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 L1 and L2.
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:
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:
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
“This is the
problem. How shall situation. What will
we solve 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.
THANKS