A seminar course for OTAK students ‘ELT for a Global World’ INTRODUCTION INTO ELT A seminar course for OTAK students Session 6 Halápi Magdolna, Major Éva, Christopher Ryan Department of English Language Pedagogy FSA 2015 Supported by the Higher Education Restructuring Fund allocated to ELTE by the Hungarian Government  2016 Halápi, Major, Ryan

Criteria to examine methods and approaches We are going to watch demonstrations, compare and analyse them. Task: Brainstorm at least 5 possible criteria in groups. e.g.: Student-centred vs. Teacher-centred What is the role of the native language? 2  2016 Halápi, Major, Ryan

Criteria to examine methods and approaches 1. Goals 2. Role of the teacher/student? 3. Teaching/Learning Process? 4. Nature of student/teacher interaction? 5. How are students’ feelings dealt with? 3  2016 Halápi, Major, Ryan

Criteria to examine methods and approaches 6. View of language/ culture? 7. What language skills are emphasized? 8. Role of the native language? 9. How does evaluation occur? 10. Treatment of errors? 11. Associated with whom? 4  2016 Halápi, Major, Ryan

Grammar Translation Method Watch the following video of a Greek lesson at an American university. http://hlr.byu.edu/methods/content/grammar.html What is the goal of this lesson part of the lesson? What skills are developed? Have you ever experienced a similar kind of lesson or part of a lesson? Notes on the Video The lesson in the video shows a first-year class in Attic Greek (a dialect of ancient Greece) taught by Dr. Bill Tortorelli of Brigham Young University. As the lesson consists partly of a review of verb forms, it does not depict all the phases of a "typical" grammar-translation lesson; nevertheless, it illustrates how some of the method's techniques may be effectively used when the goal is to develop grammatical understanding and translation skills. The lesson begins with a review of tense and aspect, followed by a discussion of verb conjugation and practice translating sentences that exemplify the verb forms being studied. 5  2016 Halápi, Major, Ryan

Evaluation of the Grammar Translation Method 1 1. Goals 2. Role of the teacher/student 3. Teaching/ Learning     Process? 4. Nature of student/teacher interaction 5. How are     students’ feelings     dealt with? Grammar- Translation 1. Goals Read literature in L2. Develop mind. Learn grammar, vocabulary, and culture. 2. Role of the teacher/student Traditional. T is the authority. Ss learn from the T. 3. Teaching/ Learning     Process? Translation. Deductive study of grammar. Memorize vocabulary. 4. Nature of student/teacher interaction T to S. 5. How are students’ feelings dealt with? N.A. 6. View of language/ culture? Literary language over spoken language. 7. What language skills are   emphasized? Vocabulary/ grammar. Reading/writing. 8. Role of the native language? L1 in classroom. Two-way translation. 9. How does evaluation occur? Written translations. Apply grammar rules. 10. Treatment of errors? T supplies correct answer. 6  2016 Halápi, Major, Ryan

Evaluation of the Grammar translation method 2 6. View of language/ culture? 7. What language      skills are   emphasized? 8. Role of the native language? 9. How does evaluation occur? 10. Treatment of errors? Solutions on Worksheet (Slide 11/12) 7  2016 Halápi, Major, Ryan

References Larsen-Freeman, D. (1990) Language Teaching Methods, Teacher’s Handbook for the Video Series by Office of English Language Programs Materials Branch United States Department of State Washington, D.C. 20547 (http://americanenglish.state.gov/resources/language-teaching-meth Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press. Language Teaching Methods: An Overview, TJ Tylor BLOG (http://blog.tjtaylor.net/teaching-methods/ ) Solutions on Worksheet (Slide 11/12) 8  2016 Halápi, Major, Ryan