elt methods i

8/10/2019 ELT Methods I

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ENGLISH LANGUAGE TEACHING

METHODS

PPG215

Semester 1, 2014/2015


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Outline

Methodology vs Approach vs Method vs

Technique

The Grammar Translation Method

The Direct Method

The Audio Lingual Method


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Methodology

What is methodology?

Pedagogical practices in general,including theoretical underpinnings and

related research

how to teach

(Brown, 2007)


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Approach

What is approach?

Theoretical beliefs about the nature oflanguage and language learning, and the

applicability of both to pedagogical

settings(Brown, 2007)


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Method

What is method?

A generalized set of classroomspecifications

Concerned mainly with teacher and

student roles and behaviours in the

classroom

(Brown, 2007)


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Technique

What is technique?

The various exercises, activities, or tasksused in the language classroom to

achieve the learning objectives

(Brown, 2007)


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Main objective:

To be able to read literature written in TL

Students need to learn:

grammar rules

vocabulary


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Focus

grammatical rules

memorization of vocabulary

translations of texts

written exercises


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Major characteristics

Focus is on learning grammar rules with detailedexplanation

Apply rules in translating passages from TL into L1 Classes taught in L1; very little active use of TL

Vocabulary taught in form of lists of isolatedwords

Read difficult classical texts early

Little or no attention given to pronunciation

(Prator and Celce-Murcia, 1979)


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Teachers role

T is authority in classroom

Interaction mainly from T to students;

mostly teacher-talking time

T provides correct answers; very important for

students to get correct answer


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Students role

Followersdo as T says so they can learn what T

knows

Memorize vocabulary

Passive; little student initiation

Little student-student interaction


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Advantages

Effective way to apply grammar and sentence

structure

Few demands on teachers

Least stressful for students

Does not need teachers with near native speaking

ability


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Disadvantages

Wrong idea of what language is

Less learners motivation

Learners do not produce their own sentences

Very little oral practice

Extensive use of memorization


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1. Translation of a

literary passage

2. Readingcomprehension

questions

3. Antonyms/synonyms

4. Deductive

application of rule

5. Fill-in-the-blanks

6. Memorization

7. Use words in

sentences

8. Composition

Useful classroom techniques:


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1. Translation of a literary passage

Translate reading passage from TL into L1

2. Reading comprehension questions

Answer questions in TL based on understanding of

passage


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3. Antonyms/synonyms

Search for antonyms/synonyms in passage from

given set of words

4. Deductive application of rule

Present grammar rules with examples;

learners apply rule using different examples


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5. Fill-in-the-blanks

Fill in blanks with vocabulary items or grammar

items, e.g., prepositions

6. Memorization

Memorize TL vocabulary lists with their L1

equivalents


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7. Use words in sentences

Create sentences using new vocabulary learnt

8. Composition

Write about topic in TL based on reading passage


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The Direct Method

Learning a second language (L2) should be more

like learning a first language (L1)

A lot of oral interaction

Spontaneous use of the language

No translation between L1 and L2

Little or no analysis of grammatical rules


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The Direct Method

Principles (Richards and Rodgers, 2001:12):1. Classroom instruction exclusively in TL

2. Only teach everyday vocabulary and sentences

3. Build up oral communication skills progressively;

organized around Q&A between T and Ss in small groups4. Teach grammar inductively

5. Teach new items though modeling and practice

6. Teach concrete vocabulary through demonstration,objects, and pictures; abstract vocabulary through idea

association7. Teach speech and listening comprehension

8. Emphasizes on correct pronunciation and grammar


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The Direct Method

Advantages

An effective way to get learners to use the TL

communicatively


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The Direct Method

Disadvantages

Needs small class size

Learners must be highly motivated

Teachers must be talented

Teachers need to be proficient in the TL / to have

the ability of a near native speaker


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The Direct Method

1. Reading aloud

2. Q&A exercises

3. Students to self-

correct

4. Conversation

practice

5. Fill-in-the-blank

exercise

6. Dictation

7. Paragraph writing



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The Direct Method

1. Reading aloud

Students take turns reading sections of a passage

aloud; at the end of each students turn, teacher

uses gestures, pictures, realia, or examples toexplain meaning.

2. Q&A exercise Exercise conducted only in TL. Students are asked

Qs and answer in full sentences to practise

grammatical structures.


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The Direct Method

3. Students to self-correct

Teacher repeats what a student has just said,

using a questioning voice to signal to student that

something was wrong with it.

Teacher repeats what the student said, stopping

just before the error, so that student knows thatthe next word is wrong.


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The Direct Method

4. Conversation practice

Teacher asks students questions in TL, which

students have to understand in order to answer

correctly.

5. Fill-in-the-blank exercise

Similar to technique in GTM , except all items arein TL and no application of explicit grammar rule.


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The Direct Method

6. Dictation

Teacher reads passage three times. 1sttime atnormal speed, students just listen. 2ndtime reads

phrase by phrase with pauses for students to writewhat they have heard. 3rdtime at normal speed,students check their work.

7. Paragraph writing Students write a paragraph in their own words;

may use reading passage in lesson as model.


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An oral-based approach

Drills students in the use of grammaticalsentence patterns

Primary objective: students attainconversational fluency in foreign languages


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Main characteristics:

New material presented in dialogue form

Focus on mimicry, memorization of set phrases,

and overlearning;

language learning is habit formation

Use repetitive drills to teach structural patterns


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Main characteristics (cont.):

Little or no grammatical explanation

Uses a lot of tapes, language labs and visual aids

Pronunciation is very important;

teacher as role model


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Main characteristics (cont.):

Very little use of L1 in class

Errors are corrected immediately

Structural patterns are manipulated

Spoken language comes before written language


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Advantages

First method to have a theory

Allows students to master TL quickly

Possible to teach large group of language learners

Emphasis on sentence production, grammaticalstructures and development of oral ability


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Disadvantages

Students are only able to reproduce what is taught,

not create something new and spontaneous

Monotonous and mindless sentence pattern drills

Decreases motivation

Students are unable to transfer skills acquired

through ALM to real communication outside theclassroom, i.e., lack language competence

Teacher dominates the class


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1. Dialogue memorization

2. Backward build-up

(Expansion) drill3. Repetition drill

4. Chain drill

5. Single-slot substitution

drill

6. Multiple-slot

substitution drill

7. Transformation drill

8. Question-and-answer

drill9. Use of minimal pairs

10. Complete the

dialogue

11. Grammar game



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1. Dialogue memorization

Students memorize dialogue through mimicry; Ss

take role of one person and T takes the other.

Practise dialogue, then switch roles.

2. Backward build-up (Expansion) drill

T breaks down long line of dialogue into parts. Ssrepeat last phrase of line, and expands backward

(following Ts cue) part by part.


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T: Repeat after me: post office.

Ss: Post office.

T: To the post office.

Ss: To the post office.

T: Going to the post office.

Ss: Going to the post office.T: Im going to the post office.

Ss: Im going to the post office.


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3. Repetition drill

Teacher as model. Students repeat after teacher.

4. Chain drill

T begins chain by greeting/asking S a question. S

responds, then turns to S next to him/her and

greets/asks a question. Second S responds, andthen turns to next S.


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5. Single-slot substitution drill

T: I am going to the post office.

Ss: I am going to the post office.

T: She.

Ss: She is going to the post office.

T: They.

Ss: They are


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6. Multiple-slot substitution drill

Similar to single-slot substitution drill, except T

gives cue phrases (instead of single word).

7. Transformation drill

Students transform sentence pattern given by T.

StatementQuestion;AffirmativeNegative;

Active voicePassive voice


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8. Question-and-answer drill

T asks questions, Ss answer.

To give practice in answering questions.

9. Use of minimal pairs

ship/sheep; cot/lot; hat/had

Ss told the difference between the two, then

practise saying them.


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10. Complete the dialogue

T removes some words from a dialogue Ss have

learnt. Ss fill in the blanks.

11. Grammar game

Any game to get students to practise a grammar

point.

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