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POPULAR METHODOLOGY

POPULAR METHODOLOGY. What is approach, method,procedure and technique?. APPROACH theories about the language and language learning that serve as the source of practices and principles in language learning. METHOD the practical realization of an approach

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POPULAR METHODOLOGY

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  1. POPULAR METHODOLOGY

  2. What is approach, method,procedure and technique? APPROACH theories about the language and language learning that serve as the source of practices and principles in language learning METHOD the practical realization of an approach • decide on the types of activities, roles of teachers and learners, the kinds of material and syllabus organization PROCEDURE ordered sequence of techniques like “first you do this, then you do that...” TECHNIQUE single activities, not a whole procedure

  3. GTM, Direct Method & Audiolingualism

  4. Traditional method: Grammar-Translation • Ss were given explanations of grammar and sentences exemplifying these sentences • 3 Basic assumptions: 1. Language; at the level of sentence only 2. No attention to spoken language 3. Accuracy is important

  5. The direct method • A reform movement (reactionto GTM) • Paraphrase in order to avoid the use of translation • Againthesentence is thefocuspoint • Accuracy is stillimportant • ONLY thetargetlanguage is used.

  6. AudiolingualMethod • Itfindsitsroots in Behaviorist model • usingthestimulus-responsereinforcement model • Drillsareheavilyusedto form habits • Errorsare not tolerated in drills

  7. PPP

  8. PPP Criticisisms • It is teacher-centered • Students learn in “straight lines,” but human learning is more random • It is not good to break language down into small pieces to learn • Lewis (1993); it doesn’t reflect the nature of language and the nature of learning

  9. Alternativesto PPP • Keith Johnson 1982; deep-end strategy (encouraging the immediate production • In Byrne’s alternative approach all three phases of PPP are joined, and teachers and students decide at which stage to enter the procedure

  10. Engage; the point where students are engaged emotionally with what’s going on Study; the point where the teaching and learning element is described putting focus on how sth is constructed Active; the stage where students are encouraged to use the language. Engage Study Activate A straightarrowslessonprocedure Engage Study Activate A patchworklessonprocedure Engage Study Activate A boomeranglessonprocedure

  11. FourMethods

  12. CommunityLanguageLearning • Students sit in a circle • Sitting outside the circle, “a knower” provides or corrects target language statements • A student says what he wants to say either in English or in his native language; if it is in the native langauge the knower translates it into English, then the student can say what he wants to say in English • The teacher’s job is to facilitate rather than to teach.

  13. Suggestopedia • Georgi Lozanov • Physical environment of the classroom is very important • Students need to be comfortable and relaxed; the affective filter should be lowered • Infantilisation is important; there is a parent-child relationship between the teacher and students (take different names)

  14. Suggestopedia

  15. Total PhysicalResponse • James Asher • TPR asks students to respond physically to the language they hear; language processing is matched with physical action • The teacher gives commands and the students try to respond those commands • Lowering the affective filter is important

  16. TPR

  17. SilentWay • Caleb Gattegno • Learning is best facilitated if the learner discovers and creates language rather than just remembering and repeating what has been taught. • Use of colored rods – Cuisenaire rods – as well as color-coded phonetic and word charts

  18. CommunicativeLanguageTeaching • Rather than focusing only on grammar and vocabulary, language functions are emphasized • the aim is to train Ss to use language forms • how to teach) Language learning will take of itself; enough exposure to language in use and creating opportunities to use the language are very important.

  19. Communicativeactivities

  20. Task-based Learning • instead of a language structure, Ss are presented with a task they have to perform or a problem they have to solve.• There are three basic stages; in the Pre-task stage, teacher introduces to topic and task by highlighting useful words and phrases, and gives the task instruction• In the Task cycle, students first perform the task in pairs or groups, then they plan how to report what they did and then they report it to other students.

  21. • In the Langauge Focus stage, the students examine and discuss specific features of any listening or reading text provided by the teacher and they do some practice of specific language features which the task has provoked.

  22. • Critics of TBL say that it is not applicable to lower level learners; that everything can not be taught by using tasks; and it is difficult to grade tasks in syllabus.

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