3rd lecture curr 311
TRANSCRIPT
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Methods/Approaches/ of Teaching
English as a Foreign Language
lecture 3
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4) Suggestopedia
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Often considered to be the strangest of
the so-called "humanistic approaches".
Suggestopedia is a teaching method
which is based on a modern
understanding of how the human brainworks and how we learn most effectively.
It was developed by the Bulgarian doctor
and psychotherapist Georgi Lozanov.
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The term 'Suggestopedia', is derived from
suggestion and pedagogy.
Suggestopedia was originally applied
mainly in foreign language teaching,
and it is often claimed that it can teachlanguages approximately three times as
quickly as conventional methods.
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Some of the key elements of
Suggestopedia include a rich sensory
learning environment (pictures, color,
music, etc.)
a positive expectation of success and theuse of a varied range of methods:
dramatized texts, music, active
participation in songs and games, etc.
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Suggestopedia adopts a carefully structured
approach, using four main stages as
follows:
1. PresentationA preparatory stage in which students are
helped to relax and move into a positive
frame of mind, with the feeling that thelearning is going to be easy and fun.
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2. First Concert - "Active Concert"
This involves the active presentation of
the material to be learnt.
For example, in a foreign language course
there might be the dramatic reading of apiece of text, accompanied by classical
music.
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3. Second Concert - "Passive Review"
The students are now invited to relax and
listen to some Baroque music, with the
text being read very quietly in the
background.
The music is specially selected to bring the
students into the optimum mental state for
the effortless acquisition of the material.
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4. PracticeThe use of a range of games, puzzles, etc.
to review and consolidate the learning.
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Disadvantages:
Many people find classical music irritating
rather than stimulating
the length of the dialogues and the lack of a
coherent theory of language may serve to
confuse rather than to motivate
and the provision of comfortable armchairs and
a relaxing environment will probably be beyond
the means of most educational establishments.
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Disadvantages:
In addition the idea of a teacher reading a long
(and often clearly inauthentic) dialogue aloud,
with exaggerated rhythm and intonation, to the
accompaniment of Beethoven or Mozart may
well seem ridiculous to many people.
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Disadvantages:
The students only receive input by listening,
reading and musical-emotional backing, while
other important factors of language acquisition
are being neglected.
Furthermore, several other features of the
method, like the 'non conscious' acquisition of
language, or bringing the learner into a child-
like state are questioned by critics.
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5) The Silent Way
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The Silent Way is a language teaching
method created by Caleb Gattegno that
makes extensive use of silence as a
teaching technique.
It was first introduced in Gattegno's bookTeaching Foreign Languages in Schools:
The Silent Wayin 1972.
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The principles of the silent way:
Teachers should concentrate on how students
learn, not on how to teach Imitation and drill are not the primary means by
which students learn
Learning consists of trial and error, deliberateexperimentation, and revising conclusions
In learning, learners draw on everything thatthey already know, especially their nativelanguage
The teacher must not interfere with the learningprocess.
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Aims and goals
The general goal of the Silent Way is to help
beginning-level students gain basic fluency inthe target language, with the ultimate aim beingnear-native language proficiency and goodpronunciation.
An important part of this ability is being able touse the language for self-expression;
students should be able to express their
thoughts, feelings, and needs in the targetlanguage. In order to help them achieve this,teachers emphasize self-reliance.
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Teacher uses silence for multiple
purposes in the Silent Way:
1. It is used to focus students' attention.
2. To elicit student responses.
3. To encourage them to correct their ownerrors.
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Learning process
The method also makes use of color
association to help teach pronunciation; there is
a sound-color chart which is used to teach the
language sounds, colored word charts which
are used to teach sentences, and colored Fidelcharts which are used to teach spelling.
http://en.wikipedia.org/wiki/File:Silent_Way_English_sound-color_chart.jpg -
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The sound-color chart consists of blocks of color,
with one color representing one sound in the
language being learned.
The teacher uses this chart to help teach
pronunciation;
as well as pointing to colors to help studentswith the different sounds, she can also tap
particular colors very hard to help students
learn word stress. Later in the learning process, students can point
to the chart themselves.
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The chart can help students perceive sounds
that may not occur in their first language,
and it also allows students to practice making
these sounds without relying on mechanical
repetition.
http://en.wikipedia.org/wiki/File:Silent_Way_English_Fidel_chart.jpg -
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Evaluation in the Silent Way
It is carried out primarily by observation. The
teacher may never give a formal test, but she is
constantly assessing students by observing their
actions.
This allows her to respond straight away to anyproblems the students might have.
The teacher may also gain feedback through
students' errors; errors are seen as natural andnecessary for learning, and can be a useful
guide as to what structures need more practice.
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Finally, the teacher may gain feedback by asking
the students at the end of the lesson.
When evaluating the students, teachers expect
them to learn at different rates, and students
are not penalized for learning more slowly than
their classmates. Teachers look for steady progress in the
language, not perfection.
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A Silent Way classroom also makes extensive
use of peer correction.
Students are encouraged to help their
classmates when they have trouble with any
particular feature of the language.
This help should be made in a cooperativefashion, not a competitive one.
One of the teacher's tasks is to monitor these
interactions, so that they are helpful and do notinterfere with students' learning.
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6) Total Physical
Response (TPR)
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The syllabus
TPR uses a sentence-based grammatical
syllabus.
Types of learning techniques and activities
Activities where a command is given in the
imperative and the students obey the command
is the main activity in TPR.
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Advantages of TPR:
Students will enjoy getting up out of their chairs
and moving around.
Simple TPR activities do not require a great deal
of preparation on the part of the teacher.
TPR is aptitude-free, working well with a mixed
ability class, and with students having various
disabilities.
Class size need not be a problem, and it works
effectively for children and adults.
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Disadvantages of TPR:
1. TPR is most useful for beginners.
2. It does not give students the opportunity toexpress their own thoughts in a creative way.
3. It can be a challenge for shy students.
4. , the nature of TPR places an unnaturallyheavy emphasis on the use of the imperativemood, that is to say commands such as "sitdown" and "stand up". These features are oflimited utility to the learner, and can lead to alearner appearing rude when attempting to usehis new language.
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The Natural Approach was developed by
Tracy Terrell and Stephen Krashen,
starting in 1977.
It came to have a wide influence in
language teaching in the United Statesand around the world.
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Principles of The Natural Approach:
Language acquisition (an unconscious process
developed through using language
meaningfully) is different from language
learning (consciously learning or discovering
rules about a language) and language acquisition is the only way
competence in a second language occurs. (The
acquisition/learning hypothesis).
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Conscious learning operates only as a
monitor or editor that checks or repairs
the output of what has been acquired.
(The monitor hypothesis) .
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Grammatical structures are acquired in a
predictable order and it does little good
to try to learn them in another order.(The
natural order hypothesis).
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People acquire language best from
messages that are just slightly beyond
their current competence. (The input
hypothesis)
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The learner's emotional state can act as a
filter that impedes or blocks input
necessary to acquisition. (The affective
filter hypothesis)
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The syllabus
The syllabus for the Natural Approach is a
communicative syllabus.
Types of learning techniques and activities
Comprehensible input is presented in the target
language, using techniques such as TPR, mime
and gesture.
Group techniques are similar to Communicative
Language Teaching.
Learners start to talk when they are ready.
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Procedure
The Natural Approach adopts techniques
and activities from different sources but
uses them to provide comprehensible
input.
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8) Communicative
Approach
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Not a highly structured method of teaching.
Rather a broad assembly of ideas from a range of
sources which have come to be accepted as 'goodpractice' by many contemporary teachers.
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Origins of Approach
Communicative language teaching (CLT) is
an approach to the teaching of second andforeign languages that emphasizes interaction
as both the means and the ultimate goal of
learning a language. It is also referred to as communicative
approach to the teaching of foreign languages
or simply the communicative approach.
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New syllabuses took into account needs of
different pupils.
Traditional academic syllabuses had assumedlearner's goal was in-depth mastery of target
language.
But for less academic pupil a more immediate'pay-off' was necessary, in terms ofusefulness
for practical purposes.
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Principles of CLT:
A teachers main role is a facilitator and monitor
rather than leading the class.
Lessons are usually topic or theme based, with
the target grammar hidden in the context e.g.
a job interview (using the Present Perfecttense.)
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Lessons are built round situations/functions
practical and authentic in the real world e.g.
asking for information, complaining,apologizing, job interviews, telephoning.
Activities set by the teacher have relevance and
purpose to real life situations students can seethe direct benefit of learning.
Emphasis on engaging learners in more useful
and authentic language rather than repetitivephrases or grammar patterns.
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Emphasis on communication and meaningrather than accuracy. Being understood takes
precedence over correct grammar. The finetuning of grammar comes later.
Communicative competence is the desired goal.i.e. being able to survive, converse and be
understood in the language.
Emphasis is put on correct pronunciation andchoral (group) and individual drilling is used
Authentic listening and reading texts are usedmore often, rather than artificial texts simplyproduced to feature the target language
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Use of songs and games are encouraged and
provide a natural environment to promote
language and enhance correct pronunciation Feedback and correction is usually given by the
teacher after tasks have been completed, rather
than at the point of error, thus interrupting theflow.
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Classroom activities used in CLT
Example Activities: Role Play, Interviews,
Information Gap, Games, Language Exchanges,Surveys, Pair Work, Learning by teaching.
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End of lecture