lecture 2 teaching methods

7/23/2019 Lecture 2 Teaching Methods

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Teaching Methods

Zhong Caishun

[email protected]

13699529035
mailto:[email protected]:[email protected]


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What is the conceptual structure ofa teaching method?

What are some of the major methods witnessed in the history of language teaching


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Questions on teaching a language


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Approach, method, technique


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Changes in language teaching methods throughout history have reflected recognition of the changes in thekind of proficiency learners need.


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Approaches and methods

Grammar translation Method Direct method Situationaloral !udiolingual "he total physical response

"he silent way Suggestopedia Community language learning "he natural approach Communicative approach "ask#$ased language teaching Competency#$ased instruction

Cooperative learning Whole language approach Multiple intelligence


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Grammar translation method

%$jectivesTo be able to read literature written in the t

arget languageTo be able to translate from one language t

o another

To develop reading and writing skill


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Principal Characteristics

rammar Translation is a way of learning a language by firstly analy

zing its

grammar ru les

, and then applying this knowledge to the task

of

trans lat ing sentences a nd texts

into and out of the target languag

e.

Reading

and

writ ing

are the major focus; little or no systematic atte

ntion is paid to

speaking an d l is tening

.

ocabulary se lection

is based solely on the

reading texts used

, and

words are taught through bi lingual wo rd l is ts, d ict ionary study, and

memorizat ion .

The

sentence

is the basic unit of teaching and language practice. !u

ch of the lesson is de"oted to

trans lat ing sentences

into and out of t

he target language, and it is this focus on the sentence that is a disti

Grammar

Rules

Target

LanguageTranslationTranslation


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Principle Characteristics

#ccuracy is emphasized

. $tudents are expected to attain high standards in translation, because of %the high priority attached to meticu

lous standards of accuracy which, as well as ha"ing an intrinsic mor

al "alue, was a prere&uisite for passing the increasing number of

fo

rma l wri tten examinat ions

that grew up during the century% '(owat

t )*+- )/, cf. 0ack 1. Richards 2 Theodore $. Rodgers, )*+3,4.

ramm ar is taught deduct i"e ly

, that is, by presentation and study o

f grammar rules, which are then practiced through translation exer

cises.

The student 5s nat i"e language is the m edium of instruction . 6t is us

ed to explain new items and to enable comparisons to be made bet

ween the foreign language and the student5s nati"e language.

----&ichards' (. C.' ) &odgers' ". S. *+,-/.Approaches andMethods in Language Teaching.Cam$ridge0 Cam$ridge 1niversity2resspp.3#4.


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Application: Typical Techniques

(1) Translation of a Literary Passage (2) Reading Comprehension uestions

(!) "ntonyms#$ynonyms (%) Cognates (&) 'edutive "ppliation of Rule

() *ill+in+the+blanks (,) -emori.ation (/) 0se ords in $entenes () Composition


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Shortcomings

Wrong idea of what language is Lead to Less learnersmotivation or frustration f

or learners "a tedious e5perience of memorizingendless lists of unusa$le

grammar rulesand vocabulary and attempting to produceperfect translations of stilted or literary prose."

###from *&ichards ) &odgers +,- p.4/. "It is a method for which there is no theory. Ther

e is no literature that offers a rationale or justification for it or that attempts to relate it to issues in linguistics, psychology, or educational theory."(ibid.p.!


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Advantages of GTM

"n effetive way for appliation of

grammar and sentene struture*ew demands on teahers

Least stressful for students


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The Direct Method


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Background

6n the late +,th century in 7urope' for economicdevelopment' the cross#language communication$ecame more fre8uent. !s a result' there was an

increasing demand on foreign languages learningand oral communication $ecame the main goal offoreign language teaching.

9irst introduced in 9rance and Germany.

:erlit; *Ma5imilian D. :erlit;'+-


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!"ectives

>earn how to communicate in the target language# learn to think in thetarget language.

Correct pronunciation 7mphasi;e listening and speaking. "hink in target languages. o native

language. o translation. >earning $asic sentences' introducin

g daily life.


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#ationale of DM

*irst language learning proess

(1) 3o grammar

(2) 3o mother tongue

(!) 3o translation

(%) Postponement of printed word

(&) Postponement of written word


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#ationale of DM

>inguistic theoryStrong theoretical $ase in linguistics and

psychology. >anguage is primarily spoken' not writte

n. "he $asic unit of a language is sentence.

>anguage is learned through communication.


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#ationale of DM

>earning theory 7mphasising voca$ulary ac8uisition through e5

posure to its use in situations. Meaning is to $e conveyed directly in the targe

t language through the use of demonstration and visual aids.

Direct communication0 as $a$y learning mother tongue.

6mitation0 repetition and practice !ssociation0 e.g.0 hand $arm' shoulder' foot' l

eg% Grammar is taught inductively0 Ss are present

ed with e5amples.


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Teaching model

@elly&s < steps of teaching0 2reparation0 review previous lesson.

2resentation0 introduce new lesson. !ssociation0 associate previous and

new lessons. Systemati;ation0 systemati;e the ne

w lesson in certain situation. !pplication0 practice


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Techniques

&eading loud Auestion and answer e5ercise

Getting students to self#correct Conversation practice 9ill#in#the#$lank e5ercise Dictation

Map drawing 2aragraph writing


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#ole of the teacher' students

"eacher centered. Student role is less passive than in G"M.

"S are partners. "eacher is the only demonstrator. B

eshe never translates $ut demonstrates the meaning through the use o

f realia' pictures or pantomime.


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Activities$Berlit( )chool*+

ever translate0 demonstrate. ever e5plain0 act.

ever make a speech0 ask 8uestions. ever imitate mistake0 correct. ever speak with single words0 use

sentences. ever speak too much0 make Ss sp

eak much.


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Activities $Berlit( )chool*-

ever jump around0 follow your plan. ever go too fast0 keep the pace of the

Ss. ever speak too slowly0 speak normally. ever speak too 8uickly0 speak naturally. ever speak too loudly0 speak naturally. ever $e impatient0 take it easy.


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Advantage of DM

"n effetive way in reating learner

s to be ompetent in using the target ommuniatively4


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Disadvantage of DM

'iffiult to implement in publi se

ondary shool eduationTime+wasting

3ot all teahers were profiient eno

ugh in the foreign language


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Oral-Situational Approach

Developed in Britain and popular

et!een the "#$%s and "#&%s


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'ain di((erence et!een D'

and OSA

Oral-Situational Approach has a

systematic planed vocabulary

and grammar rules, D' hasnt)


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'ain di((erence et!een AL

' *OSA

Oral-Situational Approach doesnt

mention aout reinforcement+

AL' does)


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Purpose

Teaching a practical s,ill o( L

through cop. the !a. children

ac/uire L"


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Characteristic

0Start (rom spo,en language0Avoid errors

0Teacher-centered

01ocus on Listening and spea,ing0Chosen the vocaular.

0The (irst method uses structural

s.llaus


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T.pical Procedure

0Teacher gave a topic

0Demonstrate !ith teaching aids

02e. !ord changed


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Advantages !ith using OSA

0Bring the realit. situation in

the classroom

0Scheduled progress


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Disadvantages !ith using O

SA

0Turn students into parrots

0Boring and mindless

0Reduce the motivation


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The Audiolingual 'ethod

01ounded during 3orld 3ar 44 (ormilitar. purposes in 5SA

0Popular in the "#&%s ut died out in

the 6%s


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Audiolingual

%$jective 9ocus on students&pronunciation' and train their a$ilit

y of listening $y dialogues and drills

"eaching model Stimulus#response#reinforcement model *imitation' patterned drilling' su$stitution/

>anguage and >earning theory

Structuralism:ehaviorism &ole of the teacher and students

"he controller and the controlled


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An e.ample


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Teaching procedures

hear a dialogue # repeat the dialogue

$ %ey words or structureschanged & practice substitutions in t

he pattern drills


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/eatures

Imitation # repetition

$

'ositively reinforced & ver learn )*mphasi+e in the -orm, not t

he /eaning


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0riticism

Disadvantages 6t fails to address the conte5t and function of l

anguage. 6t $anish all forms of language processing that

help students sort out new language information in their own minds. "urn Students into parrots :oring and mindless &educe the motivation

advantages !llows Students to communicate 8uickly Students $ecame good at pattern


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Total Ph.sical Response7TPR

89ames Asher + "#&&:

(ounded . 9ames Asher+ a

pro(essor o( ps.cholog. at San

9os; State 5niversit.+ Cali(ornia+5SA


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The Purpose

To have asic oral e


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The Characteristic

"

retention Direct commands

$ =o stress

>

Listen (irst?@mphasie in the 'eaning+

not the 1orm


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T.pical Procedure in a TPR

Course

"

input

comprehension

$ e


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Advantages !ith using TPR

01un)

0'emorale)

0Good (or ,inesthetic learners)

0=o matter the class sie)

111


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Advantages !ith using TPR

03or, !ell !ith mi


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Disadvantages !ith using TP

R

0Students (eel sh.

0Less use(ul (or upper levels

0overuse TPR


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The silent !a.


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Bac,ground

2n the +345s, !oth Behaviorism *psychologicalfoundation and )tructuralism *linguistic fou

ndation 6ere attacked !y linguists and psychologists7 Behaviorism 6as follo6ed !y 0ognitive 8sy

chology7 )tructuralism 6as follo6ed !y Transformatio

nal9generative linguistics7


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Theoretical (oundation

Trans(ormational generative grammarLanguage learning is not the outcome o( hait (ormation8Behaviorism:) 4t is the process o( creative rule (ormationor discover.)

Theor. internalied grammar o( a language E CompetenceE enales one to create and understand totall. ne! sentences)

Cognitive ps.cholog.Fuman is creative+ so mimicr.+ memoriation+ repetition a

nd parrot learning 8Behaviorism: do not lead to real learning


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1eatures o( S3

All (our s,ills are !or,ed on (rom theeginning) 4n addition) 1orm and me

aning are oth important)4t assigns an active role to the learner)

The teacher goes (rom (amiliar to un(amiliar) 1or e


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1eatures o( S3

The teacher speaks very little, only 6hen needed7 is silencemotivates the learners to participate more and !e active7

The teacher is not the model7 is gestures 6ork7 )tudent&s ;se

lf criteria< for correctness are emphasi(ed7 The student takes the responsi!ility of learning7)tudents& actions sho6 if they have learned7)tudents help each other7The teacher uses gestures and =+ to help them learn7

)tudents& familiar kno6ledge *old conte.t helps them learn the unfamiliar *ne6 conte.t7 The teacher&s interference is very little7


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/eatures of )>

'eaning is achieved through perceptions 8senses:+ not translation)Group cooperation is the norm)Little praise and punishment)@rrors are important) The. are the road signs)

Sel( correction over teachers correction)Students listen to each other)Learning rates are di((erent) Per(ection is not the target)The teacher (rees his time . his silence)Students are attentive)

'eaning(ul practice is pre(erred to repetition)Logical presentation o( language elements (rom (amiliar to un(amiliar)


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1eatures o( S3

Autonomy is gained !y e.ploring and making choices7

/eed!ack from students informs the teacher7

?o home6ork:sleeping practice)ylla!us is structure !ased7

)tructures are not presented in a linear 6ay7

)kills *speaking, reading and 6riting reinforce one another7


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Suggestopedia

The name is (rom the !ords

suggestion and pedagog.)

Developed in the "#6%s . theBulgarian ps.chologist Georgi

Loanov


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Attention and memor. studi

es

*Adapted from: #ichards @ #odgers -55+Approaches & Methods in Language Teaching

0am!ridge


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Purpose

Desuggest the ps.chological

arriers to learn vocaular. and

conversation


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Characteristics

0Present te


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@lements to Suggestopedia

0Authorit. people rememer est and are most in(luenced .in(ormation coming (rom an authoritative source04n(antiliation authorit. is also used to suggest a teacher-

student relation li,e that o( parent to child) 4n the childsrole the learner ta,es part in role pla.ing+ games+ songs+and g.mnastic e


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T.pical Procedure

0Deciphering

0Concert session

0@laoration0Production


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Advantages !ith using Sug

gestopedia

04ncrease oral pro(icienc.

0Lo!er classroom an


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Disadvantages !ith using S

uggestopedia

05navailale o( music and

com(ortale chair

0=o advanced comprehensiontechni/ue


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Communit. Language Learn

ing

Developed . Charles Curran and

his associates in "#6%s

Comparison


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Comparison


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Ps.chological Re/uirements (o

r Success(ul Learning

0Sstands for security

0Astands for attention and aggression

0Rstands for retention and reflection

0D represents discrimination


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Purpose

The teacher can success(ull.trans(er his or her ,no!ledge andpro(icienc. in the L to the

studentsI Speci(ic purposes arenot mentioned)


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Characteristics

0Client-Counselor and Learner-

2no!er relationships

0Fumanistic Techni/ues

0Code Alternation


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Advantages !ith using CLL

0Remove the (eeling o( distanceand insecure

0Counselor allo!s the learner to

decide the topic


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Disadvantages !ith using C

LL

0Teacher ma. ecome too

indirective

0Con(idence ased on an inductive

strateg. (or learning


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T.pical Procedure

0Translation0Group 3or,

0Recording

0Transcription0Anal.sis

0Re(lection and oservation


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'ain Steps o( Procedure o(

CLL

04nvestment

0Re(lection

Th 0 h i ! d


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The 0omprehension9!ased

Approach*?atural Approach

"he atural !pproach was developed $y

"racy "errell and Stephen @rashen' startingin +,. 6t came to have a wide influencein language teaching in the 1nited Statesand around the world.


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/eatures of ?A

Listening comprehension is ver important

!egin " #istening to meaning$u# speech

%peak &hen read 'ne step "eond their #eve# o$ competence

(rror correction

)ppropriate input $or the #earners)dopt $ree# $rom various method sources


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The ?A v7s7 The DM

The NA emphasize on

1.Exposure / input

2.Optimizing emotional prep

aredness3.A prolonged period of hear

ingThe DM emphasize on

1.Teah monologue

2.Diret repetition3.!ormal "/A

#.Aurate prodution


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!"ectives of ?A

To be able to funtion ade5uately in

the target situation4To be able to onvey their re5uests

and idea


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Teacher and )tudent #oles

Teaher Roles The primary soure Create a lassroom atmosphere Choose a rih mi6 of lassroom ativities

$tudent Roles

Partiipator 7 responder

The 0ommunicative A


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The 0ommunicative A

pproach

Hymes view of communicative


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competence (1979)

(ormall. possile 8grammaticall. acceptale:

understandale to human eings

in line !ith social normsin (act done

Do people actuall. use language this !a.J


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Canale and Swains Four dimensions ofcommunicative competence (1980)

rammatical competenceSociolin!uistic competence

"iscourse competenceStrate!ic competence

(#ic$ards % #od!ers& 198'71)

Hed!es five main components of


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Hed!e s five main components of

communicative competence

(000)

Linguistic competence

Pragmatic competence

Discourse competence

Strategic competence1luenc.

*$ f + i


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*$eory of +earnin!

t$e communication principle Ati$ities thatin$ol$e real ommuniation promote learning.

t$e tas, principle Ati$ities in %hih

language is used for arr&ing out meaningfultas's promote learning ()ohnson 1*+2,.

t$e meanin!fulness principle -anguage that

is meaningful to the learner supports the

learning proess.

8P%:


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/eatures of 0A

Communicative intent

*he use o$ authentic materia#s)ctivities are o$ten carried out

-a.or Classroom /ctivities


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Ati$ities lassifiation !untions

re0ommuniati$eati$ities

%tructura#activities

rimar& fous onlinguisti forms

+uasi,

communicativeactivities

!ous on forms plus

meanings

ommuniati$eati$ities

-unctiona#communication

activities

!ous on meanings plusforms

%ocia# interactionactivities

rimar& fous onmeanings

-a.or Classroom /ctivities


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Teacher and )tudent #oles

Teaher roles

(1) To failitate ommuniation (2) To be a o+ommuniator

$tudent roles

Communiator


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Advantages of the 0A

(1) $tudents will be more motivated

(2) $tudents have opportunities to e6press

(!) $tudent seurity is enhaned


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Disadvantages of the 0A

o environment o$ (%L

/i$$icu#t in eva#uating studentsper$ormance

gnore the training o$ reading an

d &riting


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Typical techniques

"uthenti materials

$rambled sentenes

Language games

Piture strip story

Role play


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"ask#$ased language teaching Competency#$ased instruction Cooperative learning Whole language approach Multiple intelligence

lecture 2 teaching methods

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