Modern methods in Language Teaching BRET Modern methods in Language Teaching

Approaches used Communicative Approach Lexical Approach Task Based Approach Blended learning Approach

Methods used PPP (Presentation, Practice, Production) Total Physical Response Guided Discovery Test – Teach – Test

Communicative Approach Meaningful and authentic language use (often information gap) Learners interact with each other (pair and group work, mingles) Emphasis on completing task Teacher provides feedback

Communicative Approach: example Talk to different people and find out: Name, Job, one interest There’s an info gap here. You talked to different people.

Lexical Approach Language isn’t divided into grammar and vocabulary. It consists of ‘chunks’. More attention to: lexis, listening and reading, L1/L2 comparisons Less attention to: sentence grammar, talking in L2 for sake of it

Lexical Approach: example Read the text: I get up at 7am. I wash my face and then get dressed. After that I have breakfast and read the newspaper. Find word partnerships in the text.

Task Based Approach Focuses on students doing a task – fluency based Students use language for a particular outcome Real life language, meaning is important Students generate language Get feedback (for accuracy)

Task Based Approach: example (see Cutting Edge Int p12-13) Lead-in: listening or reading which uses possible language students could use in the task Students are given task. Teacher supports. Students do task Students report back to class Language feedback

Blended Learning Approach Two facets to learning programme: 1. Face-to-face with teacher 2. Computer-based programme The two facets support each other

PPP Presentation: language is presented in some way in context (situation, dialogue, reading..) and teacher shows form and meaning Practice: students produce the language through controlled exercises Production: freer practice of the language presented. Useful for introducing language at lower levels or for language you think will be new

PPP: example

PPP: example (continued) Andy didn’t take any of these things with him What do you think of Andy? Elicit ideas “He should have taken a map”. Elicit more examples Controlled practice – gap fill Freer practice – Andy talking with rescue team

Total Physical Response Students are exposed to language before they are expected to produce it. Students learn language through listening and responding Limited - useful for ‘action’ verbs

TPR: example Teacher asks students to put objects in different places to teach/reinforce Prepositions of Place

Guided Discovery Students are exposed to language through a reading or listening text Students answer questions about the text which lead them to ‘discover’ the rules of the language Good for higher levels

Guided Dicovery: example (see Cutting Edge Int p18) Lead-in: to get students interested Students listen to song and fill in gaps Students answer the questions about the grammar Follow up practice

Test – Teach - Test Test: Students are given an exercise/activity in which they could produce the TL structure Teacher monitors and listens Teach: Teacher ‘teaches’ as necessary Test: Students are given another exercise/activity

Test – Teach – Test: example

An Eclectic Approach Most teachers use a combination of approaches and methods Why? To create variety and interest in the learning programme and to tailor the programme for the students. How to decide? Level, students’ interests, lesson aim, learning styles