Follow Lec. 11
Descripting
English Teaching Methods
3.4.1 Grammar Translation Method(P:146)
(Robert(1999) Adamson (2006)18C
origin
Use
The
objectives:
Its language
Activity
Form Latin -to
teach - Use to build 1. language for 1. Students asked
and Greek.
classic
intellectual rigour academic
to translate from
language.
(sureness)
purposes
mother language
to English or vice
versa.
Has
dissatisfactio
n
among
teachers till
the end of
19C.
In
Europe
Has
limit
practice
For
communicati
ng everyday
situations
Transmit culture
values embodied
in literary. Canons
for
new
generation.
2. Not for social
or
everyday
comm.
3. Priority For
teaching
written.
-2.Memorize
lexical items.
3.Dictate reading
aloud
Rote
(repeat)
learning.
3.4.2 Gouins’s Methods- Series
(P:146)
origin
usage
Appeared as a For daily interaction.
result
of - Concentrate on
teachers
daily language.
dissatisfaction
- For child to learn
about GrTrM.
mother language.
- Use listening and
speaking skills
most.(with other 2
skills)
procedure
objectives
Teachers; give
examples for
the steps of
interaction in
sequences.
- On teaching listening
and speaking beside
other 2 skills.
- - focus on meaning and
communication skills of
learners.
2. Students
imitate
teachers.
3. Students
focus on
meaning of
words and
speaking well
Latter developed into
scientific approach
(Jespersen(1904)
3.4.3 Direct Method(P: 147)*****
origin
usage
teachers roles
procedures
- Is a result of
Reform
movement
- Call
for
scientific
approach to LL.
- Founded In
18C
( Knight
2001)
For a quick progress in
communicating using 2nd
(target) language (English)
- No vernacular(dialect)
no
indigenous
languages(local)
- E.g. Yoruba (Nigeria)
forbidden at school(if
any one do he should
write(I will Never speak
Vernacular Again)100
times
Should
use
context support
in Target L.
-never
use
mother tongue
for fast learning
Students
immersed(dive)
in 2nd L.
Guide the students
to Immerse totally
in 2nd language is a
solution to quick
learning.
3.4.4. Audio-lingual Method(P:
148)****
Origin
Came as
result
experiment
done
animals
Skinner’s
Behaviorist
Principles
learning
procedures
a - Correct students using repetition.
of and exercises.
- Teacher do utterance the students
on
drilled to produce it correctly.
by - Error not accepted.
- Focus on habit formation.
an example
of Teacher repeat with me:
T: car
S: car
T: again
S: cow
T: say it 3 times and spell it
S: car..car..car
T: say this sentence: I drove a car last
nigth( say it 5 times)…etc
objectives
methodo
logy
- Focus on oral Use labs .
skills.
-Reinforcement
on the current
behavior
or
utterance.
5. Silent Way
Origin
usage
procedures
methodolgy
Invented For problem The students practice using 2L - Using
inductive
by Galeb solving by language without any involvement
learning( means
Cattegno the learners. of teachers.
student discover
- Learner are responsible for their
by themselves)
learning.
- self
monitoring
- learners are independent of
techniques
to
teacher.
build structures of
- The teacher puts materials on
2nd L.
the table then the pupil use - Teachers
use
their techniques
t to put
charts and colored
sentence together using these
blocks to give
materials.
meaning.
3.4.6. Suggestopedia (P:148)
origin
procedures
Principles (3)1.
(methods)
objectives
Invented by
Psychiatric –
educator
(Lazanov
(1982)
1. Mix diff. modes (types) and
modalities(restrictions)
2. 2. use drama- art- physical
exercise.
3. Use de-suggestive+ suggestive
‫ايحاء‬communicative
psychotherapy
4. Use traditional mode of
Language 4 skills to teach 2nd
Language.
5. The teachers remove anxiety by
provides comfortable, relaxed
environment with background
music. Or can make psychological
counseling(advice) when needed.
1. People are great
learner, they rate
more than it
assumed.
2. Learnng is a
global event and
involves entire
person
3. Learners respond
to many
influences
(rational and
unconscious)
- To stop the
psychological
learning
barriers.
3.4.7.Communicate Approach slide (1)
(communicative language
Teaching)***
origin
The goal
methodology
Procedure
is
an
alternative
method Used as social
practice
to
communicate using2nd .
Usage:
To use language as a
social
interaction
influenced by culture
not linguistic systems
Is to enable
learners to
communicate in
2nd L.
-Is an umbrella Use diff. class-rooms
that has a range of procedures. Beside
curriculum design teaching .
principles
and
teaching methods.
-(group of methods)
under one name.
sharing
same
philosophy
and
principles.
Comm. Approch Slide 2
Common principles
procedure
- It viewed language as - Teacher creates a
an
expression
of
corner for sellingmeaning at speaking
buying- pupil interact
level.
with material that are
- The teacher is the
exhibited. To improve
facilitator (makes it
comm. competence in
easy) , motivator and
target r 2nd L.
the
source
of - - depends on task
knowledge..
based learning depends
it
supported
by
on group working.
(Functional
–Notional - - curriculum os a learner
Approach this organized
centered
syllabus
according
to
functions of everyday use
of language(buy- sell food
– giving direction- asking
advice))
Goals
to improve:
-communicative
competence
-Strategic
-Cultural.
- To Emphasis cross cultural
goal transcends ( ignoring )
language learning.
3.5 Methodology and Curriculum in LT
• What is curriculum?
• It Defined by Marsh and Willis(1995:1) as:
 set of plans.
 Experience
undertaken by students
 Guided by school
 Has Are published recourse as: textbooks –
educational media.
They are also differentiated by or have 2 types
()planned or ()intended- it undergone designing
and developing curriculum.
What does intended (mean) mean?
• In this level the methods oriented toward
specific goal
• The method of teaching language linked with
values system(socio- politics- philosophical
texts) Clarks(1987)
• As Grammar translation method is linked with
Humanist orientation(‫ )توجه‬for intellectual
capacity- transmit knowledge, culture- and
standard from generation to another.
• How to know that the curriculum undergone
philosophical& Political controversies (clash)?
• The answer comes from (Adamson) by
putting dualities (‫ ثنائيات‬:
1. individual> versus ‫ > مقابل‬society
2. Past > versus> future.
3. Intellect> versus> whole person
4. Permanence> versus> change
• It means that the method may be promoted
for philosophical or political .
• The publishers follows explicitly curriculum.
But, Except when:
1. someone publish diff. resources for
marketing sake.
2. Or Technology offer diff. methods away from
that
intended
method(as
Grammar
translation one which helps readers)
Marsh state three types of curriculums:
Planned curriculum
Enacted
curriculum(account
realities that they face
Experienced curriculum
Factors affect teachers pedagogical ‫بيداغوجيكال‬
choice
1
Physical& logistical constrains
2
Desire to control the class
3
The demands of Public Examinations
5. The
Ethos of
The school
Testing- Evaluation- Validation(P:170)
Testing/ Examination
This part about:
1. The quality of a good test
2. Types of test
(their functions in assessing
learners proficiency in a language)
As AL controls language teaching and
learning it also control all the processes
• It means the learners should learn what they
expected to learn– within specific period of a
time.
• Therefore these process need the following:
• teachers’ qualities
• Materials
• Quantity of knowledge
• Need to measure this knowledge that given to
learners and its impact on them.
And because the number of students
who want to learn English language, is increasing
Therefore, it needs to improve the existing
methods of testing.
 And because, language teaching methods keep
changing specially after the coming of modern
technology equipment and device, it needs to
measure the effect of teaching,
 Some tests are criticized that they don’t measure
what teachers were taught.
If test follows scientific techniques
it will measure the three factors that involves in
LL:
1. The teachers
2. The learners
3. The materials
beside the other factors which are out of AL
control, but affect the learning process as:
1. environment 2, family background.
3.2 Tests (Measuring Instruments)
• Any scientific experiments need questions.
teaching as an experiment need to be
measured to see the results.
So teaching need to measure what is done, thro’
asking questions like:
1. Did teaching take place or not?
2. How often learning tasks(duty) occur?
3. How many predict event occurred with what
degree of intensity.(strength)?
• 4. Were teaching aids available and used in
learning?
What is the quality of teaching and the
teaching?
what does test measure in learners?
It measures the following:
1. learners’ knowledge in a particular time.
Based on syllabus or tasks.
Why the results of test are important?
• 1. it tells the area of learners’ need.
• 2. It helps educators and curriculum planners.
• 3. how earning takes place.
• 4.What are materials taught
• 5.What are methods used to teach.
• 6. what is the mother tongue.
• 7. the strategies the teachers’ use
• 8. learning situations
3.3 Evaluation as a form of Expirement
• Corder believes that test> is evaluation
method
• It test a hypotheies
• AL sees it as a relation between:
• teaching materials
• Usage
• Language learning
There are 2 problems with evaluation
procedures observed by Corder:
1. AL failed to treat( teachers- pupils- material)
as a single variable. Why? Because:
a) Pupils differ in(age- sex- motivationintelligence-aptitude(talent)
b) For teachers (age- sex may not important),
but intelligence- motivation are.
How to measure teaching skill or assessing the
difficulty of teaching materials?
Coder sees it too difficult to measure
But, he said it can be done by comparing:
• Reading texts+ with expectations of the
syllabus.
• Test give a measurement for one thing
(learner)
• But we need to evaluate all variables: teachers
learners and materials.
Learners’ knowledge can be measured
at the beginning and end of the course
• Learners’ notes can be checked to know how
much has been taught.
• The syllabus can be checked to find out if
learning tasks have been accomplished.
• If you want to check the quality of test ask the
following questions
• In the next slide:
1.What is testing?
2.What is being tested
3.What is the
best test to use?
5.What are
relevant inf. A test
provide?
6.How test affect
teaching and
learning behavior?
4.Is a language
testing fair?
7.What is
evaluation?
Before going?
•What is
language
evaluation??
3.4 Quality of good test
• 1. validity‫( صدق‬content- predictiveconcurrent validity- construct validity-
3.5 Testing grammatical competence
3.6 test perfoormance
3.7 Reliability ‫دقة‬
3.8 Making Test(P: 175)