POPULAR METHODOLOGY Approach the term to refer to

POPULAR METHODOLOGY

Approach: the term to refer to theories about the nature of language and language learning which are the source of the way things are done in the classroom and which provide the reason for doing them. An approach describes how language is used and how its constituent parts interlock – it offers a model of language competence. An approach describes how people acquire their knowledge f the language and makes statements about the conditions which will promote successful language learning. Method: a method I the practical realisation of an approach. The originators of a method have arrived at decisions about types, roles of teachers and learners, the kinds of material which will be helpful and some model of syllabus organisation. Methods include various procedures and techniques as part of their standard fare. Procedure: a procedure is an ordered sequence of techniques. A procedure is a sequence which can be described in terms such as First you do this, then you do that…. . . Smaller than a method, it is bigger than a technique. Technique: ESL EFL teaching techniques for a wide variety of English settings including teaching writing, reading, pronunciation, via multimedia, suggestopedia and teaching theory

There are different approaches to teaching English as a second language. The way of teaching and what that contains may be different for different student. Lexical Approach The natural Approach The Silent Way Total Physical Approach Teaching approaches The Direct Method The Audiolingual Method Task-Based Learning Grammar. Translation The communicative Approach

What are presentation techniques and introductory activities? Presentation techniques are ways used by the teacher to present (introduce to learners for the first time) new language such as vocabulary, grammatical structures and pronunciation. Presentation Stages in the Presentation, Practice and Production lesson: Ø The lesson has a language aim. Ø The teacher first contextualise the new language, puts it into a situation which shows what it means. Ø The teacher then make sure that the students remember previously studied language needed to practice the new language. Ø The teacher next presents the new language and the students just listen Ø The student then say sentences including the new language in a very controlled or restricted practice activity. Ø The teacher tells students about the grammatical use of the new language. Ø The teacher asks the students concept questions, that check their understanding of the use or meaning of the new language. ØThe students do less controlled or freer practice

In a PPP lesson teacher: Presents new language in a context Gets students to practice it in controlled practice activities Asks the students to use the new language in less controlled activities, in a communicative way

Presentation Stages in the Task-based learning (TBL) lesson: ü The aim of the lesson is for the students to complete a task (an activity in which students try to achieve something real, and have to communicate to do so). ü The teacher starts by holding a discussion on the topic of the lesson. ü The teacher then gives the students tasks to do. ü Then the teacher and the students discuss any new or problematic language they needed for the task. ü Lastly, the students do an exercise on the new language. In a TBL lesson the teacher: gives students tasks to do Presents new language after students have needed to use it, and only presents language that students have identified as needed

TBL approach PPP approach n n Give students an opportunity to practice in a safe learning environment n It makes students learn language items they may not be interested in n Allows students to find new language when they want to, and to use language creatively for real communication. Some students may wish for more guidance and structure to help them.

Test-Teach-Test approach An alternative to the PPP model is the Test-Teach-Test approach (TTT), in which the production stage comes first and the learners are "thrown in at the deep end" and required to perform a particular task (a role play, for example). This is followed by the teacher dealing with some of the grammatical or lexical problems that arose in the first stage and the learners then being required either to perform the initial task again or to perform a similar task. The language presented in the ‘teach’ stage can be predicted if the initial production task is carefully chosen but there is a danger of randomness in this model.

Communacative method Communicative classes contain activities where learners communicate and where tasks are completed by means of interaction with other learners. Studens do pair, group and mingling activities, with the emphasis on completing the task successfully through communication with others rather than on the accurate use of form.

Basic Principles for Teachers v A teacher's main role is a facilitator and monitor rather than leading the class. v Lessons are usually topic or theme based, with the target grammar "hidden" in the context e. g. a job interview (using the Present Perfect tense. ) v Lessons are built round situations/functions practical and authentic in the real world e. g. asking for information, complaining, apologizing, job interviews, telephoning. v Activities set by the teacher have relevance and purpose to real life situations - students can see the direct benefit of learning v Emphasis on engaging learners in useful language rather than repetitive phrases or grammar patterns v Emphasis on communication and meaning rather than accuracy. v Emphasis is put on the “appropriacy” of language. What is the most appropriate language and tone for a particular situation? v Communicative competence is the desired goal. i. e. being able to survive, converse and be understood in the language. v Emphasis is put on correct pronunciation and choral (group) and individual drilling is used v Authentic listening and reading texts are used more often, rather than artificial texts v Use of songs and games are encouraged and provide a natural environment to promote language and correct pronunciation v Feedback and correction is usually given by the teacher after tasks have been completed, rather than at the point of error, thus interrupting the flow

Basic Principles for Learners ü Learners are often more motivated with this approach as they have an interesting what is being communicated, as the lesson is topic or theme based. ü Learners are encouraged to speak and communicate from day one, rather than just barking out repetitive phrases ü Learners practice the target language a number of times, slowly building on accuracy ü Language is created by the individual, often through trial and error ü Learners interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking time, rather than just teacher to student and vice versa ü Unless the focus is on the accuracy stage of the lesson, learners are corrected at the end of an activity so as not to interrupt their thought process

Total Physical Response (TPR) method is one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation. The basic principles are: ØUnderstanding the spoken language before developing the skills of speaking. ØImperatives are the main structures to transfer or communicate information. ØThe student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances.

TECHNIQUE Step I The teacher says the commands as he himself performs the action. Step 2 The teacher says the command as both the teacher and the students then perform the action. Step 3 The teacher says the command but only students perform the action Step 4 The teacher tells one student at a time to do commands Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students. Step 6 The teacher and student allow for command expansion or produces new sentences.

The Grammar-Translation Approach This approach was historically used in teaching Greek and Latin. The approach was generalized to teaching modern languages. Classes are taught in the students' mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction often focuses on the form and inflection of words. Reading of difficult texts is begun early in the course of study. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.

The Direct Approach This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. Lessons begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is NEVER, NEVER used. There is no translation. The preferred type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative. Questions are answered in the target language. Grammar is taught inductively - rules are generalized from the practice and experience with the target language. Advanced students read literature for comprehension and pleasure. Literary texts are not analyzed grammatically. The culture associated with the target language is also taught inductively. Culture is considered an important aspect of learning the language

The Reading Approach This approach is selected for practical and academic reasons. For specific uses of the language in graduate or scientific studies. The approach is for people who do not travel abroad for whom reading is the one usable skill in a foreign language. The priority in studying the target language is first, reading ability and second, current or historical knowledge of the country where the target language is spoken. Only the grammar necessary for reading comprehension and fluency is taught. Minimal attention is paid to pronunciation or gaining conversational skills in the target language. From the beginning, a great amount of reading is done in L 2, both in and out of class. The vocabulary of the early reading passages and texts is strictly controlled for difficulty. Vocabulary is expanded as quickly as possible, since the acquisition of vocabulary is considered more important that grammatical skill. Translation reappears in this approach as a respectable classroom procedure related to comprehension of the written text.

The Audiolingual Method This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach. New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between L 1 and L 2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.