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ADVANCED METHODOLOGY

NGUYEN THI NGOC MAI - TDIP224

Approaches to ELT

Approaches to ELT

Common terms

A century of Language Teaching

A century of Language Teaching

The "early" years

- 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

Classical & Grammar Translation

Methods

Classical & Grammar Translation Methods

Gouin’s Series Method

- 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.

The Direct Method

The Direct Method

- 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

The Audiolingual Method

The Audiolingual Method

- 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

The “Designer” Methods Era

- Students decide topic

- Teacher translates

- Teachers are “counselors”

- Students are “clients”

- Non-defensive atmosphere

- Learning is inductive

Community Language Learning

Community Language Learning

- 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

Suggestopedia

- 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

The Silent Way

Total Physical Response

- 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.

Natural Approach

Natural Approach

The Drawning of a New Era

The Drawning of a New Era

Notional - Functional Syllabus (NFS)

- 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).

Communicative Language

Teaching

Communicative Language Teaching

Cooperative Language Learning

Content-Based Instruction

Task-Based

Language Teaching

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

Multiple Intelligences (MI)

Multiple Intelligences (MI)

Syllabus

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

Syllabus

Types of learning and teaching activities

- 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

Teaching by principles

Teaching by principles & contexts

Principles

Principles

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”

Teaching across age levels

- 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.

"between"

Teaching Teenagers

Teaching children

Children

DON'T: use the difficult and abstract terms

USE: examples, short & snappy drills

COGNITIVE DEVELOPMENT

Cognitive development

- Create a lot of activities (songs, game, crafts, ...)

- Be animated, lively and enthusiastic

- Need a sense of humour

- Tap into kids’ curiosity

ATTENTION SPAN

- 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.

SENSORY INPUT

AFFECTIVE FACTORS

- 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.

AFFECTIVE FACTORS

- 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.

AUTHENTIC, MEANINGFUL LANGUAGE

AUTHENTIC, MEANINGFUL LANGUAGE

Adults

- 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

Teaching adults

Teaching across proficiency levels

Beginning

- 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.

Intermediate

- 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.)

Intermediate

Advanced

Advanced

- 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.

Technology in Language learning and teaching

Technology in Language learning

and teaching

- 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.

Creating an interactive classroom

Exploring Interaction

Interactive Principles

- 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

Interactive Teachers

- Teacher as controller

- Teacher as director

- Teacher as manager

- Teacher as facilitator

- Teacher as resources

Interactive Teachers

Interactive Students

- 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

Questioning Strategies

- 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

Group work

Group Work

- 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.

Planning

- 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

Classroom management

Classroom management

- 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)

General Principles

- 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

Teaching Skills

Teaching skills

Reading

Principles:

- Get learner prepared for lessons.

- Give purpose when reading.

- Choose reading text in accordance with learners’ interest and level.

- Design different reading tasks.

Reading

Procedures

Listening

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

Procedures:

Procedures

Speaking

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

Speaking

Procedures

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

Procedures

- Pictures revealing, describing

- Brainstorming

- Role-play

- Yes/ No questions

- Picture clues

- Presentation

- Debate

- Picture drawing

Writing

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.

Writing

Procedures

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

Procedures

- Mind-map

- Clustering

- 5W-1H

- Picture prompts

- Picture writing

- Sequencing a story

- Shared writing

- Read the writing aloud

- Editing criteria

- Exhibition

Approach

Pronunciation

Principles:

- Begin with Comprehension Before Production

- Set Realistic Goals

- Teach the Connections Between Form and Function

- Keep affective considerations firmly in mind

Pronunciation

Teaching steps

Teaching steps

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.

Grammar

Grammar

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

Approaches

- 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.

Deductive

vs

Inductive

Procedures

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

Procedures

(P.P.P)

- 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

Vocabulary

Vocabulary

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

Procedures

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

Procedures

- Drawing

- Mine and gesture

- Giving directions

- Searching words

- Crossword

- Hangman

- Run to the board

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