Language Teaching Techniques and Methods Analysis

1. ENG 406 TECHNIQUES OF LANGUAGE TEACHING

2. Textbook

3. Course objectives Students should be able to: 1. Identify a variety of language teaching methods and their underlying principles. 2. Explain the basic principles of the various teaching methods presented in the course 3. Apply the techniques presented. 4. Develop their own criteria to judge which techniques to use in a given situation 5.  Apply different techniques to the four language skills. 6.  Identify and use CALL computer assisted language learning techniques.

4. Textbook and References: • Larsen-Freeman, Diane. Techniques and Principles in Language Teaching, 2nd ed. Oxford: Oxford University Press, 2000. • Dudeney& Hockly.  (2007). How to teach English with technology. Pearson Longman.

5. Important guidelines: • Class will start at 8:00 and attendance will be taken. After taking attendance you will be marked "late" and every two  will be considered an absence. However, if you come after 8:10 please do not enter the class. • My E-mail is Lama@Su.edu.sa • There will be no make -up exams for those missing thepresentation and midterm. Only ONE make-up (out of 15 marks)on the whole course at the end of the semester for those with acceptable excuses.

6. Methods of Assessment: Midterm 20% .presentation 15% . Participation 5% . projects and quizzes 10% Final Exam 50% .

7. Description

8. Diane Larson-Freeman • is a Professor of Education and the Director of the English Language Institute at the University of Michigan. She has been a teacher educator for 25 years and has published a number of books and articles in the areas of second language acquisition research, English grammar, language teaching methods, and teacher education.

9. What is the difference between techniques , principles, and method ?

10. What is the difference between techniques , principles, and method ? • Principles (thoughts) • Techniques (actions) • Method: the link between actions and thoughts

11. goals of this book • To learn about many different language methods. • To help you uncover the thoughts that guide your actions. • To introduce you to a variety of techniques

12. Thought-In-Action Links

15. Language Teaching Methods/ Approaches English Methodology I

16. Grammar-Translation Method (early 19th century) • Nature of Language • Systematic study of the prescribed grammar of classical Latin and classical texts. • Language Learning • Exercise mental abilities

17. Grammar-Translation Method (early 19th century) • LANGUAGE TEACHING • Instruction given in mother tongue • Little use (of language) for communication in target language

18. Grammar-Translation Method (early 19th century) • LANGUAGE TEACHING • Teacher does not have to be able to speak target language • Focus on appreciating literature of target language and translation

19. SOME PRINCIPLES • Literary languare is superior to spoken language. • If sts are able to translatae from L2 to L1 they are considered successful lg learners. • Ability to communicate in the foreign lg is not a goal for teaching. • Reading and writing are the skills developed • Class are teacher centered

20. SOME PRINCIPLES • Native language equivalents are found for ALL target words. • Learning is emphasized through similarities between L1and L2. • Sts learn about the form (grammar )of the target lg • Deductive pedagogical technique is applied for grammar rules. • LL provides good mental exercise ( use of memory is promoted)

21. Direct Approach • 1886.The IPA is established Phonetics becomes an issue in language teaching. First true scientific contributions to language learning begins. • Reaction to the Grammar Translation Method

22. Direct Approach • Nature of Language • Everyday spoken language. Culture, history, geography, everyday life of TL speakers. • Language Learning • Associate meaning with TL directly

23. Direct Approach Language Teaching • No use of mother tongue allowed • Lesson begins with dialogues and conversations

24. Direct Approach • Language Teaching • Grammar rules learned inductively • Teacher must speak the target language

25. Reading Approach • Reaction to the Direct Approach • Reading is viewed as the most appropriate skill to have in a foreign language since many people did not travel abroad (from U.S.)

26. Reading Approach • Not enough teachers could speak target language well enough to use it for teaching • Only grammar is useful for teaching reading . • Emphasis on translation

27. AUDIO- LINGUAL APPROACH • WWII (1939-1945 )breaks out and U.S. military requires people to speak and understand foreign languages • The U.S. government hires linguists to help teach and develop materials

28. AUDIO- LINGUAL APPROACH THEORETICAL BASE Linguistic and Psychology.Charles Fries (1945) led the way in applying principles from sturctural linguistics in developing this approach. In 1957 principles from behavioral psychology (Skinner) were incorporated.

29. AUDIO- LINGUAL APPROACH • NATURE OF LANGUAGE Sentence and sound patterns LANGUAGE LEARNING Overcoming native language habits; form new target language habits.

30. AUDIO- LINGUAL APPROACH • LANGUAGE TEACHING Conduct oral/aural drills and pattern practice.

31. SILENT WAY • 1960 Chomsky argued the language acquisition could not take place through habit formation., but rather a rule formation • This method shares certain principles with the Cognitive Approach

32. SILENT WAY • Nature of Language • Unique since it is the expression of a particular group of people. • Language Learning • Develop inner criteria for corrections by becoming aware of how TL works.

33. SILENT WAY • Language Teaching • Remain silent in order to subordinate teaching to learning. Focus student attention; provide meaningful practice.

34. Desuggestopedia/ Affective - Humanistic Approach NATURE OF LANGUAGE Language is a process of communication and the factors which influence the linguistic message. Meaningful texts, vocabulary emphasized. LANGUAGE LEARNING Overcome psychological barriers to learning

35. Desuggestopedia • LANGUAGE TEACHING • Desuggest limitations: teach lengthy dialogues through musical accompaniment, playful practice, and the arts.

36. Community Language Learning • Developed by Charles Curran (1976). Influenced by humanistic psychology Carl Rogers (1951) and Brown (1994). • Nature of language: • Student generated • Language Learning: • Learn nondefensevely as whole persons following development stages.

37. Community Language Learning • Language Teaching • Include the elements of security, attention, aggression, reflection, retention, discrimination

38. NATURAL APPROACH • An outgrowth of second language acquisition research, especially by Krashen (1981) and Terrell(1977) • listening recognized as a very important skill • listen and respond non-verbally • learners progress by being exposed to meaningful inputjust one step beyond their level of competence

39. NATURAL APPROACH Nature of language Vehicle for communicating meaning; vocabulary emphasized Language Learning: Listen; associate meaning with target language directly.

40. NATURAL APPROACH • Language Teaching • Delay speaking until students are ready; make meaning clear through actions and visuals.

41. TOTAL PHYSICAL RESPONSE • In the 60’s and 70’s research gave rise to the hypothesis that language Learning should start first with understanding and later proceed to production. (Winitz 1981)

42. TOTAL PHYSICAL RESPONSE • NATURE OF LANGUAGE • The oral modality is primary. Culture is the lifestyle of people who speak the language natively. • Vocabulary and grammatical structures are emphasized

43. TOTAL PHYSICAL RESPONSE • Language Learning • TPR is usually introduced in the student’s native language. • Meaning is made clear through body movements • Main aim is to reduce the stress. • Students speak when they are ready.

44. TOTAL PHYSICAL RESPONSE • LANGUAGE TEACHING • Initially the teacher is the director of all the students behaviour. • In the second phase sts demonstrate they can understand the commands by performing them alone. • After learning to respond to oral commands the sts learn to read and write

45. Communicative approach • Nature of Language • Communicative competence. Notions/functions Authentic Discourse Language Learning Interact with others in the target language; negotiate meaning. Ability to communicate in second language/TL

46. Communicative approach • Language Teaching • Use information gaps, role-plays, games • Group and pair work is stressed • Authentic material use is encouraged

47. Communicative approach • Focus in on meaning, not form • Teachers should be able to use the target language fluently and appropriately

48. CONTENT-BASED, TASK BASED, Participatory Approaches • Nature of Language • Medium for doing learning • Language Learning • Attend to what is being communicated, not the language itself, except when form-focused. • Lear how to learn

49. CONTENT-BASED, TASK BASED, Participatory Approaches • Language Teaching • Engage students in learning others subject matter, tasks, or in problem-solving around issues in their lives.

50. Leaning Strategy Training, Cooperative Learning and Multiple Intelligences. • Language learning • Learn how to learn • Language Teaching • Teach learning strategies ; use a variety of activities that appeal to different intelligences.