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Lecture 5-A century of Language Teaching.pptx
- 1. A Century ofLanguage Teaching Lecture 5 ENG 450 NSj
- 2. The Direct Method i. Background: a reaction to the grammar translation approach in an attempt to integrate more use of the target language in instruction. has one very basic rule: No translation is allowed. Meaning is to be conveyed directly in the target language through the use of demonstration and visual aids.
- 3. Characteristics of DM ii. The Principal Characteristics Only use the target language in class. The learner should be actively involved in using the language in realistic everyday situations. Students are encouraged to think in the target language. First speaking is taught and then only reading and writing. The reading skill will be developed through practice with speaking. Language is primarily speech. Culture consists of more than the fine arts(e.g. the students study geography and cultural attitudes). Objects (e.g. realia or pictures) present in the immediate classroom environment should be used to help students understand the meaning.
- 4. Contd. The nativelanguage should not be used in the classroom. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning. Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences rather than memorizing word lists. The purpose of language learning is communication. Pronunciation should be worked on right from the beginning of language instruction. Self-correction facilitates language learning. Lessons should contain some conversational activity—some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible.
- 5. Contd. Grammar shouldbe taught inductively. There may never be an explicit grammar rule given. Writing is an important skill, to be developed from the beginning of language instruction. The syllabus is based on situations or topics, not usually on linguistic structures. Learning another language also involves learning how speakers of that language live.
- 6. Rationale of DM First language learning process (1) No grammar (2) No mother tongue (3) No translation (4) Postponement of printed word (5) Postponement of written word
- 7. Guidelines of DMfor teaching oral language Demonstrate Act Ask questions Correct Use sentences Make students speak much Use lesson plan Follow plan Keep the pace of the students Speak normally Speak naturally Take it easy
- 8. Language view, Areas,Evaluation & Teacher’s response to Errors Language is primarily spoken, not written. Vocabulary is emphasized over grammar. The students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied. The teacher, employing various techniques, tries to get students to self-correct whenever possible.
- 9. Application: Typical Techniques (1) Reading Aloud (2) Question and Answer Exercise (3) Student Self-Correction (4) Conversation Practice (5) Fill-in-the-blank Exercise (6) Dictation (7) Paragraph Writing
- 10. Disadvantage of DM Difficultto implement in public secondary school education Time-wasting Not all teachers were proficient enough in the foreign language
- 11. The Audio-Lingual Method Foundedduring World War II for military purposes in USA Popular in the 1960s but died out in the 70s Like the Direct Method, is also an oral-based approach. it is very different in that the Audio-Lingual Method drills students in the use of grammatical sentence patterns. This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method.
- 12. Contd. Unlike theDirect Method, has a strong theoretical base in linguistics and psychology. Has principles from behavioral psychology (Skinner, 1957)were incorporated. It was thought that the way to acquire the sentence patterns of the target language was through conditioning—helping learners to respond correctly to stimuli through shaping and reinforcement. Learners could overcome the habits of their native language and form new habits required to be target language speakers. Purpose: Focus on students’ pronunciation, and train their ability of listening by dialogues and drills
- 13. The Method Characteristics Dependence on mimicry and memorization of set phrases Teaching structural patterns by means of repetitive drills No grammatical explanation Learning vocabulary in context Use of tapes and visual aids Focus on pronunciation Immediate reinforcement of correct responses
- 14. Roles One ofthe language teacher’s major roles is that of a model of the target language. Teachers should provide students with a good model. By listening to how it is supposed to sound, students should be able to mimic the model. Language learning is a process of habit formation. More repeats equals to stronger habit formation and greater learning. Errors are prevented and immediately corrected if occurred. Positive reinforcement helps the students to develop correct habits. Pattern practice helps students to form habits which enable the students to use the patterns. The teacher should be like an orchestra leader—conducting, guiding, and controlling the students’ behavior in the target language. The major objective for students to acquire the structural patterns; students will learn vocabulary afterward.
- 15. Interaction, Language view,Areas of Emphasis Most of the interactions is between teacher and students and is initiated by the teacher. Everyday speech is emphasized in the Audio-lingual Method. The level of complexity of the speech is graded, so that beginning students are presented with only simple patterns. Culture consists of the everyday behavior and lifestyle of the target language speakers. Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns. The oral/aural skills receive most of the attention. Pronunciation is taught from the beginning
- 16. Role of L1,Evaluation, and response to errors The target language is used in the classroom, not the students’ native language. Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence. Student errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.
- 17. Typical audiolingual activities Dialog memorization. Repetition drill: Students repeat the teacher’s model as accurately and as quickly as possible to learn the lines of the dialog. Transformation drill: The teacher gives students a certain kind of sentence pattern. Students are asked to transform a sentence into a negative sentence. Question-and-answer drill: This drill gives students practice with answering questions. Complete the dialog: Selected words are erased from a dialog. Students complete the dialog by filling the blanks with the missing words.
- 18. Disadvantages Turn Studentsinto parrots Boring and mindless Reduce the motivation
- 19. Designer Methods Era Research on second language learning and teaching became a separate discipline. Research and innovation led to numerous small-scale methods. Influenced by principles of psychology and psychotherapy. Developed in 70’s and 80’s mainly in US. The Silent way. Total physical response. Suggestopedia. Community language learning.
- 20. Community Language Learning It takes its principles from more general Counseling- Learning approach developed by Charles A. Curran. Curran believed that a way to deal with the fears of students is for teachers to become ‘language counselors.’ By understanding students’ fears and being sensitive to them, he can help students overcome their negative feelings and turn them into positive energy to further their learning. Students are regarded as a community of learners.
- 21. Principles Building arelationship with and among students is very important. Any new learning experience can be threatening. When students have an idea of what will happen in each activity, they often feel more secure. If the teacher does not remain in the front of the classroom, the threat is reduced and the students’ learning is facilitated. Guided by the knowledge that each learner is unique, the teacher creates an accepting atmosphere. The students’ native language is used to make the meaning clear and to build a bridge from the known to the unknown. The teacher asks the students to form a semicircle in front of the blackboard so they can see easily.
- 22. Contd. The teacherencourages student initiative and independence, but does not let student flounder in uncomfortable silences. In groups, students can begin to feel a sense of community and can learn from each other as well as the teacher. Cooperation, not competition, is encouraged. Developing a community among the class members builds trust and can help to reduce the threat of the new learning situation. Retention will best take place somewhere in between novelty and familiarity.
- 23. Goal, Roles ofTeachers & Students Teachers who use the Community language Learning Method want their students to learn how to use the target language communicatively. The teacher’s initial role is primarily that of a counselor. Initially the learners are very dependent upon the teacher. It is recognized that as the learners continue to study, they become increasingly independent. The Community Language Learning Method is neither student-centered, nor teacher centered, but rather teacher student- centered. Teacher student- centered, with both being decision-makers in the class.
- 24. View of Language,Culture & Areas of Emphasis Language is for communication. Curran believes that in this kind of supportive learning process, language becomes the means for developing creative and critical thinking. Culture is an integral part of language learning. The most important skills are understanding and speaking the language at the beginning, with the reinforcement through reading and writing.
- 25. L1 Role, Evaluation& Error Response Where possible, literal native language equivalents are given to the target language words that have been transcribed. Although no particular mode of evaluation is prescribed in the CLL Method, it is likely that teachers would encourage their students to self evaluate— to look at their own learning and to become aware of their own progress. Teachers should work with what the learner has produced in a non-threatening way. One way of doing this is for the teacher to repeat correctly what the student has said incorrectly.