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1. The concept of method Ch\8

2. Method in language teaching is a multiply ambiguous term.Any principled choice of techniques can be termed being methodical *There are four aspects of method: general principals, brand-name, skills, and learner group.

3. 1. General principles: Techniques, exercise, activity, time distribution, learning plan, syllabus, level of proficiency, classroom organization, resource management

4. 2. Brand name: -grammar translation –audio visual • -reading • - ST Cloud • - communication –Berlitz • –direct

5. -Some of these names methods reflect the main classroom activities, some the prominent people associated with them, some the nature of the restriction. - e.g. If the teacher employed in a Berlitz school used student's mother tongue, not a permitted ploy within their advertised brand of teaching, the severe reprimand and possible dismissal would swiftly follow.

6. 4. Learner group Age, context or learning purposes are offered different methods _different teaching qualifications, materials, activities and different tests.e.g. learners of languages for academic purposes. 3. Skill The activities in reading lessons are different from activities in listening or grammar presentation class. It’s a controversial choice to devote class hours to these different activities but the right is to use different skills. Learner group: skills

7. What happens in classes is decided mostly by teachers who may structure a lesson using the same piece of material in a variety of ways.

8. A shopping list approch A simple way of looking at the concept is to consider the question for which a method could expected to embody answers. A selection follows: Aims What is the goal of language teaching envisaged.

9. Language of classroom discourse Many methods make strong arguments for or against allowing learners native language to be used . Grammar –translation allowed translation into and out of it; audio-lingualism allowed only a brief headline in L1 to orient the learners.

10. Characteristic kinds of exercises It is remarkable how restricted the range of exercise type associated with particular method is. Grammar-translation typically used de-contextualized sentences for translation; audio-visual used situational dialogues based on picture for learning and class repetition ; communication method emphasized information and opinion- gap exercises.

11. Attitudes to error Different methods give teachers different prescriptions: E.g. Audio-lingual method Communicative method Syllabus type Difference between Analytic and synthetic principles of organization

12. Learning postulates Different method embody different beliefs about the way student learn. Intended audience It is a moot point whether different kinds of learners require different kinds of teaching procedures and techniques.

13. Lesson plan The consensus across many different method about what constitutes an acceptable sequence of events in the classroom is remarkable. The most common is the division of the substantive part of the lesson into three phases : Presentation Practice Production Culture The need to respect the learners’ culture rather than the speakers’ for certain contexts

14. Overview of language teaching methods The crucial defining feature of methods as regards their survival was the commercial interest they could generate for stakeholders. E.g. audio-lingualism vs. British council. Eclecticism = 2 problems: *evaluation * How to make decisions

15. Levels of Planning 3.The exercise or activity (a particular segment of a lesson where oneactivity is introduced and maintained for a bounded time); 1.The syllabus (the long term learning plan); 2.The lesson (one continuous teaching-learning session); 4.Individual teaching moves.

16. Syllabus: Analytic and synthetic syllabuses refer to the assumed role of the learner in processing the presentation of new language, whether receiving language items incrementally and working on the material to synthesize the items into usable language, or receiving language in context and processing that input to isolate grammatical and lexical features for memory. It will readily be seen that the grammar-translation method was synthetic; the notional-functional syllabus, was analytic.

17. -Types of syllabus: 1.The structural syllabus: *defined in terms of grammatical structure *usually arranged in order of difficulty; *often coupled with a staged programme of introduction of skills as in the four skills of audio-lingualism:listening>speaking>reading>writing

18. 2.The situational syllabus *defined in terms of the language required for familiar transactional situations; *input was often taken from analysis of the language used in the situations-from service encounters to personal conversation; *usually linked to grammatical structures.

19. 3.The notional-functional syllabus defined in terms of the language required for expressing certain kind of meanings encoded in grammar such as time and interpersonal functions such as greeting ; these were held to be more general than situational specifications; *based on needs analysis and on real-world requirements.

20. 4.The process syllabus *defined in terms of the linguistic and socio-linguistic processes the learner will need negotiate; *recognizes the learning processes to be followed

21. 5.The procedural syllabus *Perhaps best seen as a special development of the process syllabus, this way developed by Prabhu and his co-workers a sequence of teaching in which learners perform a certain number of essentially real-world tasks in the foreign language and expand their proficiency in problem solving interaction.

22. 6.The task-based syllabus defined in terms of the planned sequence of tasks which would facilitate the most productive extraction for key language material for expansion of proficiency.

23. 7.The lexical syllabus Whereas the preoccupation of most of the above was the expansion of grammatical knowledge; *teaching grammar and vocabulary together by seeking lexical phrases that are longer than individual words but shorter than classical sentences as the basic unit expression; *productively involved with both task-based learning and corpus linguistics.

24. A structural syllabus may intend to begin with the simplest grammar, but in fact the first lesson was usually by no means simple, but teachable because it used the language of demonstration, an eminenty classroom-friendly activity: This is a book. This is a hand-bag.

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