2. nature of approaches lecture - eclass

7/27/2019 2. Nature of Approaches Lecture - Eclass

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ARISTOTLEARISTOTLE

UNIVERSITYUNIVERSITY

SCHOOL OF ENGLISHSCHOOL OF ENGLISH

APPLIED LINGUISTICSAPPLIED LINGUISTICS

METHODOLOGY OF TEACHING MODERNMETHODOLOGY OF TEACHING MODERN

LANGUAGES IILANGUAGES II

INSTRUCTOR: DR THOMAI ALEXIOUINSTRUCTOR: DR THOMAI ALEXIOU

2. NATURE OF APPROACHES AND METHODS2. NATURE OF APPROACHES AND METHODS


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Time of popularity and unpopularity of theTime of popularity and unpopularity of the

main approaches and methodsmain approaches and methods

18501850 19701970 198019801960196019501950194019401930193019201920191019101900190018901890188018801870187018601860 19901990

The GrammarThe Grammar--Translation Method (GTranslation Method (G--TM)TM)

The Direct Method (DM)The Direct Method (DM)

[Paul Davis (2000). Success in English Teaching]

Situational Language Method (SLM)Situational Language Method (SLM)

The AudioThe Audio--lingual Method (ALM)lingual Method (ALM)

Alternative Methods (AMs)Alternative Methods (AMs)

Communicative Language TeachingCommunicative Language Teaching

TheThe Latest trends and MITLatest trends and MIT

(CLT)(CLT)

Total Physical Response (TPR)Total Physical Response (TPR)

The Silent WayThe Silent Way

SuggestopediaSuggestopedia

The Natural ApproachThe Natural Approach


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In describing methods, the differenceIn describing methods, the differencebetween a philosophy of language teachingbetween a philosophy of language teaching

and a set of derived procedures for teachingand a set of derived procedures for teachinga anguage, s cen ra .a anguage, s cen

ra .

Techniques carry out a method which isTechniques carry out a method which isconsistent with an approachconsistent with an approach


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ANTHONYS HIERARCHY

APPROACH

METHOD

TECHNIQUE


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Approach/Method/TechniqueThe arrangement is hierarchical. The organizational key is that techniquescarry out a method which is consistent with an approach . ..

.. . An approach is a set of correlative assumptions dealing with the nature

of language teaching and learning. An approach is axiomatic. It describes thenature of the subject matter to be taught. .. .

... Method is an overall plan for the orderly presentation of language material,

no part of which contradicts, and all of which is based upon, the selected

approach. An approach is axiomatic, a method is procedural.

Within one approach, there can be many methods . ..

... A technique is implementational - that which actually takes place in a

classroom. It is a particular trick, stratagem, or contrivance used to accomplish

an immediate objective. Techniques must be consistent with a method,

and therefore in harmony with an approach as well (Anthony 1963:63-7).


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Anthony's modelApproach level at which assumptions

and beliefs about language and language

learning are specified

practice (choices are made about the

particular skills to be taught, the content to

be taught, and the order in which thecontent will be presented)

Technique level at which classroom

procedures are described


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Approaches versus Methods STRUCTURAL

APPROACH

COGNITIVE APPROACH COMMUNICATIVE

GRAMMAR-TRANSLATIONMETHOD

DIRECT METHOD

APPROACH

NATURAL APPROACH

AUDIO-LINGUALMETHOD

TPR

SUGGESTOPEDIA TASK-BASED

SILENT WAY


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Attempts at a Framework Approach = philosophy

Method = plan

Technique = classroom implementation, a trick

Comment:

However, boundaries are blurred

Approach/method

Method/techniqueHow an approach may be realized in a method/ how method and technique

are related Ignores the dynamic context of teaching

Meant to lessen confusion

Despite the advantage of simplicity and comprehensiveness, it fails togive sufficient attention to the nature of a method itself

What about the roles of teachers and learners assumed in a method


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Approach according to Richards &Rodgers

Approach refers to theories about the

nature of language and language learning

that serve as the source of ractices and

principles in language teaching


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Method according to Richards&Rodgers

A method according to Richards and

Rodgers was an umbrella term for thespecification and interrelation between

theory and practice (1984:154)


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METHOD


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Language teaching approachesRichards andRodgerscontributions:

1. Their approachbrought objectives syllabusObjectives

. e r es gn rougthe need of asyllabus

3. Their procedurebrought activities,roles for teacher andlearner andinstructionalmaterials

activitiesInstructionalmaterials

roles


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OVERVIEW

(Richards & Rodgers 2001, p.33)


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Theory of language

At least 3 different theoretical views of

language and the nature of language

roficienc ex licitl or im licitl inform

current appraches and methods in

language teaching


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1. Structural view Language is a system ofstructurally related elements for

the coding of meaning

The target of language learning is seen to be the mastery ofelements of this system

Defined in terms of phonological units (e.g. phonemes),grammatical units (e.g. clauses, phrases, sentences),grammatical operations (e.g. adding, shifting, joining, ortransforming elements), and lexical items (e.g. functionwords and structure words)

Examples: Audiolingual, TPR, Silent Way


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2. The functional view Language is a vehicle for the expression of functional

meaning

This theory emphasizes the semantic and communicative

dimension rather than merely the grammatical characteristics

Leads to a specification and organization of language teachingcontent by categories of meaning and function rather than byelements of structure and grammar(requesting, complaining)

Example: Wilkins notional syllabus, ESP

Notional syllabus would include apart from lexis andgrammar, topics, notions and concepts learners need tocommunicate (time, space, measurement, probability)


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3. Interactional view Language a vehicle for realizing

interpersonal relations and social transactions.

Interactional theories focus on the patterns of, , ,

found in conversational exchanges

Language teaching contentFocus on patterns

of interaction in conversation, between reader

and text

Example: Task-Based Language Teaching.


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Theory of language learning

A learning theory underlying an approach or

method responds to two questions:

processes involved in language learning?

(b) What are the conditions that need to be met in

order for these learning processes to beactivated?


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Process-oriented & Condition-

oriented

Some methods are process-oriented, i.e.

are based on language learning theories

e. . Audio-Lin ual Method

Other methods are condition-oriented

(e.g. Total Physical Response)


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Stephen Krashen's Monitor Model A learning theory on which a method has been built

Monitor theory addresses both the process and the conditiondimensions of learning

At the level of rocess Krashen distin uishes betweenacquisition and learning.Acquisition refers to the naturalassimilation of language rules through using language forcommunication.Learning refers to the formal study oflanguage rules and is a conscious process. According to

Krashen, however, learning is available only as a "monitor."

At the level of conditions input, comprehensible, slightlyhigher, interesting, not grammatically sequenced, quantity, lowanxiety


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Tracy Terrell's Natural Approach (1977)

A method derived from a learning theory rather

than a particular view of langauge

Natural Approach is based on a learning theorythat specifies both processes and conditions

Yet, the learning theory underlying such

methods as Counseling-Learning and the Silent

Way addresses primarily the conditions held tobe necessary for learning to take place but not

the learning processes


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Therefore At the level of approach, we are concerned withtheoretical principles

With respect to language theory, we are concerned witha model of language competence and an account of the

basic features of linguistic organization and language

With respect to learning theory we are concerned withan account of the central processes of learning and anaccount of the conditionsbelieved to promote successful

language learning These principles may or may not lead to "a" method

Approach does not specify procedure and theory does notdictate set of activities. The link between approach andprocedure is the design


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Design what the objectives of a method are;

how language content is selected and organized

within the method, that is, the syllabus model

the types of learning tasks and teaching

activities the method advocates;

the roles of learners;

the roles of teachers;

the role of instructional materials


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Objectives focus primarily on oral skills and say

that reading and writing skills are

secondary and derive from transfer oforal skills

The degree to which a method is

process or product-oriented is realisedin the emphasis on vocabulary

acquisition and grammatical

proficiency and how errors are treated


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Syllabus Criteria for the selection and organization of linguistic and /or subjec-matter

content.

(a) what materials to be selected?

(b) how should the materials be organized?

( c ) what subject matter?

Syllabuswith methods that are product centered rather than thosethat are process centered

y a us pr nc p es or u o ngua , s tuat ona an not ona -functional methods as well as ESP are easily identifiable

In situational and audiolingual, there is a list of grammatical itemsand an associative lexis list

Notional syllabus includes communicative content in terms offunctions, notions, topics, grammar and vocabulary. These are allpredetremined, they are a priori syllabuses

Counseling-Learning, Silent Way, TPR?

A posteriori approach to syllabus specification yielded byexamination of lesson protocols


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7 basic syllabus types (Brown 1995)

Structural approach: Audiolingual

SituationalOral

Functional CLT

Notional CLT

Skills based TBL

Task based TBL


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Types of learning and teaching

activities

The objectives of a method are attained

through instructional process, the organized and

directed interaction of teachers, learners, andma er a s

Differences among methods at the level of

approach different kinds of learning and

teaching activitiesE.g. Teaching activities that focus on

grammatical accuracy may be quite different

from those that focus on communicative skills


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Type of activitiesAudiolingualism uses dialogue and pattern

practice extensively

avtivities with special charts and coloured

rods

CLT use information gap and informationtransfer tasks


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Types of activity Different philosophies at the level of approach

activities and in different uses for particular activity

types. .motivation and change of pace from drills whereas inCLT the same games provide practice for interactiveexchanges

Differences in activity types in methodsdifferentarrangements and groupings of learners


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Setting of teacher-centeredness


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Setting of learner-centeredness(focus on communicative activities & pair, group work)


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Setting of learner-centeredness

[Tony Wright (1997). Roles of Teachers and Learners]

Focus on

rehearsal &

class discussion


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Learner roles How learners are regarded

learners' contribution to the learning process

This is seen in the types of activities learners

carry out, the degree of control learners have overthe content of learning, the patterns of learnergroupings adopted, the degree to which learnersinfluence the learning of others, and the view of

the learner as processor, performer, initiator,problem solver

Audiolingualism example: Stimulus- response,learners are cast a passive role


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Teacher roles

Learner roles are linked to teachers status and

function

Teacher and learner roles define the type of

interaction characteristic of classrooms

Some methods are totally dependent on the teacher as

a source of knowledge and direction; others see the

teacher's role as catalyst, consultant, guide, and model

for learning; Others teacher initiative to building

instructional content and designing lesson plans


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Teacher roles in methods(a) the types of functions teachers are expected to fulfill, whether that ofpractice director, counselor, or model, for example;

(b) the degree of control the teacher has over how learning takes place;

(c) the degree to which the teacher is responsible for determining the

content of what is taught; and .

Asymmetrical relationships, conductor-orchestra, therapist-patient,coach player or more symmetrical.

Friend-friend, colleague- colleague, teammate-teammate.

Role of the teacher reflects-objectives of the method and learningtheory, teacher provides content and create conditions for successfullanguage learning.


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The role of instructional materials The instructional materials further specify subject matter

content, even where no syllabus exists, and define or suggestthe intensity of coverage for syllabus items, allocating the

amount of time, attention, and detail particular syllabus items or,

Instructional materials also define or imply the day-to-daylearning objectives that collectively constitute the goals of thesyllabus

Some methods require instructional use of existing materials,realia, some assume teacher-proof materials, near native-competence, some can replace the teacher, some inhibitinteraction etc (view of roles and teacher ability)


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Example: Materials in

Functional/Communicative methodology

materials will focus on the communicativeabilities of interpretation, expression, and

negotiation , ,and interesting exchanges of information, ratherthan on the presentation of grammatical form

materials will involve different kinds of texts anddifferent media, which the learners can use todevelop their competence through a variety ofdifferent activities and tasks


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By comparison, the role of instructional materials within an individualized

instructional system might include the following specifications:

1. Materials will allow learners to progress at their

own rates of learning

2. Materials will allow for different styles of learning

3. Materials will provide opportunities for

independent study

4. Materials will provide opportunities for self-

evaluation and progress in learning


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Procedure

This encompasses the actual moment-to-momenttechniques, practices, and behaviours that operate inteachin a lan ua e accordin to a articular method

It is the level at which we describe how a methodrealizes its approach and design in classroom

behaviour

At the level of procedure we are concerned with howthese tasks and activities are integrated into lessonsand used as the basis for teaching and learning


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3 dimensions to a method at the level of procedure

(a) the use of teaching activities (drills, dialogues,information-gap activities, etc.) to present new languageand to clarify and demonstrate formal, communicative, orother aspects of the target language;

b the wa s in which articular teachin activities areused for practicing language;

(c) the procedures and techniques used in givingfeedback to learners concerning the form or content oftheir utterances or sentences

Procedure focuses on the way a method handles thepresentation, practice and feedback phases of teaching


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Silent Way pronunciation chart


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Silent Way - Cuisinaire rods


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Caleb Gattegno's Silent Way (1972, 1976)

It is a method built around a theory of conditions

Gattegno's focuses on learners' needs to feel secure

about learning and to assume conscious control of

learning

Many of the techniques used in the method are

designed to train learners to consciously use their

intelligence to heighten learning potential

Links: The linking of structuralism (a linguistic

theory) to behaviorism (a learning theory) produced

Audiolingualism. What about cognitivism?


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Procedure

Silent Way course based on Stevick (1980: 44-5)

1. The teacher points at meaningless symbols on a wallchart. The symbols represent the syllables of the spokenlanguage. The students read the sounds aloud, first in

chorus and then individually2. After the students can pronounce the sounds, theteacher moves to a second set of charts containingwords frequently used in the language, in cludingnumbers. The teacher leads the students to pronounce

long numbers3. The teacher uses colored rods together with charts and

gestures to lead the students into producing the wordsand basic grammatical structures needed


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Error treatment

Silent Way Stevick (1980: 45)

When the students respond correctly to theteacher's initiative, she/he usually does not reactwith any overt confirmation that what they did

was right If a student's response is wrong, on the other

hand, the teacher indicates that the studentneeds to do further work on the word or phrase;if she/he thinks it necessary, she/he actually

shows the student exactly where the additionalwork is to be done


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Conclusion We expect methods to be most obviously

idiosyncratic at the level of procedure thoughclassroom observations often reveal that

teachers do not necessarily follow theproce ures a me o prescr es

Any language teaching method can bedescribed in terms of the issues identified hereat the levels of approach, design, and procedure

Very few methods are explicit with respect to allof these dimensions

2. nature of approaches lecture - eclass

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