GSE Materials and Methods

Welcome Quiz – open notes Audio Lingual Method Materials – Discussion and Activity Audio-Lingual Activity Comparing Traditional Methods Alternative Methods Presentation

Quiz! 3 Multiple choice 1 short answer 1 bonus question

The Audio-Lingual Method Oral based approach Vocabulary acquisition through modeling situations Grammar sentence patterns acquired through dialogue and techniques Over-learning – learn to answer without stopping to think

The Audio-Lingual Method Charles Fries (1945) University of Michigan Principles from behavioral psychology used B. F. Skinner (1957) Conditioning – learners respond correctly to stimuli through shaping and reinforcement Skinner Box

Typical Classroom Activities Repetition drill (read and repeat after teacher) Backwards build up Chain drill 2 students perform dialogue Picture cues Substitution drills / Transformation drill Does this remind you of any class you took (or taught) in the past?

Thinking about the Experience Teacher uses only target language But does this always happen in Korea? Dialogues are repeated several times Habit formation Errors lead to bad habits The teacher uses positive reinforcement

Reviewing the Techniques Dialogue memorization Question and answer drill Use of minimal pairs Thigh/thy Bin/bean Complete the dialogue Grammar Game Supermarket Alphabet Game p.41

Audio-Lingual Activity Pimsleur Method (for Korean) Which A-L techniques does the CD use?

Pimsleur Language Learning System Do you think I can learn how to speak Korean this way? Why or why not? What kind of materials do you recommend I get in addition to this CD?

Comparing major language trends of the 20th century

Alternative Methods

The birth of Alternative Approaches and Methods 1970-1980 major shift in language teaching Growing interest in communicative approaches shift from grammar to communication focus alternative methods include ones developed outside mainstream language teaching main methods discussed in second half of course (Part III of textbook)

Origins of Alternative Methods Developed around particular theories of learners and learning Total Physical Response Silent Way Counseling Learning Suggestopedia Neurolinguistic programing Multiple Intelligences Based on alternative grammar model Lexical Approach From mainstream education Whole language Competency-based instruction

Alternative Approaches and Methods Project Presentations will be 5-7min Feel free to make a PPT, poster, make handouts, etc. Bonus points for creativity (make a skit, do an interview) You must cover The method’s background and theory Design Procedure Any special notes (including it’s popularity and use today, usefulness for Korean English education, etc.) Optional: Pretend you are a salesperson for the method. Individually or in groups of 2, pick one approach/ method and try to convince the class it’ll be great for our students!

Rubric Content 30 points Visual Aids 10 points Preparedness 5 points Time (5-7 minutes) +5 points___ =50 points

Example Presentation: Neurolinguistic programming

Content Background Approach Design Procedure Conclusion

Background Training philosophy and set of training techniques First developed by John Grindler and Richard Bandler Mid 1970s as an alternative form of therapy Techniques use to build rapport with clients gather information of their in/external view help achieve goals and bring personal changes

What is Neurolinguistics? “NLP is… a collection of techniques, patterns, and strategies for assisting effective communication, personal growth and change, and learning. It is based on a series of underlying assumptions about how the mind works and how people act and interact.” (Revell and Norman 1997:14) NLP have been applied in variety of fields: management training sports training communications sales Marketing language teaching NLP refer to attitudes to life, people, self discovery and awareness Humanistic approaches- focuses on developing one’s sense of self- actualization and self-awareness

Approach: Theory of Language and Learning Neuro: beliefs about the brain Linguistic: theory of communication Programming: observable patterns of thought and behavior Demonstration of NLP --------- NEURO refers to how our mind perceive the information through our five senses ( Visual, Auditory, Kinesthetic, Olfactory, Gustatory) LINGUISTIC refers to how we understand and interpret information through verbal and nonverbal communication PROGRAMMING refers to how we re-present the perceived message in our mind and how it manifests into behaviour.

Design: Objectives, syllabus, learning activities, roles of learners, teachers and materials 4 key principles Outcomes: know what you want Rapport: establish rapport with yourself and then with others Sensory activivity: use your senses. Look at, listen to, and feel what is actually happening Flexibility: Keep changing what you do until you get what you want

Design: Objectives, syllabus, learning activities, roles of learners, teachers and materials 13 presuppositions Mind and body are interconnected The map is not the territory There is no failure, only feedback The map becomes the territory Knowing what you want helps you get it The resources we need are within us Communication is nonverbal as well as verbal The non-conscious mind is benevolent Communication is non-conscious as well as conscious All behavior has a positive intention The meaning of my communication is the response I get Modeling excellent behavior leads to excellence In any system, the element with the greatest flexibility will have the most influence on that system.

Procedure To help students become aware at a feeling level of conceptual meaning of a grammatical structure (Primary focus of the sequence is awareness) Alternative approaches and methods (pg.129-130) 15 steps of Lesson sequences in the book which will be helpful for you to read

Conclusion NLP is not a language teaching method. More of a humanistic philosophy and a set of beliefs and suggestions. NLP practitioners believe that language teachers who adopt and use principles of NLP become more effective teachers. “need not be accepted as the absolute truth, but acting as if they were true can make a world of difference in your life and in your teaching” (1997:15).