TECHNIQUES IN ELT CONTENT 1 What is technique

TECHNIQUES IN ELT

CONTENT 1 - What is technique? 2 - Why do teachers need to use technique? 3 - Kinds of techniques? 4 - Techniques in all approaches and methods. 5 - Summary.

What is technique?

Technique: (implementations) The level at which classroom procedures are described. Edward Anthony

Why do teachers need techniques in the classroom?

Techniques; ►tool for teaching. ►promote the success of students.

Kinds of Techniques

1 - Controlled techniques 2 - Semi-controlled techniques 3 - Free techniques

1 - Controlled techniques: Drills, dialogues, reading aloud, display questions/answers… 2 - Semi-controlled techniques: Information gap activities, cued narratives, referential questions/answers… 3 - Free techniques: Role plays, debates, problem solving, interview, discussions…

GRAMMAR TRANSLATION METHOD(GTM) TECHNIQUES: ●Translation ● Reading comprehensible questions ● Antonyms/Synonyms ● Cognates ● Fill in the blanks ● Memorization ● Use words in sentences ● Composition ●Deductive application of rule

Cognates Similar spelling and sound patterns that correspond in L 1 and L 2. E. g: Method / Metod Modern / Modern Of course; This technique would only be useful in languages that share cognates.

Fill in the Blanks Example: ● We ……. got many books. ● There……a vase on the table.

Use Words in Sentences ►I could not recognize him after so many years.

DIRECT METHOD ● Reading aloud ● Question/answer exercise ● Getting students to self-correct ● Conversation practice ● Fill in the blank exercise ● Dictation ● Map drawing ● Paragraph writing

Dictation The teacher reads the passage 3 times; 1 - at a normal speed. 2 - phrase by phrase. 3 - again at a normal speed.

Map Drawing It is used for listening comprehension practice. The students are asked to write the names of the cities on the map.

Paragraph Writing ● Students write paragraphs in their own words using the target language.

AUDIOLINGUAL METHOD ● Dialogue memorization ● Backward build-up drill ● Repetition drill ● Chain drill ● Single-slot substitution drill ● Multiple-slot substitution drill ● Transformation drill ● Question/answer drill ● Use of minimal pairs ● Complete the dialogue ● Grammar game

Repetition Drill T: This is a pencil. (repeat after me) S: This is a pencil.

Chain Drill T: How are you? S: Fine, thanks. How are you? (to the student near him/her) Another student: Fine, thanks…. ► The activity goes on in this way.

Single-slot Substitution Drill E. g: T: Ali went to the zoo. T: Zoo (cue word). S: Ali went to the zoo.

Multiple-slot Substitution Drill Cue phrases T: Ali has got an apple and Ayşe has got a banana. T: Has got S: Ali has got an apple and Ayşe has got a banana.

Transformation Drill First; Teacher gives the positive form of a sentence. Then; Asks for the negative form of it.

Question/Answer Drill T: S: What is this? This is a pencil. What are these? These are books. ►Students reply very quickly.

Minimal Pairs E. g: - Expert/export - Firm/form - Vest/vast

Complete the Dialogue A: B: Where …… you going? I …. . going to the market. Can. . . buy a chocolate for me? Yes, I …….

Grammar Game It helps students in thinking and communicating not just drilling.

ORAL APPROACH and SLT ● Imitation ● Drills ● Question/answer

Imitation 1 - Chorus imitation. 2 - Individual imitation.

TOTAL PHYSICAL RESPONSE ● Using commands ● Role reversal ● Action sequence

Action Sequence Commands related to each other. - Take out a pen. - Seal the envelope. - Take out a piece of paper. - Write the address on the envelope.

SILENT WAY ● Sound-color chart ● Teacher’s silence ● Peer correction ● Rods ● Self-correction gestures ● Word-chart ● Fidel chart ●Structured feedback

Self Correction Gestures The teacher uses his palms as a tool while showing the students’ mistakes.

Word Chart First; Teacher points to words on the charts. Then; Students read them aloud.

Fidel Chart The aim: Associating the sounds of the language with their spelling.

COMMUNITY LANGUAGE LEARNING (CLL) ● Translation ● Group work ● Recording ● Transcription ● Analysis ● Reflection and observation ● Listening ● Free conversation

SUGGESTOPEDIA ● Imitation ● Question/answer ● Role play ● Dialogues ● Translation

Dialogues Students learn the target language through the dialogues. Example: Target language: Native language: Jane: Would you like to have a cup of tea? Sally: No, thanks. Jane: Bir fincan çay ister misiniz? Sally: Hayır, teşekkürler.

WHOLE LANGUAGE ● Ungraded dialogue journals ● Individual/small group reading/writing ● Writing portfolios ● Writing conferences ● Student-made books ● Story writing

Ungraded Dialogue Journals Forms of writing: _ spontaneous _ personal _ informal _ comfortable _ ungraded _ unedited

MULTIPLE INTELLIGENCES ● Multisensory activities & ● Use of realia

NEUROLINGUISTIC PROGRAMMING (NLP) ● Rapport: Working within the students’ framework, not against them.

THE LEXICAL APPROACH ● Collocations of vocabulary teaching activities V+N: take a vacation Adj+N: light rain Adv+V: completely forget Longer Collocation I will give you a call.

Competency-based Language Teaching (CBLT) ● Social life activities E. g: Retaining a job.

COMMUNICATIVE LANGUAGE TEACHING (CLT) ● Role plays & ● Simulations

Simulations ● Roles ● Creating a rich communicative environment Example: Convergent model Divergent model “This is the problem. “This is the How shall we solve situation. What will it? ” we do? ”

NATURAL APPROACH (NA) ● Command ● Mime, gesture ● Question/answer ● Group-work activities

Command First; Simple commands. E. g: Stand up! Turn round! Then; Complex ones. E. g: Pick up a pencil and put it under the book.

COOPERATIVE LANGUAGE LEARNING (CLL) ● Three-step interview ● Roundtable/Round Robin ● Think-pair-share ● Solve-pair-share ● Numbered heads

Roundtable/Round Robin 3 steps: 1 - One student makes a contribution. 2 - He/she passes the paper and pen to another student. 3 - Each student makes a contribution in turn. ♣ If done orally, it is called Round Robin.

Solve-Pair-Share 1 - Teacher poses a problem. 2 - Students work out solutions individually. 3 - They explain how they solved the problem to the classroom.

CONTENT-BASED INSTRUCTION (CBI) ● Vocabulary building ● Discourse organization ● Communicative interaction ● Language skills improvement ● Study skills

Discourse Organization ►Language is taught through texts chosen according to students’ needs, interests, abilities. E. g: Letters Essays Descriptions Reports Meetings Lectures Discussions

TASK-BASED LANGUAGE TEACHING (TBLT) ● Jigsaw tasks ● Information gap tasks ● Problem solving tasks ● Decision making tasks ● Opinion exchange tasks

Jigsaw Tasks This involves learners combining different pieces of information to form a whole.

Information Gap Tasks 1 - There are two groups; 2 - They negotiate and find out what the other group’s information is. 3 - They complete the activity in this way.

Problem-solving tasks 1 - A problem and a set of information is given. 2 - A solution is needed. Result: A single resolution.

Decision Making Tasks ● A problem with many possible solutions. ● Students choose one of them through discussion.

Opinion Exchange Tasks ● Students discuss. ● They do not have to reach an agreement.

We cannot think of a teaching/learning process without using technique. Whether it is teacher or student-centered.

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