TEFL=ENGLISH LANGUAGE TEACHING METHODOLOGY

ENGLISH LANGUAGE TEACHING METHODOLOGY

TEFL Methodology that lists definitions for

concepts such as methodology, approach,

method, curriculum/syllabus and technique.�

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What are principles of language learning?

How and why should overall "principles"

guide our teaching?�

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ENGLISH LANGUAGE TEACHING METHODOLOGY

• Detailed summaries of various language teaching methods developed and used over the past century, including the Grammar Translation Method, the Direct Method, the Audio-lingual Method, Community Language Teaching, the Silent Way, Suggestopedia ,Total Physical Response, and the Natural Approach. For each method there is an explanation of objectives, key features, typical techniques and also some comments/critiques from English Raven based on personal experience/opinion.

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WE WILL TALK ABOUT THE FOLLOWING:

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1-The Grammar Translation Method

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2-The Direct Method

3-The Audio-lingual Method

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4-Community Language Learning

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THE GRAMMAR TRANSLATION METHOD

1-THE GRAMMAR TRANSLATION METHOD�

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• Latin and Ancient Greek are known as "dead" languages, based on the fact that people no longer speak them for the purpose of interactive communication.  Yet they are still acknowledged as important languages to learn (especially Latin) for the purpose of gaining access to classical literature,

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THE GRAMMAR TRANSLATION METHOD�

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• Latin has been studied for centuries, with the prime objectives of learning how to read classical Latin texts, understanding the fundamentals of grammar and translation, and gaining insights into some important foreign influences Latin has had on the development of other European languages.  The method used to teach it overwhelmingly bore those objectives in mind, and came to be known (appropriately!) as the Classical Method.  It is now more commonly known in Foreign Language Teaching circles as the Grammar Translation Method

KEY FEATURES �

According to Prator and Celce-Murcia (1979:3), the key features of the Grammar Translation Method are as follows:

(1)  Classes are taught in the mother tongue, with little active use of the target language.

(2)  Much vocabulary is taught in the form of lists of isolated words.

(3)  Long elaborate explanations of the intricacies of grammar are given.

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KEY FEATURES

(4)  Grammar provides the rules for putting words together, and instruction often focuses on the form

      and inflection of words.

(5)  Reading of difficult classical texts is begun early.

(6)  Little attention is paid to the content of texts, which are treated as exercises in in grammatical 

      analysis.

(7)  Often the only drills are exercises in translating disconnected sentences from the target language

      into the mother tongue.

(8)  Little or no attention is given to pronunciation.

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THE DIRET METHOD

2-THE DIRECT METHOD�

• �The appearance of the "Direct Method" thus coincided with a new school of thinking that dictated that all foreign language teaching should occur in the target language only, with no translation and an emphasis on linking meaning to the language being learned.  The method became very popular during the first quarter of the 20th century, especially in private language schools in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively.  One of the most famous advocates of the Direct Method was the German Charles Berlitz, whose schools and Berlitz Method are now world-renowned

KEY FEATURES

Richards and Rodgers (1986:9-10) summarize the key features of the Direct Method thus:

(1)  Classroom instruction is conducted exclusively in the target language. 

(2)  Only everyday vocabulary and sentences are taught.

(3)  Oral communication skills are built up in a carefully traded progression organized around

      question-and-answer exchanges between teachers and students in small, intensive classes.

(4)  Grammar is taught inductively.

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KEY FEATURES

(5)  New teaching points are taught through modeling and practice.

(6)  Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary

      is taught by association of ideas.

(7)  Both speech and listening comprehension are taught.

(8)  Correct pronunciation and grammar are emphasized.

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THE AUDIO-LINGUAL METHOD

 �3-THE AUDIO-LINGUAL METHOD�

• This new method incorporated many of the features typical of the earlier Direct Method, but the disciplines mentioned above added the concepts of teaching linguistic patterns in combination with something generally referred to as "habit-forming".  This method was one of the first to have its roots "firmly grounded in linguistic and psychological theory" (Brown 1994:57), 

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 �THE AUDIO-LINGUAL METHOD�

• .  The idea was to project the linguistic patterns of the language (based on the studies of structural linguists) into the minds of the learners in a way that made responses automatic and "habitual".  To this end it was held that the language "habits" of the first language would constantly interfere, and the only way to overcome this problem was to facilitate the learning of a new set of "habits" appropriate linguistically to the language being studied.

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�������������������������� � KEY FEATURES

Here is a summary of the key features of the Audio-lingual

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Method, taken from Brown (1994:57) and adapted from Prator and Celce-Murcia (1979).

(1)  New material is presented in dialog form. 

(2)  There is dependence on mimicry, memorization of set phrases, and overlearning.

(3)  Structures are sequenced by means of contrastive analysis and taught one at a time.

(4)  Structural patterns are taught using repetitive drills.

KEY FEATURES� �

5)  There is little or no grammatical explanation.  Grammar is taught

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by inductive analogy rather than  deductive explanation

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Vocabulary is strictly limited and learned in context.

(7)  There is much use of tapes, language labs, and visual aids.

(8)  Great importance is attached to pronunciation.

(9)  Very little use of the mother tongue by teachers is permitted.

(10)  Successful responses are immediately reinforced.

(11)  There is great effort to get students to produce error-free utterances.

(12) There is a tendency to manipulate language and disregard content.

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COMMUNITY LANGUAGE LEARNING

4-COMMUNITY LANGUAGE LEARNING�

In the early seventies, Charles Curran developed

a new education model he called "Counseling-

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Learning".  This was essentially an example of an

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innovative model that primarily considered

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affective factors as paramount in the learning

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process

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 �COMMUNITY LANGUAGE LEARNING�

In the early seventies, Charles Curran developed

a new education model he called "Counseling-Learning".  This was essentially an example of an

innovative model that primarily considered

affective factors as paramount in the learning

process.  Drawing on Carl Rogers' view that

learners were to be considered not as a class, but

as a group, Curran's philosophy dictated that

students were to be thought of as "clients"

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KEY FEATURES �

The Community Language Learning method involves some of the following features:

(1)  Students are to be considered as "learner-clients" and the teacher as a "teacher-councelor".

(2)  A relationship of mutual trust and support is considered essential to the learning process.

(3)  Students are permitted to use their native language, and are provided with translations from the

      teacher which they then attempt to apply.

(4)  Grammar and vocabulary are taught inductively.

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KEY FEATURES �

(5)  "Chunks" of target language produced by the students are recorded and later listened to - they   are also transcribed with native language equivalents to become texts the students work with.

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(6)  Students apply the target language independently and without translation when they feel inclined/  confident enough to do so.

(7)  Students are encouraged to express not only how they feel about the language, but how they feel about the learning process, to which the teacher expresses empathy and understanding.

(8)  A variety of activities can be included (for example, focusing on a particular grammar or   pronunciation point, or creating new sentences based on the recordings/transcripts).

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