Summary of teaching methods and approaches | ENGLISH LINGUISTICS AND LITERATURE (K40) | Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Thành phố HCM

lOMoAR cPSD| 40190299
Summary of teaching methods and approaches
ENGLISH LINGUISTICS AND LITERATURE (Đại học Khoa học Xã hội và Nhân văn,
Đại học Quốc gia Thành phố Hồ Chí Minh) lOMoAR cPSD| 40190299
Teaching methods and approaches Grammar-Translation Direct Audio-Lingual Silent way History -Since 1800.
-Since 1900. Is an oral- based
- First developed by Charles Fries -Early 1960s, Chomsky argued that Called the Classical approach. in 1945.
language must not be considered a Methods. -popular when the G-T Method
-Called the Army method. Is an
product of habit formation, but rather - First used in the teaching was not effective in helpings oral based approach. rule formation. of the classical languages students communicate in the -strong theoretical base in
- originating in the early 1970s and (Latin and Greek) target language (TL). linguistics and psychology.
introduced by Caleb Gattegno, an
Principles from behavioral Europe educator. psychology were later
-sharing principles of the Cognitive incorporated (behaviorism for Approach habit formation). 1. Goals of Learning a foreign -Learning how to
-using the TL communicatively. -Using the language for self- teachers (T) language to read communicate in the TL.
Ss need to overlearn the TL to expression.
literature written in that -learning to think in the TL.
use it automatically without
-Ss becoming independent. T is language. stopping to think. mostly silent. 2. Role of the T is the controller.
-T directs the class activities. -T: is like orchestra leader, -T is a technician/engineer, teacher and
-S role is less passive than in Students directing and controlling the
respecting Ss’ autonomy. (T and Ss)
the G-T method as T and S are language behavior of the Ss;
-Ss: making use of what they know, partners.
providing Ss with a good model
free themselves from any obstacles for imitation.
in their learning, actively engaging
-Ss: imitators of the T’s model or themselves in learning.
the tapes supplied by T; following
T’s directions and response as accurately as possible. -Translating from one
-Ss need to associate meaning -presenting vocabulary and -Ss start learning a language 3. language to another. Characteris- and the TL directly.
structure through dialogs learned through its building blocks, its tics of the -T introduces new words or
through imitation and repetition. sound, introduced through sound- learning -Grammar is taught process phrases by demonstration, -Grammar is induced from the color chart. deductively. using realia, pictures or
examples given, explicit grammar -T associates the sounds of the pantomime.
rules are not provided.
TL with particular colors. -Memorizing native- -NO TRANSLATION. - Reading and written work is
-Ss receive a lot of practice with a language equivalents for
- Syllabus based upon real-life
based upon the earlier oral work. given TL structure, gaining TL vocabulary words. situations. autonomy in the language by
-Grammar is taught inductively.
exploring it and making choices 1 lOMoAR cPSD| 40190299 -Ss practice vocabulary by using new words in complete sentences. 4. Nature of -From teacher to students.
Initiation of the interaction:
-There is S-to-S interaction in
T is mostly silent, but very active in T-S and S-S
-little student initiation & interaction both ways: from T to Ss and S
chain drills or when Ss role-play setting up situations, using little student-student to T being directed by T. dialogs directed by T.
nonverbal gestures and tools. T only interaction.
-T initiates most interaction. speak to give clues to Ss. 5. Feelings N/A N/A N/A T helps Ss to overcome their Ss dealt with
feelings. Ss can express how they feel. 6. Language - Literary language is - Language is primarily -The language system has -Languages of the world share and culture superior to spoken viewed SPOKEN, NOT WRITTEN.
different levels with distinctive
some features, but each language language. -Ss study common, everyday patterns.
has its own unique sprit since it is Culture: consisting of speech in the TL.
-Everyday speech is emphasized. the expression of a particular group literature and the fine arts. Culture: consisting of the TL
The level of complexity of the of people.
history, geography, information speech is graded: only simple
-Culture: inseparable from the about daily lives… patterns for beginners. language. -Culture: consisting of the
everyday behavior and lifestyle of the TL speakers. 7. Language -Areas: vocabulary and
-Vocabulary is emphasized
-Vocabulary is kept to a
-Pronunciation is worked on from areas and grammar. skills over grammar.
minimum while Ss are mastering the beginning. emphasized -Skills: Reading and -Work on four skills from the the sound system and
-A focus on the structures of the writing.
start, but oral communication grammatical patterns.
language although explicit grammar is seen as basic.
-Nature order of skills: listening, rules may never be supplied. -Reading and writing are
speaking, reading and writing.
-no fixed, linear syllabus. T starts based upon Ss practice orally -oral skills received most
with what Ss know and builds first. attention.
from one structure to the next.
-Pronunciation: taught from the
beginning, in the lab or through minimal pairs. 8. Role of Ss’
Ss’ native language is
Native language should not be
Using the target language, not
Meaning made clear by focusing on native language mostly used in class. used in the classroom. Ss’ native language.
Ss’ perceptions, not translation. Ss’
native language can be used to give instructions when necessary. 2 lOMoAR cPSD| 40190299 -Written tests- Ss translate -Ss are asked to USE the Discrete items in the tests.
-T may never give a formal test, but 9. from their native language Assessment
language, both oral and written
assess S learning all the time to the target language and
skills, not to demonstrate their through observations; being vice versa. knowledge about the
responsive to Ss’ learning needs; -Questions asking Ss to language.
does not praise or criticize Ss; apply grammar rules. - Ss are assessed by oral
looking for steady progress, not interviews or paragraph perfection. writing. 10.T’s Ss’ getting correct
T tries to get students to self-
S errors are avoided through T’s Errors are seen as natural, response to Ss’ errors
answers is very important. correct whenever possible.
awareness of where Ss will have
indispensable part of the learning
difficulties and restriction of what
process. T works with Ss in getting Ss are taught to say.
them to self-correct and only
supplies the correct language as a last resort. 11. Teaching Composition, translation of Reading aloud, question and Dialog memorization; Drill
Sound-color chart, teacher’s silence, techniques literary passage, reading answer exercise, getting
(backward build-up, repetition,
peer correction, rods, self-correction comprehension questions, students to self-correct,
chain, single-slot/multiple-slot
gestures, word chart, Fidel chart, anonyms/synonyms,
conversation practice, fill-in- substitution, transformation, structured feedback. cognates, deductive
the- blank exercise, dictation, question-and-answer), minimal application of rule, fill-in map drawing, paragraph pairs, complete the dialog, the blanks, memorization, writing. grammar games. use words in sentences. (De)suggestopedia
Community language learning (CLL)
Total physical response History
- developed in 1970s by Georgi Lozanov, a
Since 1970. Principles taken from the more
-since 1970. Named 'the Comprehension
Bulgarian psychoterapist and educator, based
general Counseling-Learning approach
Approach' because of the importance it gives
on his early-1960s study of suggestion
developed by Charles A. Curran who was to listening comprehension. "suggestology’’.
influenced by Carl Rogers' humanistic -key author: James Asher.
- called an affective humanistic approach. psychology. 3 lOMoAR cPSD| 40190299 1. Goals of - accelerating the learning
-learning how to use the TL communicatively.
having Ss enjoy their experience in learning teachers (T) for everyday communication by
-Ss learn about their own learning, take
to communicate in a foreign language.
- desuggesting the psychological barriers Ss
increasing responsibility for it, and learn how to
bring with them to the learning situation and learn from one another.
using techniques to activate the 'paraconcious'
part of the mind, just below the fully-conscious mind. 2. Role of the
T is the authority in the classroom; Ss must
T is a counselor: recognizing how threatening a -Initially, T is the director of all student teacher and trust and respect T. Students
new learning situation can be for adult learners,
behavior. Ss are imitators of T’s nonverbal (T and Ss)
to skillfully understand and support Ss in their model. struggle to master the TL.
- At some point, there will be a role reversal
with individual students directing T and the other students.
- Comfortable environment: bright and cheerful,
-Curran: Six elements necessary for
First: T’s modeling, second: Ss’ 3.
peripheral learning: indirect instruction through
nondefensive learning (SARD): security,
demonstration/performance, followed by Characteris- tics of the
posters on the wall changed every week.
aggression (ability to assert themselves), reading and writing. learning
-Free errors, homework is limited.
attention, reflection, retention (integration of process
- Using music, drama and art.
the new material that takes place within the
whole self), and discrimination (sorting out the
differences among the TL form.) 4. Nature of
T initiates interactions. Later Ss have more
- S-T interaction changes within the lesson and
T interacts with the whole group of Ss and T-S and S-S
control of the target language. over time.
with individual students. Initially the interaction
-Building a relationship with and among Ss is
interaction is characterized by T speaking very important.
and Ss responding non-verbally. Later on, Ss
become more verbal and T responds nonverbally. 5. Feelings
Much attention given to Ss’ feelings.
-Responding to the students' feelings is
-One of the main reasons TPR was Ss dealt with
Fundamental principle: Ss are relaxed and considered very important.
developed was to reduce the stress people confident.
-One regular activity is inviting Ss to comment
feel when studying foreign languages. One of
-Important point: psychological barriers that
on how they feel. T listens and responds to each the primary ways this is accomplished is to
Ss bring to them must be desuggested. comment carefully.
allow Ss to speak when they are ready.
-Indirect positive suggestions are made to
Forcing them to speak before then will only
enhance Ss’ self-confidence and to convince create anxiety.
them that success is obtainable. 6. Language
-Language is the first of two planes in the two-
- Language is for communication.
The oral modality is primary. Culture is the and culture
plane process of communication. In the second
- Culture is an integral part of language learning
lifestyle of people who speak the language viewed 4 lOMoAR cPSD| 40190299
plane are the factors which influence the natively. linguistic message.
-Culture: everyday file of TL people. 7. Language -Vocabulary is emphasized.
- In the early stages, typically Ss generate the
-Vocabulary and grammatical structures are areas and
-Grammar is dealt with explicitly but minimally.
material since they decide what they want to be
emphasized over other language areas. skills emphasized
- Focusing on using the language, not on
able to say in the target language. Later on,
- Understanding the spoken word should
language form. Speaking communicatively is
after Ss feel more secure, T might prepare precede its production.
emphasized. Ss also read in the target language
specific materials or work with published
- The spoken language is emphasized over
(e.g. dialogs) and write (e.g., imaginative textbooks. written language. compositions).
- The most important skills are understanding
and speaking the language at the beginning,
with reinforcement through reading and writing.
8. Role of Ss’ -Native-language translation is used to make the
-Ss' security is initially enhanced by using their
-TPR is usually introduced in the student's native meaning of the dialog clear. native language.
native language. After the introduction, rarely language
-The teacher also uses the native language in
-The purpose of using the native language is to
would the native language he used. class when necessary.
provide a bridge from the familiar to the
-Meaning is made clear through body
-As the course proceeds, the teacher uses the unfamiliar. movements.
native language less and less.
- In later stages, more and more of the TL can be used.
Evaluation usually is conducted on students'
-No particular mode of evaluation is prescribed.
T will know immediately whet her or not Ss 9.
normal in-class performance and not through Assessment
- a teacher-made classroom test would likely he
understand by observing Ss’ actions. formal tests.
more of an integrative test than a discrete-point
-Formal evaluations can be conducted one.
simply by commanding individual students to perform a series of actions. 10.T’s
Errors are corrected gently, with the teacher
T should work with what Ss have produced in a
-T should be tolerant of Ss’ errors and only response to using a soft voice. non-threatening correct major errors. Ss’ errors Way.
-As Ss get more advanced, teachers can ‘fine
tune’ - correct more minor errors. 11. Teaching
Classroom set-up, peripheral learning, positive
Tape recording student conversation,
Using commands to direct behavior, role techniques
suggestion, choose a new identity, role play, first
transcription, reflection on experience, reflective reversal, action sequence
concert (active concert), second concert
listening, human computer, and small group
(passive concert), primary activation, creative task. adaptation.
(Paraconscious: The lower brain or the paraconscious is responsible for things that help regulate the body, such as pressure etc. Paraconscious is
that which is outside of our conscious attention, like peripherals, background music and subconscious associations.) 5