Opportunities for Cross-Cultural Learning
- Applying to classroom:
+ Reading & Writing: Emails, portable devices, wikis and blogs, social networking
+ Listening & Speaking: Video clips and podcasts, audio and videoconferencing, and portable devices with cameras.
+ Grammar & Vocabulary: Online exercises, corpus and concordance, mobile devices.
- Automaticity
- Reward, self-regulation, and agency
- Self-regulated
- Investment in the process of learning, express one’s identity
- Languaculture: knowledgeable about cultural differences
- Ss express ideas, thoughts, and feelings → work toward empowerment in the community
- Teacher as controller
- Teacher as director
- Teacher as manager
- Teacher as facilitator
- Teacher as resources
- Take initiative (suggest options; change direction; provide new ideas)
- Seek information (ask for facts; solicit opinions)
- Question the group by asking for further clarification
- Clarify when there is confusion or misunderstanding
- Summarize to put contributions into a pattern
- Knowledge question: Eliciting factual answers, testing recall and recognition of information.
- Comprehension questions: Interpreting, extrapolating.
- Application questions: Applying information heard or read to new situations
- Inference questions: Forming conclusions that are not directly stated
- Application questions: Breaking down into parts, relating parts to the whole
- Synthesis questions: Combining elements into a new pattern.
- Evaluation questions: Making a judgment of good and bad, right or wrong, according to some set of criteria, and stating why
- Classroom language: clear & task-related
- Pair work: practicing dialogues or doing drills with a partner, simple question-and-answer exercises, brainstorming activities, checking written work with each other, preparation for merging with a larger group
- Group work: Games, role - play, simulations, drama, project, interview, jigsaw, problem-solving, decision-making, opinion exchanging.
- Introducing technique
- Justify the use of small groups for the technique
- Model the technique
- Give explicit detailed instructions
- Divide the class into groups
- Check for clarification
- Set the task in motion
- The Physical Environment of the Classroom (Sight, Sound, and Comfort; Seating Arrangements; Chalkboard (Whiteboard) Use; Equipment)
- Voice and Body Language
- Unplanned Teaching: Midstream Lesson Changes
- Teaching Under Adverse Circumstances
+ Teaching Large Classes
+ Teaching Multiple Proficiency Levels in the Same Class
- Teachers’ Roles and Styles
- Creating a Positive Classroom Climate (Establish Rapport, Balance Praise and Criticism, Generate Energy)
- Establish clear teacher and student roles
- Articulate unambiguous objectives and goals
- Be flexible
- Allow student some choices in activities and exercises
- Take a personal interest in students
- Be fair to all students
- Exhibit enthusiasm and a positive attitude yourself
- Challenge students on both higher and lower levels of ability
Principles:
- Get learner prepared for lessons.
- Give purpose when reading.
- Choose reading text in accordance with learners’ interest and level.
- Design different reading tasks.
Principles:
- Get learners prepared for listening
help learners to listen to the recordings sufficiently
- Give a purpose when learners listen
- Encourage learners to respond the the content of a listening text, not just to the language
- Design different listening tasks for different stages (Pre-, While-, and Post-)
- Teach the strategies for listening comprehension
- Exploit listening texts to the full
- Include both bottom-up and top-down listening techniques
Principles:
- Focus on both fluency and accuracy
- Provide intrinsically motivating techniques
- Encourage the use of authentic language in meaningful contexts
- Provide feedback and correction appropriately
- Highlight the connection between speaking and listening
- Provide opportunities for communication.
- Develop speaking strategies
Post-speaking
Pre-speaking
While-speaking
- Lead-in
- Provide new language items
- Provide Ss speaking tasks to practice
- Provide Ss chances to develop fluency and other skills
- Pictures revealing, describing
- Brainstorming
- Role-play
- Yes/ No questions
- Picture clues
- Presentation
- Debate
- Picture drawing
Principles:
- Understand Your Students’ Reasons for Writing
- Provide Many Opportunities for Your Ss to write
- Provide Substantial Input For Writing
- Make Feedback Helpful and Meaningful
- Clarify for Yourself and Your Students - How Their Writing Will be Evaluated
- Develop Writing Strategies.
Pre-writing
While-writing
Post-writing
- Lead-in
- Provide new language items
- Provide Ss various writing tasks to assist them in writing
- Give Ss opportunities to practice writing and other language skills
- Mind-map
- Clustering
- 5W-1H
- Picture prompts
- Picture writing
- Sequencing a story
- Shared writing
- Read the writing aloud
- Editing criteria
- Exhibition
Principles:
- Begin with Comprehension Before Production
- Set Realistic Goals
- Teach the Connections Between Form and Function
- Keep affective considerations firmly in mind
1 - Present the pronunciation feature in context.
2 - Draw the attention of the learners to the feature in question and explain the communicative function of the feature.
3 - Create an exercise that focuses on the form.
4 - Get the learners to practice the item.
5 - Create a communicative exercise to give the learners further practice
in context.
Principles:
- Teach the rules that are simple and do not have many exceptions
- Make Ss aware of the special features
- Teach grammar in context
- Use charts, tables, diagrams, maps, drawing and realia to aid understanding
- Allow enough opportunities for practice
- Covert grammar teaching
(implicit grammar teaching; meaning-focused teaching; focus on form)
+ Get Ss involved in using the structure without paying attention to grammatical rules.
- Overt grammar teaching
(explicit grammar teaching; form-focused teaching; focus on form)
+ Explictly explains the rules when presenting new language.
Presentation
Practice
Production
- Get Ss to practice in a controlled way
- Introduce grammar deductively or inductively
- Let Ss use new grammar meaningfully in a freer way
- Gap fill
- Substitution drill
- Sentence transformation, re-odering, matching, building
...
- Games
- Role-play
- Information gap
- Interview
- Haiku poem
...
- Using relia, pictures, songs, situations, reading, timeline
- Direct explanation
Principles:
- Choose useful words
- Let Ss do the work
- Focus on different aspects of a word
- Use visual aids to teach words
- Provide meaningful learning opportunities
- Provide opportunities to review the learned words
- Implement a regular testing schedule
- Be patient with Ss
Introducing
Practicing
Reviewing
- Introduce and present new words
- Provide Ss various tasks in pairs or groups
- Use games or exercises to review the learned words
- Drawing
- Mine and gesture
- Giving directions
- Searching words
- Crossword
- Hangman
- Run to the board