![References
• McIver, D., Fitzsimmons, S., Flanagan, D. (2016). A
Knowledge-in-practice approach to choosing
instructional methods. Journal of Management
Education Vol 40 Issue 1.
• [2]Richard, Jack C. & Theodore S. Rodgers. Approaches
and Methods in Language Teaching. Beijing: Foreign
Language Teaching and Research Press, 2000.
• [3]HU Zhuang-lin. Linguistics: A Course Book (2nd
edition). Beijing: Beijing University Press, 2001.](https://image.slidesharecdn.com/florendomelaniateachingmethods-210225151906/85/Methods-used-in-Teaching-Language-and-Literature-25-320.jpg)
Methods used in Teaching Language and Literature
- 1. Methods Used in Teaching Language & Literature Melania A Florendo
- 2. Methods in Teaching Literature Lecture Method Commonly used method of teaching. It is teacher controlled & information centered. ( direct instruction ) Rely on textbooks and workbooks
- 4. How to improve lecture method? Use visual aids to stimulate and focus students’ attention. Avoid writing everything that you say on your slides. Follow guidelines on good slide design. Prompt students to engage by asking questions rather than simply telling them the information.
- 6. Audio Visual Method This method is intended for teaching everyday language at early stage of second/ foreign language learning. It was based on behaviorist approach, which held that language is acquired by habit formation.
- 8. Project Method It is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of the studies. This method is based on the philosophy of pragmatism and the principle of learning by doing.
- 9. Four types of project 1.Constructive project 2. Aesthetic project 3. Problematic project 4. Drill project
- 10. FLIPPED CLASSROOM •Describes the teaching structure that has students watching pre- recorded lessons at home. • Teachers own film videos can be used as well as the pre-made videos from online sources.
- 11. Kinesthetic Learning • Based on the idea of multiple intelligences, requiring the students to do make, or create. • Hands on experiences like drawing, role –playing, and use of drama and sports.
- 12. Differentiated Instruction • The teaching practice of tailoring instruction to meet individual student needs. • It is used to meet the needs of all types of learners • Students read books at their own reading levels, offering different spelling list, meeting small group to reteach topics.
- 13. Inquiry-Based Learning • Based on student investigation and hands-on projects. • It is a teaching method that cast a teacher as a supportive figure. • Students play an active and participatory role in their own learning.
- 14. Game –based learning It comes from the desire to engage students in more active learning in the classroom. Students work on quest to accomplish specific goal by choosing actions and experimenting along the way.
- 15. Language Teaching Methodologies The Direct Method •In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her mother tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
- 16. Grammar-translation Method Learning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability.
- 17. Audio-lingual Method •The theory behind this method is that learning a language means acquiring habits. •There is much practice of dialogues of every situations. • New language is first heard and extensively drilled before being seen in its written form
- 18. The structural approach This method sees language as a complex of grammatical rules which are to be learned one at a time in a set order.
- 19. Suggestopedia The theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By various methods it is suggested to the student that the language is easy - and in this way the mental blocks to learning are removed.
- 20. Communicative language teaching (CLT) • The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in. • The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location.
- 21. Community Language Learning In this method attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue which is translated by the teacher for repetition by the student.
- 22. Task-based language learning •The focus of the teaching is on the completion of a task which in itself is interesting to the learners. •Learners use the language they already have to complete the task and there is little correction of errors.
- 23. Reflection Each of the different methods has contributed new elements and has attempted to deal with some issues of language learning. However, they derived in different historical context, stressed different social and educational needs and have different theoretical consideration.
- 24. Therefore, in teaching practice, in order to apply these methods effectively and efficiently, practitioners should take these questions in mind: who the learners are, what their current level of language proficiency is, what sort of communicative needs they have, and the circumstances in which they will be using English in the future, and so on. In a word, no single method could guarantee successful results.
- 25. References • McIver, D., Fitzsimmons, S., Flanagan, D. (2016). A Knowledge-in-practice approach to choosing instructional methods. Journal of Management Education Vol 40 Issue 1. • [2]Richard, Jack C. & Theodore S. Rodgers. Approaches and Methods in Language Teaching. Beijing: Foreign Language Teaching and Research Press, 2000. • [3]HU Zhuang-lin. Linguistics: A Course Book (2nd edition). Beijing: Beijing University Press, 2001.