TESOLMethodology Teachers of English to Speakers of Other Languages

Classroom practices - Teacher-centered - Learner-centered

Philosophy of Language Teaching & Learning  Behaviourism  Cognitivism  Acquisition & Learning  Task-based learning  Humanistic approaches  Self-directed learning [Jeremy Harmer (1998). The Practice of English Language Teaching]  A balance activities approaches  Behaviouris m  Cognitivis m  Acquisition & Learning  Task-based learning  Humanistic approaches  Self-directed learning  A balance activities approaches … is the psychological theory that all human behaviour is learnt to fit in with external conditions, and is not influenced by people’s thoughts and feelings.… is the psychological theory that all human behaviour is learnt to fit in with external conditions, and is not influenced by people’s thoughts and feelings. From this theory, it is believed that language is a form of behaviour and can be learnt by forming habits following a three-stage procedure: stimulus, response and reinforcement. This term refers to a psychological theory that knowledge is acquired by a mental process.This term refers to a psychological theory that knowledge is acquired by a mental process. Rejecting to the idea that language is a set of habits, Chomsky emphasized on the creative performance by internalising rules of a language. Stephen Krashen characterised acquisition as a subconscious process which results in the knowledge of a language whereas learning results only in “knowing about” the language. Acquiring a language is more successful and longer lasting than learning.Stephen Krashen characterised acquisition as a subconscious process which results in the knowledge of a language whereas learning results only in “knowing about” the language. Acquiring a language is more successful and longer lasting than learning. Language has to be acquired as a result of some deeper experience than the concentration on grammar points.Language has to be acquired as a result of some deeper experience than the concentration on grammar points. “Tell me, and I will forget; show me and I’ll remember; involve me and I’ll learn.”“Tell me, and I will forget; show me and I’ll remember; involve me and I’ll learn.” Language teaching is not just about teaching language; it is also about helping students to develop themselves as people.Language teaching is not just about teaching language; it is also about helping students to develop themselves as people. “Learn to know, learn to do, learn to be human, and learn to live well with the community.“Learn to know, learn to do, learn to be human, and learn to live well with the community. Focus on the students has also led to the development of learners’ learning and self- directed learning programs.Focus on the students has also led to the development of learners’ learning and self- directed learning programs.

LANGUAGE LEARNER FINELY-TUNED INPUT ROUGHLY- TUNED INPUT PRACTICE OUTPUT COMMUNICATIVE OUTPUT [Source: Jeremy Harmer (1998). The Practice of English Language Teaching]

The roles of teachers and learners

CLASSROOM PRACTICES  Classroom practices are tasks related to teaching and learning process involving many activities.  These activities imply role relationships between teacher and learner, learner and learner.  These relationships are established, maintained, and evaluated through communication. [Tony Wright (1997). Roles of Teachers and Learners.]

The roles of teachers Controller Assessor Organizer Prompter Participant Tutor Resource Investigator [Jeremy Harmer (1998). The Practice of English Language Teaching] Controller Assesso rOrganizer Prompte r Participant Tutor Resourc e - to be in complete charge of the class - to control what the students do, when they speak and what language they use - to be the centre of attention - to do a lot of talking - to estimate the students’ work - to see how well they are performing as well as how well they performed -to organize students' activities - to give clear instructions about students’ tasks - to encourage students to participate - to make suggestions about how students may proceed in an activity when there is a silence or when they are performed about what to do next. - to participate in an activity with students - to give advice and guidance to students what to do next - to help students clarify ideas and limit the tasks - to act as a coach, a guide, an organizer, a prompter, a resource… - to be like a walking resource center - to offer help whenever students need - to provide information, to give advice to students -to investigate what is going on in class - to observe what works well in class - to try out new techniques and activities - to evaluate the appropriacy of these new techniques and activities Teachers who constantly seek to enrich their understanding of what learning is all about and what works well will find the teaching of English constantly rewarding.

Learners’ activeness in practicing learning activities in main approaches or methods 1.Communicative Language Teaching 4.Suggestopedia 9.The Natural Approach 10.The Silent Way 5.The Audio-lingual Method 8.The Grammar-Translation Method 2.Community Language Learning 11.Total Physical Response [David Nunan (1992). Designing Tasks for the Communicative Classroom] Passive Active Situational Language Method 1.The Grammar-Translation Method (08) 3.Situational Language Method (03) 5.Suggestopedia (04) 6.Total Physical Response (11) 4.The Audio-lingual Method (05) 7.The Silent Way (10) 8.Community Language Learning (02) 9.Communicative Language Teaching (01) 10.The Natural Approach (09) 7.The Direct Method 6.The Course Design Method 2.The Direct Method (07) 11.The Course Design Method (06)

Time of popularity and unpopularity of the main approaches and methods The Grammar-Translation Method (G-TM) The Direct Method (DM) Situational Language Method (SLM) The Audio-lingual Method (ALM) Alternative Methods (AMs) Communicative Language Teaching The “Course Design Approach” (CLT) (CDA) Total Physical Response (TPR) The Silent Way Suggestopedia Communicative Language Teaching The Natural Approach [Paul Davis (2000). Success in English Teaching]

Setting of teacher-centeredness

Setting of learner-centeredness (focus on communicative activities & pair, group work)

Setting of learner-centeredness [Tony Wright (1997). Roles of Teachers and Learners] Focus on rehearsal & class discussion

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