lecture 2 teaching methods
TRANSCRIPT
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Teaching Methods
Zhong Caishun
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