Chap. 11 TECHNIQUES, TEXTBOOKS, AND TECHNOLOGY Teaching by principles H.D. Brown

TECHNIQUES REDEFINED 1. Task -Focus on the authentic use of language for meaningful communicative purposes beyond the language classroom 2. Activity -What learners do in the classroom Role-plays, drills, games, peer-editing, small-group information-gap exercises

TECHNIQUES REDEFINED 3. Procedure The actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method 4. Practice, behavior, exercise, strategy 5. Technique

CATEGORIZING TECHNIQUE: A BIT OF HISTORY ESL Teacher’s Activities Kit (e.g., Elizabeth Claire, Friederike Kippel, Shoemaker and Shoemaker) From Manipulation to Communication Manipulative side --- communicative Manipulation-communication scale

CATEGORIZING TECHNIQUE: A BIT OF HISTORY The whole CLT approach accentuates a diametrically opposite philosophy: that genuine communication can take place from the very first day of a language class Another communicative technique involves students in a “mixer” to interact!!

CATEGORIZING TECHNIQUE: A BIT OF HISTORY 2. Mechanical, Meaningful, & Communicative Drills: Minimal-or optimal - use of such drilling Repetition drills, substitution drills, Moving slot substitution drills Mechanical drills

CATEGORIZING TECHNIQUE: A BIT OF HISTORY A meaningful drill - connected to some form of reality “communicative” drills Quasi-communicative practice Make some use of drilling techniques but only in moderation A few short, snappy drills here and there, especially at the lower levels of proficiency

CATEGORIZING TECHNIQUE: A BIT OF HISTORY 3. Controlled to Free Techniques Controlled Free Teacher-centered Student-centered Manipulative Communicative Structured Open-ended Predicted Sts’ response Unpredicted responses Pre-planned objectives Negotiated objectives Set curriculum Cooperative curriculum

A TAXONOMY OF TECHNIQUES Taxonomy of language-teaching techniques Table 9.1 1. Controlled Techniques -Warm-up -Setting -Organizational -Content explanation

A TAXONOMY OF TECHNIQUES -Role-play demonstration -Dialogue/narrative recitation -Reading aloud -Checking -Q & A, Display -Drill -Translation

A TAXONOMY OF TECHNIQUES -Dictation -Copying -Identification -Recognition -Review -Testing -Meaningful drill

A TAXONOMY OF TECHNIQUES 2. Semicontrolled Techniques -Brainstorming -Storytelling -Q & A, Referential -Cued narrative/dialogue -Information transfer -Information exchange

A TAXONOMY OF TECHNIQUES -Wrap-up -Narration/exposition -Preparation

A TAXONOMY OF TECHNIQUES 3. Free Techniques -Role-play -Games -Report -Problem-solving -Drama -Simulation

A TAXONOMY OF TECHNIQUES -Interview -Discussion -Composition -Propos

TEXTBOOKS The most obvious and most common form of material support for language instruction comes through textbooks Your challenge is to make the very best use of the textbook that you have Always perform text evaluations before & after using one-also ask sts about their opinions on textbook (see Table 9.2)

OTHER WRITTEN TEXTS Texts are any of a wide variety of types or genres of linguistic forms Teacher Resource Books Other Student Textbooks Realia are the oldest form of classroom Posters, charts, and magazine pictures

TECHNOLOGY IN THE LANGUAGE CLASSROOM Commercially produces audiotapes Commercially produced videotapes Self-made audiotapes Self-made videotapes Overhead projection

COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) 1. Multimodal practice with feedback 2. Individualization in a large class 3. Pair and small-group work on projects, either collaboratively or competitively 4. The fun factor 5. Variety in the resources available and learning styles used

COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) 6. Exploratory learning with large amounts of language data 7. Real-life skill-building in computer use

COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) Collaborative projects Peer-editing of compositions E-mail Web page design Reinforcement of classroom material Games and simulations Computer adaptive testing Speech processing