TESOL Methodology Teachers of English to Speakers of

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TESOL Methodology Teachers of English to Speakers of Other Languages

TESOL Methodology Teachers of English to Speakers of Other Languages

Classroom practices - Teacher-centered - Learner-centered

Classroom practices - Teacher-centered - Learner-centered

Philosophy of Language Teaching & Learning ØLearning Behaviourism Ø ØA balance Øactivities Ø Acquisition

Philosophy of Language Teaching & Learning ØLearning Behaviourism Ø ØA balance Øactivities Ø Acquisition Humanistic ØSelf-directed Task-based approaches &approaches Ø learning Cognitivism learning Behaviourism Cognitivism term refers tocharacterised a psychological that • • • Language • Stephen • This Language … • Øis Focus the has Krashen psychological teaching on to be the acquired students is not theory just as has aabout that result acquisition alsotheory all led teaching ofhuman to some the as Ø behaviour Acquisition &of Learning is also acquired by alearning mental process. deeper language; aknowledge development subconscious experience it is isprocess learners’ learnt than aboutthe to which helping fit concentration in results with students and external inselfthe on to Rejecting toand the language ispeople’s apoints. set of Ø Task-based learning conditions, knowledge ofdevelop aidea is directed language notthat influenced themselves learning whereas grammar by programs. as learning people. habits, Chomsky onthe creative results in “knowing thoughts about” and language. feelings. Ø“Tell Humanistic approaches • • “Learn toonly me, know, and learn Iemphasized willtoforget; do, learn show tothe be me human, and I’ll performance byis internalising rules and of a Acquiring a language more successful From Ø this and theory, learn remember; to it learning is live believed involve well with that me the and language community. I’ll learn. ” is a Self-directed language. longer lasting than formØof. Abehaviour and can be learnt bylearning. forming balance activities approaches habits following a three-stage procedure: stimulus, response and reinforcement. [Jeremy Harmer (1998). The Practice of English Language Teaching]

PRACTICE OUTPUT FINELY-TUNED INPUT LANGUAGE LEARNER ROUGHLYTUNED INPUT COMMUNICATIVE OUTPUT [Source: Jeremy Harmer (1998).

PRACTICE OUTPUT FINELY-TUNED INPUT LANGUAGE LEARNER ROUGHLYTUNED INPUT COMMUNICATIVE OUTPUT [Source: Jeremy Harmer (1998). The Practice of English Language Teaching]

The roles of teachers and learners

The roles of teachers and learners

CLASSROOM PRACTICES u Classroom practices are tasks related to teaching and learning process involving

CLASSROOM PRACTICES u Classroom practices are tasks related to teaching and learning process involving many activities. u These activities imply role relationships between teacher and learner, learner and learner. u These relationships are established, maintained, and evaluated through communication. [Tony Wright (1997). Roles of Teachers and Learners. ]

[Jeremy Harmer (1998). The Practice of English Language Teaching] The roles of teachers Controller

[Jeremy Harmer (1998). The Practice of English Language Teaching] The roles of teachers Controller Assessor Organizer Prompter Participant Tutor Resource -to investigate what is going on in class to • participate observe what works wellwith in class Controller • charge Participant --to in an activity - -totobeencourage in complete ofparticipate the class students to give advice and guidance toorganize -to tobe trylike out techniques and activities -students anew walking resource center -to to students' activities to estimate the students’ work do, when they control what the students • Assessor • Tutor to make suggestions about howactivities students what to do next students tooffer evaluate appropriacy of these new techniques and --to helpthe whenever need to give clear instructions about - to see how well they are performing as well as speak and what language they use may proceed in • an. Resource activity when there is a - to • help students clarify ideas and limit provide information, to give advice Organizer students’ tasks how theycentre performed - silence towell be the of attention Teachers who constantly seek or when they are performed about the tasks to students - to do to a lot talking • act. Prompter • Investigator their do of next. -totoenrich as aunderstanding coach, a guide, what an of what learning is all about a resource… organizer, a prompter, and what works well will find the teaching of English constantly rewarding.

Learners’ activeness in practicing learning activities in main approaches or methods 8 7 3

Learners’ activeness in practicing learning activities in main approaches or methods 8 7 3 5 4 11 10 [David Nunan (1992). Designing Tasks for the Communicative Classroom] Passive 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 11. 2 1 Communicative The Grammar-Translation Language Teaching Method (08) Community The Direct Method Language (07) Learning Situational. Language. Method (03) Suggestopedia The Audio-lingual Method (05) The Suggestopedia Audio-lingual (04)Method The Total Course Physical Design Response Method (11) The. Direct Silent Method Way (10) The Community Grammar-Translation Language Learning Method (02) The Communicative Natural Approach Language Teaching (01) The. Silent Natural Way Approach (09) Total The Course Physical Design Response Method (06) 9 6 Active

Time of popularity and unpopularity of the main approaches and methods [Paul Davis (2000).

Time of popularity and unpopularity of the main approaches and methods [Paul Davis (2000). Success in English Teaching] 1850 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 The Grammar-Translation Method (G-TM) The Direct Method (DM) Situational Language Method (SLM) The Audio-lingual Method (ALM) Total Physical Response (TPR) The Silent Way Suggestopedia Communicative Language Teaching The Natural Approach Alternative Methods (AMs) Communicative Language Teaching(CLT) The “Course Design Approach” (CDA)

Setting of teacher-centeredness

Setting of teacher-centeredness

Setting of learner-centeredness (focus on communicative activities & pair, group work)

Setting of learner-centeredness (focus on communicative activities & pair, group work)

[Tony Wright (1997). Roles of Teachers and Learners] Setting of learner-centeredness Focus on rehearsal

[Tony Wright (1997). Roles of Teachers and Learners] Setting of learner-centeredness Focus on rehearsal & class discussion

Thank you for listening

Thank you for listening