Teaching Techniques and Strategies in Foreign Languages

Presented by

Dr. G. Sakinah Abdur-Rashied,

Assistant Professor of

Modern Foreign Languages

Jackson State University

Teaching Techniques and Strategies in Foreign Languages

Best Practices in Foreign Language

Teaching and Learning

Methodologies in Foreign Language Teaching

Grammar-Translation Method (1890-1930)Cognitive Approach (1940 – 1950)Audio-Lingual Method (1950-1960)The Direct Method (1970)The Natural/Communicative Approach

(1960 – 2000)

Methodologies Continued

Total Physical Response/TPR (1960– 2000)

The Silent Way (1960 – 2000)Suggestopedia (1960 – 2000)Community Language Learning/CLL:

(1960 – 2000)Total Immersion Technique

Grammar CognitiveTranslation Approach

Use of dictionaries

Grammar explanationsExercise drills

Little opportunity for second-language acquisition existed

Introduction for the first time of the four skills

ListeningSpeakingReadingWriting

Audio-Lingual Direct Method Method

Audio tapes and lab Mimic native speakers Dialogues recited and

Memorized Repetition and

substitution Transformation and

translation

Discussion in the language

Teacher/student interaction

Accuracy in pronunciation and oral expression became the main intention

Natural Total Communicative Physical Approach Response Tracy Terrell and

Stephen Krashen says Acquisition-focused

approach progresses through three stages:

1. Aural comprehension

2. Early speech production

3. Speech activities

TPR founded by James Asher

Language and body movement are synchronized through imperative commands

Kinetic movement vs.

rote memorization Speech is delayed

The Silent Way

Introduced by Dr. CalebGattegno of Alexandria,Egypt Production before

meaning Color-coded phonetics No pronunciation model Ability to draw students

out orally

Teacher takes a back seat Small group or round-

table required No textbook, syllabus in

initial phase The silent way truly gives

students a spoken facility

Suggestopedia Method

Based on the Bulgarian medical doctor, hypnotist, psychology professor Dr. Georgi Lozanov and his techniques of superlearning This

Avant-garde method is subconscious & subliminal melodic and artistic Background classical orBaroque music Soft lights, pillowsCushions on floor

Low/no stress focus Maximizes natural

holistic talents Low/no stress focus Breathing exercises to lead into the “alpha state”

Derivative Programs1. Donald Schuster (SALT)2. Lynn Dhority (ACT)3. Suzuki Method of Music

learning

Community Language Learning/CLL

Designed and elaborated by Charles Curran

Eases the learner into gradual independence and self-confidence in the target language

S A R D1. S = Security to foster

student confidence2. A = Attention or

aggression ( involvement and frustration)

3. R = retention and reflection (what is

internalized and ultimately reflected upon)

4. D = discrimination (the learner can now discriminate through classifying a body of material, seeing how one concept interrelates to another previously presented structure)

Total Immersion Technique

This technique in foreign language pedagogy “immerses” or “submerges” the student directly into the target language from the first opening day or hour of class. There are basically two types:

1. Effective – begins in hour one wherein the teacher speaks the foreign language slowly, clearly, and uses understandable comprehensible cognates( pictures/photo/TPR

2. Ineffective – begins in hour one wherein the teacher speaks rapidly at native speed as if the students were residing within the target culture.

“the superior teacher has regularly gotten superior results regardless of the method.” (Lozanov)

Strategies in Foreign language Learning and Teaching

Definition of Strategies:1. Wenden and Rubin (1987) defines strategies

as…”any set of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information.”

2. Richards and Platt (1992) state that learning strategies are “intentional behavior and thoughts used by learners during learning so as to better help them understand, learn or remember new information.”

Strategies Continued

According to Rubin (1987) there are three types of strategies:

1. Learning strategies

2. Communication strategies

3. Social strategies

Learning Strategies

Cognitive Learning Strategies

Steps or operations used in learning that require direct analysis, transformation, or synthesis

Six main cognitive strategies:

1. Clarifying/Verifying

2. Guessing / Inductive Inferencing

3. Deductive Reasoning

4. Practice

5. Memorization

6. Monitoring

Learning Strategies Cont’d

Communication strategies

Related to the process of participation in a conversation and getting meaning across or clarifying what the speaker intended

Social strategies

Those activities that learners engage in to be exposed to and to practice their language knowledge

Teacher Role in Strategy Training

Teacher should learn about students

1. Interests2. Goals3. motivations4. Learning styles5. Purpose for learning

a language

The most important teacher role in foreign language teaching is the provision of a wide range of tasks to match the needs of all students possessing different learning styles, motivations etc. (Hismanoglu)

Application of Techniques

Language mastered more meaningfully when instructors utilize:

1. Sounds2. Patterns3. Gestures4. Symbols5. And multimedia

Computers and interactive multimedia learning are creating meaningful learning environment in foreign language pedagogy

(Jacobs,1992)

Techniques continued

Good teaching means that the teacher must:1. Be knowledgeable in

discipline2. Show enthusiasm 3. Emphasize concepts and

critical thinking4. Encourage questions

from students5. Be caring to

students(Ali, 2005)

Creativity and Art as a constructivist technique which allows student to make personal discoveries through student centered learning: with the freedom to choose how to learn, what to learn, when to learn, and to become an active member of the community of learners

Effective Teaching and Effective Learning Process

Teacher Student

Planning and stategies

Methodology

Preparation

Presentation

Promote thinking skills

Technology integration

Satisfaction

Motivation

Result

Evaluation

Group Work

Attitude & perception

Critical thinking

Willingness to learn

Cooperative learning

Goal orientation

State of the mind

Self-regulated

Reason application

Accountability

Factors Effecting Learning Outcome

Student’s attitude

Learning environment

Student’s interaction

Learning instruction

Teacher’s attitude

Social environment

Classroom management

Student-teacher interaction

Techniques of Positive Teaching

Storytelling + surprises

Use reasoning

Use communications

Relevancy

Use left-right brain

Connections

Techniques of Positive Teaching Continued

Presentations

Using fewer facts

Media integration

Emphasize Concepts

Experience

Encourage questions

Learning Process

M otiva t ion E ngagem en t G roup Lea rn ing

Learn ing P rocess

References

Faryadi, Q., (2007). Techniques of Teaching Arabic as a Foreign Language through Constructivist Paradigm: Malaysian Perspective

Hadley, A. (2001). Teaching Language in Context, Third Edition, Heinle & Heinle Publishers

Hismanoglu, M. (2000). Language Learning Strategies in Foreign Language Learning and Teaching. TESL Journal Vol. VI, No.8, http://itesl.org/ retreived August 8, 2009.

Lozanov, G. (1999). Methodologies in Foreign Language Teaching: a brief historical overview.

Pufahl, I., Rhodes, N. & Christina, D. (2001). What We can Learn from Foreign Language Teaching in Other countries. Center for Applied Linguistics.

Richards, J. & Platt, J. (1992).Longman Dictionary of Language Teaching and Applied Linguistics

Wenden, A. & Rubin, J., (1987). Learner Strategies in Language Learning, Prentice Hall.