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HUTECH ADVANCED TM Session 2

This document discusses the historical evolution of language teaching methodologies over the past century. It begins with the Grammar Translation Method and progresses through the Direct Method, Audiolingual Method, Community Language Learning, Suggestopedia, Silent Way, Total Physical Response, and concludes with Communicative Language Teaching. Each methodology is described in 1-2 sentences highlighting its distinguishing characteristics. The document also defines the key terms of approach, method, curriculum, technique and components of communicative competence.

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251 views17 pages

HUTECH ADVANCED TM Session 2

This document discusses the historical evolution of language teaching methodologies over the past century. It begins with the Grammar Translation Method and progresses through the Direct Method, Audiolingual Method, Community Language Learning, Suggestopedia, Silent Way, Total Physical Response, and concludes with Communicative Language Teaching. Each methodology is described in 1-2 sentences highlighting its distinguishing characteristics. The document also defines the key terms of approach, method, curriculum, technique and components of communicative competence.

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Course title: Advanced

Teaching Methodology
Session 2
A century of language teaching

Brown, D.H. and Lee, H. (2015) Chapter 2, pp. 14-38.


Questions for Reflection
• What is the historical timeline of language teaching methodology?

• What is the difference between an approach and a method?

• How are teaching methods derived from a theory of SLA?

• How do methods, in turn, contribute to our knowledge of SLA?

• What are the distinguishing characteristics of various methods? Which of those attributes continue to be valid
approaches and techniques today?

• How does a communicative approach differ from the succession of methods of the twentieth century?
What is the difference between an approach and a method?

Methodology. Pedagogical practices in general (including theoretical underpinnings and related research). Whatever considerations are
involved in “how to teach” are methodological.

Approach. Theoretical positions and beliefs about teaching, language, lan- guage learning, learners, institutional and societal factors, purposes
of a course, and the applicability of all to a specific educational context.

Method. A set of classroom specifications for accomplishing linguistic objectives. Methods tend to identify teacher and student roles, linguistic
and subject-matter objectives, sequencing, and materials.

Curriculum. Specifications for carrying out a particular language program. Features include a primary concern with linguistic and subject-
matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context. (The term syllabus is
used more commonly in the United Kingdom to refer to what is usually called a curriculum in the United States.)
Technique (also commonly referred to by other terms). Any of a wide variety of exercises, activities, procedures, or tasks used in the
language class- room for realizing lesson objectives.
Characteristics of the
Grammar Translation Method
• Classes are taught in the students’ L1.
• Attention is given to lists of isolated vocabulary and grammar rules.
• Reading is given almost exclusive focus, with related grammatical
analysis.
• Translation exercises (usually from the L2 to the L1) are performed.
• Little or no attention is given to oral production.
Characteristics of the
Direct Method
• Instruction was conducted exclusively (directly) in the L2.
• Oral communication and listening skills were taught in small
classes.
• Methodology consisted mainly of modeling and practice.
• Everyday, easily identified vocabulary was used.
• Grammar was taught inductively.
Characteristics of the
Audiolingual Method
• Most language material was presented directly, with as little
use of the students’ L1 as possible.
• New material was usually presented in (spoken) dialogue form.
• Mimicry, memorization, and overlearning of language patterns
were emphasized, with an effort to get students to produce
error-free utterances.
• Grammatical structures were sequenced by means of
contrastive analysis.
• Grammar and vocabulary were taught by inductive analogy and
contextualized in dialogs.
• Great importance was attached to pronunciation.
• Courses capitalized on the use of tapes, language labs, and
visual aids.
Community Language
Learning (CLL)
• As students and teacher joined together in a team effort, participants
lowered their defenses and potential anxiety by means of a supportive
classroom community.
• The key was for teachers not to be perceived as a threat, but rather,
as counselors, to assist learners to reach their goals in a non-defensive
atmosphere.
Suggestopedia
• Lozanov’s Suggestopedia (Larsen-Freeman & Anderson, 2011, p. 71
prefer to call it Desuggestopedia) capitalized on relaxed states of mind
for maximum retention of material. Music, especially Baroque music
with its 60 beats per minute and its specific rhythm, created the kind
of “relaxed concentration” that led to efficient retention due to an
increase in alpha brain waves and a decrease in blood pressure and
pulse rate.
• In applications of Suggestopedia to L2 learning, Lozanov and his
followers experimented with the presentation of vocabulary, readings,
dialogs, roleplays, drama, and a variety of other typical classroom
activities. These “concert sessions” were carried out in soft,
comfortable seats, accompanied by soft music that induced relaxed
states of consciousness.
The Silent Way
The Silent Way was characterized by a problem-solving approach to
learning. Richards and Rodgers (2001, p. 81) summarized the theory of
learning behind the Silent Way as the facilitation of learning though:

• encouraging inductive learning by discovery


• engaging in problem solving, using new language material
• relating (mediating) physical objects to the new language

Discovery learning could also be said to underlie Silent Way


methodology.
Total Physical Response (TPR)
and the Natural Approach
• Memory is increased if it is stimulated, or “traced,” through
association with motor activity. TPR drew in part on principles of
child language acquisition, namely, that children learning their L1
appear to do a lot of listening before they speak, and that their
listening is accompanied by physical responses (reaching, grabbing,
moving, looking, and so forth).
• Their Natural Approach advocated the use of TPR activities at the
beginning level of language learning when “comprehensible input” is
essential for triggering the acquisition of language. The Natural
Approach was aimed at developing everyday language communication
skills—conversations, shopping, listening to the radio, and the like.
Notional-Functional Syllabuses
(or more commonly the Functional Syllabus)
General notions are abstract concepts such as existence, space, time, quantity, and quality. They are
domains in which we use language to express thought and feeling. Within the general notion of space
and time, for example, are the concepts of location, motion, dimension, speed, length of time, and
frequency. Specific notions correspond more closely to what we have become accustomed to calling
“situations.” Personal identification, for example, is a specific notion under which name, address, phone
number, and other personal information are subsumed. Other specific notions include travel, health and
welfare, education, shopping, services, and free time.

• Introducing self and other people


• Exchanging personal information
• Asking how to spell someone’s name
• Asking about the location of places
• Giving and getting directions
• Identifying and describing people
• Talking about time
• Other functions as identifying, reporting, denying, accepting, declining, asking permission, and
apologizing.
Canale and Swain’s (1980) Components of
Communicative Competence
• Grammatical. Knowledge of and ability to use the forms of language.
• Discourse. Knowledge of and ability to comprehend and produce
stretches of language across sentences in both oral and written
modes.
• Sociolinguistic. Applying sociocultural contexts to communication,
including participants’ roles, information they share, and the function
of a communicative act.
• Strategic. Use of verbal and nonverbal tactics to accomplish a
communicative goal, including compensation for breakdowns.
07 Characteristics of Communicative
Language Teaching
1. Overall goals. CLT suggests a focus on all of the components
(grammatical, discourse, sociolinguistic, and strategic) of communicative
competence. Goals therefore must intertwine the organizational
(grammatical, discourse) aspects of language with the pragmatic
(sociolinguistic, strategic) aspects.
2. Relationship of form and function. Language techniques are
designed to engage learners in the pragmatic, authentic, functional use
of language for meaningful purposes. Organizational language forms are
not the central focus, but remain as important components of language
that enable the learner to accomplish those purposes.
3. Fluency and accuracy. A focus on students’ “flow” of
comprehension and production and a focus on the formal accuracy of
production are seen as complementary principles. At times fluency may
have to take on more importance than accuracy in order to keep
learners meaningfully engaged in language use. At other times the
student will be encouraged to attend to correctness. Part of the
teacher’s responsibility is to offer appropriate corrective feedback on
learners’ errors.
07 Characteristics of Communicative
Language Teaching (cont.)
4. Focus on real-world contexts. Students in a communicative class ultimately
have to use the language, productively and receptively, in unrehearsed contexts
outside the classroom. Classroom tasks must therefore equip students with the
skills necessary for communication in those contexts.
5. 5. Autonomy and strategic involvement. Students are given opportunities
to focus on their own learning process through raising their awareness of their
own styles (strengths, weaknesses, preferences) of learning and through the
development of appropriate strategies for production and comprehension. Such
awareness and action will help to develop autonomous learners capable of
continuing to learn the language beyond the classroom and the course.
6. 6. Teacher roles. The role of the teacher is that of facilitator and guide, not
an all-knowing font of knowledge. The teacher is an empathetic “coach” who
values the best interests of students’ linguistic development. Students are
encouraged to construct meaning through genuine linguistic interaction with
other students and with the teacher.
7. 7. Student roles. Students are active participants in their own learning
process. Learner-centered, cooperative, collaborative learning is emphasized,
but not at the expense of appropriate teacher-centered activity.
Group writing task 2

Guidelines
• Task: Write an essay on ‘English language teaching methodology’.

• Prompts: Answer the following question: “How does a communicative


approach differ from the succession of methods of the twentieth century?”

• Length: max. 02 pages


• Deadline: TBA.
Required material: Brown, H. D., & Lee, H. (2015). Teaching by
principles: An interactive approach to language pedagogy (4th ed.).
White Plains, NY: Pearson Education.

References

• Harmer, J. (2017) How to teach English, Pearson: England.


• Nunan, D. (2015) Teaching English to speakers of other languages: An
introduction, New York: Routledge.
• Richards, J. and Rogers, T. (2014) Approaches and methods in language
teaching, Cambridge: Cambridge University Press, 3rd edition.
• Scrivener, J. (2011) Learning teaching: The essential guide to English language
teaching (3rd ed.). Oxford Macmillan.

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