APPROACHES, METHODS AND TECHNIQUES.

APPROACHES, METHODS, PROCEDURES, AND TECHNIQUES

Approach : this refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching. It offers a model of language competence. An approach describes how people acquire their knowledge of the language and makes statements about conditions which will promote successful language learning. Method : a method is the practical realization of an approach. Methods include various procedures and techniques as part of their standard fare. Procedure : a procedure is an ordered sequence of techniques. A procedure is a sequence which can be described in terms such as first you do this, then you do that Smaller than a method and

APPROACHES, METHODS, PROCEDURES, AND TECHNIQUES

Technique : a common technique when using video material is called silent viewing. This is where the teacher plays the video with no sound. Silent viewing is a single activity rather than a sequence, and as such is a technique rather than a whole procedure. A term that is also used in discussions about teaching is model used to describe typical procedures, usually for teachers in training. Such models offer abstractions of these procedures, designed to guide teaching practice.

CRITERIA FOR SELECTION OF METHODOLOGY:

Teacher needs to understand student wants and expectations just as much as they are determined to push their own methodological beliefs. Some accommodation has to be reached between what the two parties want and expect. It means, initiating gradual rather than immediate change.

MAKING CHOICES
Exposure to language: Students need constant exposure to language since this is a key component of language acquisition. Input: Students need comprehensible input but this is not enough in itself, unless there is some language study or some opportunity for noticing or consciousness raising to help students remember language facts. CLT: communicative activities and task based teaching offer real learning benefits, though neither tasks nor communicative activities on their own are sufficient for a whole language programme.

MAKING CHOICES

The affective variable: anxiety needs to be lowered for learning to take place. Discovery: where culturally appropriate, students should be encouraged to discover things for themselves, as this is likely to lead to better retention in the long run. Grammar and lexis: lexis is as important as grammar. Showing how words combine together and behave both semantically and grammatically is an important part of any language learning programme. Methodology and culture: teaching methodology is rooted in popular culture. Assumptions that methodologists and teachers make are not necessarily shared by students from different traditions. Compromise may be necessary.

THE GRAMMAR TRANSLATION METHOD

This is a method that has been used by language teachers for many years. At one time it was called Classical Method,since it was first used in the teaching of the classical languages,Latin and Greek. Earlier in this century,it was used for the purpose of helping students read and appreciate foreign language literature. Classes are taught in the students mother tongue,with little active use of the target

THE GRAMMAR TRANSLATION METHOD

Vocabulary is taught in the form of isolated word lists; Elaborate explanations of grammar are always provided; Reading of difficult text is begun early in the course of study; Little attention is paid to the content of text,which are treated as exercises in grammatical analysis.

THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

1920s and 1930s. Leaders: Harold Palmer and A.S. Hornby. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form. The target language is the language of the classroom. New language points are introduced and practiced situationally. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. Items of grammar are graded following the

THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

Reading and writing are introduced once a sufficient lexical and grammatical basis is established. Situational approach to presenting new sentence patterns and a drill based manner of practicing them. Situational = use of concrete objects, pictures and realia, which together with actions and gestures can be used to demonstrate the meanings of new language items.

THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

Teachers responsabilities: timing; oral practice to support the textbook structures; revision; adjustment to special needs of individuals; testing; developing language activities other than those arising from the textbook (Pittman) The textbook should be used only as a guide to the learning process. In the initial stages, the learner is required simply to listen and repeat what the teacher says and to respond to questions and commands. Later, more active participation is encouraged. Procedures move from controlled to freer

THE AUDIOLINGUAL METHOD

Audio-lingual methodology owes its existence to the Behaviourist models of learning using the Stimulus-Response-Reinforcement model, it attempted, through a continuous process of such positive reinforcement, to engender good habits in language learners. Audio-lingualism relied heavily on drills like substitution to form these habits. Habit-forming drills have remained popular among teachers and students, and teachers who feel confident with the linguistic restriction of such procedures

THE AUDIOLINGUAL METHOD

No reinforcement or negative reinforcement (behavior not likely to occur again)
Stimulus Organism Response Behavior

Reinforcement (behavior likely to occur again and become a habit)

THE AUDIOLINGUAL METHOD

Use of drills and pattern practice: Repetition. Ss repeat a brief utterance aloud without looking at a printed text. Inflection. One word in an utterance appears in another form when repeated. (Example: I bought the ticket I bought the tickets) Replacement. One word in an utterance is replaced by another. (example: Anna left early She left early) Restatement. The student rephrases an utterance and addresses it to someone else, according to instructions. (example: Tell him to wait for you wait for me) Completion. The student hears an utterance that is complete except for one word, then repeats the utterance in completed form. (example: we all

THE AUDIOLINGUAL METHOD

Transposition. A change in word order is necessary when a word is added. (example: Im hungry. (so) So am I) Expansion. When a word is added it takes a certain place in the sequence. (example: I know him. (hardly) I hardly know him) Contraction. A single word stands for a phrase or clause. (example: put your hand on the table Put your hand there)

THE AUDIOLINGUAL METHOD

Transformation. A sentence is transformed by being made negative or interrogative or through changes in tense, mood, voice, aspecto or modality. (example: he knows my address. He doesnt know my address. Does he know my address?) Integration. Two separate utterances are integrated into one. (example: they must be honest. This is important It is important that they be honest)

THE AUDIOLINGUAL METHOD

Rejoinder. The student makes an appropriate rejoinder to a given utterance. He is told in advance to respond in one of the following ways: be polite. Answer the question. Agree. Agree emphatically. Express surprise. Express regret. Disagree. Disagree emphatically. Question that is said. Fail to understand. Restoration. The student is given a sequence of words that have been called from a sentence but still bear its basic meaning. (example: students/waiting/bus The students are waiting for the bus)

COMMUNICATIVE LANGUAGE TEACHING

The communicative approach or Communicative Language Teaching (CLT) is the name which was given to a set of beliefs which included not only a re-examination of what aspects of language to teach but also a shift in emphasis on how to teach. Language is a system for the expression of meaning. The primary function of language is for interaction an communication. The structure of language reflects its functional and communicative users. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

COMMUNICATIVE LANGUAGE TEACHING

Non-communicative activities
No communicative desire No communicative purpose Form not content One language item only

Communicative activities
A desire to communicate A communicative purpose Content not form Variety of language No teacher intervention No materials control

Teacher intervention
Materials control

The communication continuum

TOTAL PHYSICAL RESPONSE

The originator of TPR, James Asher, worked from the premise that adult second language learning could have similar developmental patterns to that of child acquisition. Children learn language from their speech through the forms of commands, then adults will learn best in that way too. In responding to commands students get a lot of comprehensible input, and in performing physical actions they seem to echo the claims of Neuro-linguistic programming that certain people benefit greatly from kinaesthetic activity. This method is developed to reduce stress people feel while studying foreign languages. Learners are allowed to speak when they are ready: 1. Using commands to direct behaviour 2. Role reversal

THE SILENT WAY (CALEB GATTEGNO)

Characterized by a problem-solving approach. Develops independence and autonomy and encourages students to cooperate with each other.

Learning

is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. Learning is facilitated by accompanying (mediating) physical objects). Learning is facilitated by problem solving the material to be learned.

THE NATURAL APPROACH

As much comprehensible input as possible must be presented Whatever helps comprehension is important. Visual aids are useful, as is exposure to a wide range of vocabulary rather than study of syntactic structure. The focus in the classroom should be on listening and reading; speaking should be allowed toemerge In order to lower the affective filter, student work should center on meaningful communication rather thatn on form; input should be interesting and so contribute to a relaxed classroom atmosphere. Techniques are borrowed from other methods and adapted to meet the requirements of Natural Approach Theory.

THE NATURAL APPROACH

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Learners have four responsibilities: Provide information about their specific goals so that acquisition activities can focus on the topics and situations most relevant to their needs. Take an active role in ensuring comprehensible input. They should learn and use conversational management techniques to regulate input. Decide when to start producing speech and when to upgrade it. Where learning exercises are to be a part of the program, decide with the teacher the relative amount of time to be devoted to them and perhaps even complete and correcto them

THE NATURAL APPROACH

The teacher has three central roles: 1. The teacher is the primary source of comprehensible input in the target language. 2. The teacher creates a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning. 3. The teacher must choose and orchestrate a rich mix of classroom activities, involving a variety of group

SUGGESTOPEDIA (GEORGI LOZANOV)

Physical surroundings and atmosphere of the classroom are of a vital importance; The reason for our inefficiency is that we set up psychological barriers to learning: we fear that we will be unable to perform, that we will be limited in our ability to learn, that we will fail; One result is that we do not use the full mental powers that we have and according to Lozanov, we may be using only 5 10% of our mental capacity

SUGGESTOPEDIA (GEORGI LOZANOV)

In order to make better use of our reserved capacity, the limitations we think we have, need to be desuggested

Parent-children (teacher-student) relationship Three main parts: oral review, presentation and discussion, concert session (listening to classic music)

PRESENTATION, PRACTICE, PRODUCTION

A variation on Audio-lingualism in Britishbased teaching and elsewhere is the procedure most often referred to as PPP, which stands for Presentation, Practice, and Production. In this procedure the teacher introduces a situation which contextualises the language to be taught. The students now practise the language using accurate reproduction techniques such as choral repetition, individual repetition, and cue-response drills.

ALTERNATIVES TO PPP

The PPP procedure came under a sustained attack in the 1990s. Michael Lewis suggested that PPP was inadequate because it reflected neither the nature of language nor the nature of learning. Jim Scrivener advanced what is perhaps the most worrying aspect of PPP,the fact that it only describes one kind of lesson;it is inadequate as a general proposal concerning approaches to language in the classroom.

In response to these criticism many people have offered variations on PPP and alternative to it: ARC, OHE/III,

ARC

Put forward by Jim Scrivener Stands for Authentic use, Restricted use and Clarification and focus Communicative activity will demonstrate authentic use; elicted dialogue or guided writing will provoke restricted use of language by students; finally clarification language is that which the teacher and students use to explain grammar,give examples,analyse errors,elict or repeat

OHE/III

Michael Lewis claims that students should be allowed to Observe (read or listen to language) which will then provoke them to Hypothesise about how the language works before going on to the Experiment on the basis of that hypothesis.

ESA

In the ESA model three components will usually be present in any teaching sequence,whether of five,fifty or a hundred minutes E stands for Engage - students have to be engaged emotionally S stands for Study A stands for Activate - any stage at which students are encouraged to use all and/or any of the language they know