Reviews
1. What are the principles that the teachers
of English have to recognize?
2. Why they have to be aware of the
principles?
3. What are the implications to the teaching
of English?
TEACHINNG
OBJECTIVES
METHODOLOGY
TEACHING
EVALUATION
CONTENTS
RELATED TERMS
• METHODOLOGY: The study of pedagogical practices in
general including theoretical underpinnings and related
research.
• APPROACH: Theoretical positions and beliefs about the
natures of language, the nature of language learning, and
the applicability of both to pedagogical settings.
• METHOD: A generalized set of classroom specifications for
accomplishing linguistic objectives. It is an umbrella term for
the specification and interrelation of theory and practice.
• CURRICULUMS/SYLLABUS: Designs for carrying out a
particular language program. Features include a primary
concern with the specification of linguistic and subjectmatter objectives, sequencing, and materials to meet the
needs of a designated group of learners in a defined
context.
• TECHNIQUE: Any of a wide variety of exercises, activities,
or devices used in the language classroom for realizing
lesson objectives.
ELT METHODS
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THE GRAMMAR TRANSLATION METHOD
THE DIRECT METHOD
THE AUDIOLINGUAL METHOD (ALM)
COMMUNITY LANGUAGE LEARNING (CLL)
SUGGESTOPEDIA
THE SILENT WAY
TOTAL PHYSICAL RESPONSE (TPR)
THE NATURAL APPROACH
COMMUNICATIVE LANGUAGE TEACHING (CLT)
CONTEXTUAL TEACHING AND LEARNING (CTL)
THE GRAMMAR TRANSLATION
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Classes are taught in L1, little active use of the TL.
Much vocabulary is taught in form of lists of isolated
words.
Long elaborate explanations of the intricacies of
grammar are given.
Grammar provides the rules for putting words together,
and instruction often focuses on the form and inflection
of words.
Reading of difficult classical texts is given early.
Little attention is paid to content of texts, treated as
exercises in grammatical analysis.
Often the only drills are exercises in translating
disconnected sentences from the TL into L1.
Little or no attention is given to pronunciation.
THE DIRECT METHOD
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Instruction is conducted exclusively in the TL.
Only everyday vocabulary and sentences are taught.
Oral communication skills are built up in a carefully
traded progression organized around question-andanswer exchanges between teachers and students in
small, intensive classes.
Grammar is taught inductively.
New teaching points are taught through modeling and
practice.
Concrete vocabulary is taught through demonstration,
objects, and pictures; abstract vocabulary is taught by
association of ideas.
Both speech and listening comprehension are taught.
Correct pronunciation and grammar are emphasized.
Questions
What are the differences between
Grammar Translation Method and the
Direct Method?
THE ALM
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New material is presented in dialog form.
There is dependence on mimicry, memorization of set
phrases, and over-learning.
Structures are sequenced by means of contrastive analysis
and taught one at a time.
Structural patterns are taught using repetitive drills.
There is little or no grammatical explanation.
Vocabulary is strictly limited and learned in context.
There is much use of tapes, language labs, and visual aids.
Great importance is attached to pronunciation.
Very little use of L1 by teachers is permitted.
Successful responses are immediately reinforced.
There is a great effort to get students to produce error-free
utterances.
There is a tendency to manipulate language and disregard
content.
CLL
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Counseling-learning “ model of education, Charles Curren
(1972) inspired by Carl Roger assumes learners in classroom
are regarded as a “group” rather than a “class” which needs
certain therapy and counseling.
The members to interact in an interpersonal relationship in
which students and teacher join together to facilitate learning
in a context of valuing and prizing each individual in the group.
The anxiety is lessened by means of supportive community.
The teacher’s presence is not perceived as a threat, but rather
as a true counselor, to center his or her attention on the clients
and their needs
The group of clients first establish in their L1 are seated in a
circle with the counselor on the outside of the circle.
When one of the clients says something in L1 to the group and
the counselor translates in the TL, then the client repeats that
English sentence as accurately as possible. Another client
responds, the counselor translates; the client repeats it; and
the conversation continues.
Questions
What are the differences between ALM
and CLL?
SUGGESTOPEDIA
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It assumes that the human brain could process
great quantities of material if simply given the right
condition for learning, among which are a state of
relaxation and giving over of control to the teacher
(Georgi Lozanov, 1979).
Music is central to this method.
THE SILENT WAY
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Learning is facilitated in the learner discovers and
creates rather than remembers and repeats what is
to be learned.
Learning is facilitated by mediating physical objects.
Learning is facilitated by problem solving involving
the material to be learned.
In a language classroom the Silent Way typically
utilized as materials a set of Cuisinere rods – small
colored rods of varying lengths – and a series of
colorful wall charts.
The rods were used to introduce vocabulary (colors,
numbers, adjectives [long, short, etc]) verbs [give,
take, pick up, drop], and syntax (tense,
comparative, pluralization, word order, etc)
Questions
What are the differences Suggestopedia
Method and the Silent Way?
TPR
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Principles of child language acquisition are
important. Children, in learning their L1, appear to
do a lot of listening before they speak, their listening
is accompanied by physical responses (Asher,
1977).
Motor activity is a right-brain function that should
precede left-brain language processing.
TPR heavily utilized the imperative mood, even into
more advanced proficiency level.
Commands are an easy way to get learners to
move about and to loosen up: Open the window,
Close the door, Stand up, Sit down, Pick up the
book, Give it to John, and so on.
No verbal response is necessary
THE NATURAL APPROACH
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The natural approach advocated the use of TPR activities at
the beginning level of language learning when
“comprehensible input” (Krashen, 1982) is essential for
triggering the acquisition of language.
It is aimed to obtain the basic personal communication skills,
that is, everyday language situations – conversations,
shopping, listening to the radio, etc.
The initial task of the teacher is to provide comprehensible
input assuming that learners need not to say anything during
the “silent period” until they feel ready to do so.
Learners are presumably moved through three stages: (1) the
preproduction stage is the development of listening
comprehension skills, (2) the early production stage is usually
marked with errors as the learners struggles with the
language, and (3) extending production into longer stretches of
discourse, involving more complex games, role plays, openended dialogs, discussion, and extended small group work.
CLT
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An emphasis on learning to communicate through
interaction in the TL.
The introduction of authentic texts into the learning
situation.
The provision of opportunities for learners to focus,
not only on language but also on the learning
process itself.
An enhancement of the learner’s own personal
experiences as important contributing elements to
classroom learning.
An attempt to link classroom language learning with
language activation outside the classroom.
Which method is
appropriate in your class?
What about CLT?
COGNITIVE
PRINCIPLES
AFFECTIVE
PRINCIPLES
PRINCIPLES OF
LANGUAGE
LEARNING AND
TEACHING
TEACHER’S
ROLES
LINGUISTIC
PRINCIPLES
COGNITIVE PRINCIPLES
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AUTOMATICITY
Overanalyzing language, thinking too much about forms, and
consciously lingering on rules of language all tend to impede this
graduation to automaticity.
MEANINGFUL LEARNING
Leading toward better long-term retention than rote learning.
REWARD ANTICIPATION
Human beings are universally driven to act or behave by the
anticipation of sort of reward that will ensue as a result of the
behavior.
INTRINSIC MOTIVATION
The behavior stems from needs, wants, or desires within oneself, the
behavior itself is self-rewarding; therefore, no externally administered
reward is necessary at all.
STRATEGIC INVESTMENT
Successful mastery of the FL will be due to a large extent to a
learner’s own personal “investment” of time, effort, and attention of
the FL in the form of an individualized battery of strategies for
comprehending and producing the language
AFFECTIVE PRINCIPLES
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LANGUAGE EGO
As human beings learn to use a FL, they also develop a new mode
of thinking, feeling, and acting – a second language identity. It
intertwined with the FL, can easily create within the learner a
sense of fragility, a defensiveness, and a raising of inhibitions.
SELF-CONFIDENCE
The eventual success that learners attain in a task is at least
partially a factor of their belief they they indeed are fully capable of
accomplishing the task.
RISK-TAKING
Successful language learners must be willing to become
“gamblers” in the game of language, to attempt to produce and to
interpret language that is a bit beyond their absolute certainty.
THE LANGUAGE-CULTURE CONNECTION
Whenever you teach a language, you also teach a complex
system of cultural customs, values, and ways of thinking, feeling,
and acting.
LINGUISTIC PRINCIPLES
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THE L1 EFFECT
The L1 of learners will be a highly significant
systems on which learners will rely to predict the
TL system.
INTERLANGUAGE
L2/FL learners tend to go through a systematic or
quasi-systematic developmental process as they
progress to full competence in the TL.
COMMUNICATIVE COMPETENCE
Given that CC is the goal of a language
classroom, then instruction needs to point toward
all of its components, i.e., discourse,
sociolinguistic, linguistic, strategic competences.
Communicative goals are best achieved by giving
due attention to language use and not just usage,
to fluency and not just accuracy.
MOTIVATOR
INFORMANT
TEACHER’S
ROLES
CONDUCTOR
DIAGNOSER
CORRECTOR
How to select or modify the methods
and put the principles into practice?
The Self-developed English Teacher
Teachers themselves who, with their
colleagues, must become the primary
shapers of their own development
(Liberman, 1992)
CENTRAL FACTORS TO TEACHER
SELF-DEVELOPMENT
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Development takes time.
Development requires an ongoing
commitment.
Development is enhanced through problem
solving.
Development is also enhanced through
exploration.
Development enhanced by paying attention to
and reviewing the basics of EFL/ESL teaching.
Development is enhanced by searching out
opportunities to develop.
Self-development of teaching beliefs and
practices requires the cooperation of others.