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 201 6 Halápi, Major, Ryan

‘ELT for a Global World’. INTRODUCTION INTO ELT. A seminar course for OTAK students. Session 9. Halápi Magdolna, Major Éva, Christopher Ryan Department of English Language Pedagogy. Supported by the Higher Education Restructuring Fund allocated to ELTE by the Hungarian Government. 1.

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 201 6 Halápi, Major, Ryan

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  1. ‘ELT for a Global World’ INTRODUCTION INTO ELT A seminar course for OTAK students Session 9 Halápi Magdolna, Major Éva, Christopher Ryan Department of English Language Pedagogy Supported by the Higher Education Restructuring Fund allocated to ELTE by the Hungarian Government 1  2016Halápi, Major, Ryan

  2. 9. Basic TEFL Principles and Related Methods & ApproachesFromCommunicative Language Teaching to Principled Eclecticism 2  2016Halápi, Major, Ryan

  3. Watch this video demonstration of the Communicative Approach Communicative Approach demo Discuss your first impressions with another partner… 3  2016Halápi, Major, Ryan

  4. Questions to discuss • 1. How would you characterize the spirit or atmosphere of the class? What specific things does theteacher do to foster this atmosphere? • 2. How would you characterize the students’ motivation or interest in the tasks? What lesson elementscontribute to student interest? • 3. Why does the teacher choose a situation from his own life to introduce the target function? • 4.What different roles or functions did the teacher assume during the course of the lesson? What dideach of these functions contribute toward the students’ accomplishment of the objectives? • (BasedonD.Larsen-Freeman1990, p. 45.) 4  2016Halápi, Major, Ryan

  5. Evaluation of the Communicative Approach/1 5  2016Halápi, Major, Ryan

  6. Evaluation of the Communicative Approach/2 6  2016Halápi, Major, Ryan

  7. Work in groups of 3 and identify at least 5 common characteristics of the activity series we had done and the demo lesson we have seen.1.2.3.4.5.6. Common features of the activity series and the demo lesson 7  2016Halápi, Major, Ryan

  8. Common features of the activity series and the demo lesson • Role play (information gap) • Emphasis on discourse (functions, discourse markers, atc.) • Students’ feelings are important • Less stress • Pair work and group work • Errors are part of the learning process 8  2016Halápi, Major, Ryan

  9. Methods & me - Assignment Think about all the methods and approaches we have discussed, evaluate them in your own words from your own perspective. (Try forming your own Principled Eclecticism.) These questions might help: Is there anything worth using in this technique? How can I adopt this technique to my own future teaching circumstances? What other ways I can put this principle into practice? 9/12 9  2016Halápi, Major, Ryan

  10. References: Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press. Rivers, W. M. (1981). Teaching foreign-language skills. Chicago: University of Chicago Press. Rouse, W. H. D. (1925). Latin on the Direct Method. London: University of London Press. Larsen-Freeman, D.(2000) Techniques and Principles in Language Teaching, Oxford: Oxford University Press Pinker, S. (1994) The Language Instinct. New York: HarperCollins. 10  2016Halápi, Major, Ryan

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