1, History of language teaching methods.pptx
- 1. ENGLISH FOR GRADUDATE STUDIES ALICE HISTORY OF LANGUAGE TEACHING METHODS
- 2. Objective History of Language Teaching Methods (Nunan, 1998) Define methodology Explain language teaching methods 2
- 3. Lead-in Recall your past English learning experiences and tell how you learned the language Do you have a role model teacher? If yes, tell why you like him or her. Imagine you are a teacher. What kind of teacher will you be? 3
- 4. Defining Teaching Methodology 1. … the study of the practices and procedures used in teaching, and the principles and beliefs that underlie them (Longman Dictionary of Applied Linguistics) 4
- 5. Defining Teaching Methodology Methodology includes… 1) Study of the nature of language skills (R, W, L, S) and procedures for teaching them 2) Study of the preparation of lessons plans, materials, and textbooks for teaching language skills. 3) The evaluation and comparison of language teaching methods (e.g. the audio-lingual method) 5
- 6. Defining Teaching Methodology 2. Such practices, procedures, principles, and beliefs themselves. One can, for example criticize or praise the methodology of a particular language course. (Richards et al. 1985) 6
- 7. Defining Teaching Methodology 3. “I consider methodology from the perspective of the classroom. The major focus is on classroom tasks and activities and the management of learning”. (Nunan, 1991) 7
- 8. Methodology = methods? To find the right method is the goal of many language teacher. Why? Little evidence to support one approach rather than another, or to suggest it is the method rather than some other variables which caused learning to occur. Defining Teaching Methodology 8
- 9. Language Teaching Methods History of language teaching A search for the right method There never was and will be a method for all. Contributions of disciplines 9
- 10. Audio-lingualism The psychological tradition (1950s-1960s) Methods which were not developed for language learning and teaching, but more in general. Behaviourism (behaviorist psychology) B.F. Skinner Accounting for learning in terms of imitation, practice, reinforcement (or feedback on success), and habit formation. (no reference to the mind) Say what I say 10
- 11. Audio-lingualism The development of patterns and substitution drills The pen is on the desk. book under chair. ruler by table. Language is speech, not writing. A language is a set of habits. Teach the language, not about the language. A language is what native speakers say, not what someone thinks they ought to say. 11
- 12. Cognitive code learning Cognitive process Is seen in: the theories of universal grammar Schema theory Restructuring Explicit and implicit learning 12
- 13. Universal grammar Noam Chomsky (1968) UG consists of innate principles for the organization of language, particularly grammar. Learners apply innate and universal cognitive processes when seeking to learn a language. Creative-construction hypothesis Developing an interlanguage system (not directly reflecting the input they have received) 13
- 14. Universal grammar Creative-construction hypothesis What language learning process do these sentences illustrate? 1. I don’t know how do I pronounce this word. 2. *Wed-nes-day (Wednesday) 3. Although I studied hard, but I failed. 4. We are usually walk to school. Teaching implications? - Less focus on error - Provide rich and meaningful input for learning 14
- 15. Universal grammar 15 an interlanguage system Overgeneralization Transfer of training Language transfer Strategies of SL learning Strategies of SL communication Self study
- 16. Schema theory Mental models or framework Organizing information in the mind Representing general knowledge about events, situations, objects, actions and feelings. Be part of prior knowledge learners bring to new experience. 16
- 17. Restructuring Adjusting what has been learned to accommodate new information. I have moved here since 1996. Make use of both explicit and implicit knowledge. 17
- 18. Explicit-Implicit learning Conscious learning and results in knowledge that can be described and explained. Takes place without conscious awareness and results in knowledge that the learner may not be able to verbalize or explain. Explicit learning Implicit learning 18
- 19. Explicit-Implicit learning Deductive learning vs Inductive learning A situation is created in which the target item is embedded in a meaningful context. Learners are told the rule and then given the opportunity to apply it to several practice items or examples. I have moved here since 1996. 19
- 20. Explicit-Implicit learning Deductive learning vs Inductive learning The student is given a number of examples and asked to work out the rule through a process of guided discovery. I have moved here since 1996. I have studied French since I was 20. My sister has worked on her thesis since yesterday. 20
- 21. Cognitive code learning Making mistakes is an important part of the language learning process. Such mistakes provide disconfirming instances which are important in learning a new concept or rule. Teaching implication? 21
- 22. The humanistic tradition Affective and emotional factors within a learning process. Successful learning will occur if learners can be encouraged to adopt the right attitudes, interests and motivation in the TL and culture, and in the learning environment in which they find themselves. 22
- 23. The humanistic tradition The Silent Way Gattegno (1972) makes extensive use of silence as a teaching method The T is silent while teaching. SW is not a method. Any teaching implications? 23 https://www.youtube.com/watch?v=GUPPGrnrJv4
- 24. The humanistic tradition Suggestopedia Georgi Lozonov The human mind is capable of prodigious feats of memory if learning takes place under the appropriate conditions. Psychological barriers of learning set by learners themselves must be prevented to help them eliminate the feeling of learning failure. Learning in a relaxing atmosphere Use of music 24 https://www.youtube.com/watch?v=kNGUGqdwONw
- 25. The second language acquisition (SLA) tradition Language acquisition is very similar to the process children use in acquiring first and second languages (L1 and L2) 25
- 26. The second language acquisition (SLA) tradition The Natural Approach Krashen o Comprehensible input is the most important in language acquisition i +1 input o Lower affective filter (an imaginary barrier which prevents learners from acquiring language from available input) o Affect = things such as motives, needs, attitudes, and emotional states. o The focus is on meaning rather than form. 26
- 27. The second language acquisition (SLA) tradition The Total Physical Response (TPR) Asher method developed based on 2 characteristics of FLA 1. Get comprehensible input before speaking 2. Physical manipulation and action language accompanying early input (commands) Comprehension precedes production. 27 https://www.youtube.com/watch?v=bkMQXFOqyQA
- 28. The second language acquisition (SLA) tradition Sociocultural theory the fundamental role of social interaction in the development of cognition. Language learning viewed as a social process in which meaning and understanding is constructed through dialogue between a learner and a more knowledgeable other person. Sociocultural means learning takes place in particular settings (a classroom). 28
- 29. The second language acquisition (SLA) tradition Scaffolding The process of mediation. The process of interaction between two or more people as they carry out a classroom activity, and where one person has more advanced knowledge than the other. Do you think scaffolding also occurs between learners of roughly the same level when they do an activity? 29
- 30. The second language acquisition (SLA) tradition Zone of Proximal Development the ZPD form the basis of the scaffolding component of the cognitive apprenticeship model of instruction. Vygotsky (1978) defines the ZPD as the distance between the "actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (p. 86). 30
- 31. ZPD 31
- 32. ZPD Learners must develop interactional competence The ability to manage exchanges despite limited language development. Motivation Cognitive style Openness to social interaction Attitudes towards the TL and users of the TL 32
- 33. Communicative language teaching (CLT) approach 33 Communication ability in the TL was questioned! Linguistic structure is not enough as language is fundamentally social (Halliday, 1973). Ss may know the rules of linguistic usage, but unable to use the language. To communicate, it requires linguistic competence, communicative competence (Hymes, 1971), and interactional competence (Walsh) CLT approach
- 34. Communicative language teaching (CLT) approach 34 Goal: enable Ss to communicate in the TL (know linguistic forms, meanings and functions) Communication is a process; knowledge of the language forms is inadequate. Know Many different forms can be used to perform a function. A single form can often serve a variety of functions. Able to choose from among these the most appropriate form, given the social context and the roles of the interlocutors.
- 35. Tasks 35 1. Can you suggest a classroom pronunciation activity that involves the silent way? 2. Can you suggest a classroom vocabulary and speaking activity that incorporates TPR? 3. Can you suggest a classroom grammar activity that involves inductive teaching and TPR? 4. You are going to teach reading on the topic Online Shopping. Please suggest how you will make use of the schema theory. 5. Can you design a classroom activity that applies the audiolingual method and suggestopedia?
- 36. Odd One Out 36 Behaviourism Audio-lingual method Pattern drills Reinforcement Mind Cognitivism Link of new and prior knowledge Reject drills Thinking Language and mind UG Schema theory Restructuring Explicit & Implicit learning Natural approach Humanistic Affect Habit formation Learning motivation Relaxing atmosphere
- 37. Odd One Out 37 Silent way Suggestopedia TPR Humanistic Emotion Krashen Natural approach Music i+1 Comprehensible input TPR Comprehensible input Action Production first Focus on meaning