2.  MOODLE ◦ Animoto – very nice (Sezai???) ◦ Animoto – comment on two (contrast/compare music/graphics to another) by 3 Mar midnight ◦ Rod Bolitho (highly recommend) ◦ Meral and Muhacir - photos  ENGRADE -  DIIGO group -   YouTube channel -  (Subscribe to TEFL methods playlist

3. EFL 252

4. 1. Method – Methodology - Approach 2. The Grammar-Translation Method 3. The Direct Method 4. Audio-lingual Method

5.  a way of teaching a language which is based on…. ◦ systematic principles and procedures ◦ an application of views on how a language is best taught and learned.  a way of teaching a language which is based on…. ◦ systematic principles and procedures ◦ an application of views on how a language is best taught and learned.

6.  terms! Can you think of any? ◦ approach ◦ design ◦ method ◦ practice ◦ principle ◦ procedure ◦ strategy ◦ tactic ◦ More… 5  terms! Can you think of any? ◦ approach ◦ design ◦ method ◦ practice ◦ principle ◦ procedure ◦ strategy ◦ tactic ◦ More…

7. 6  How is method different from methodology?

8. ◦ Method =  what experts have conceptualized ◦ Methodology =  what teachers do  So, in terms of EFL252 ◦ observing teachers and classrooms is an analysis of…  Methodology ◦ examining a textbook for its match to particular framework is an analysis of…  Methodology 7  How is method different from methodology? ◦ Method =  what experts have conceptualized ◦ Methodology =  what teachers do  So, in terms of EFL252 ◦ observing teachers and classrooms is an analysis of…  Methodology ◦ examining a textbook for its match to particular framework is an analysis of…  Method

9.  Method  Technique  Approach  Methodology  Curriculum/syllabus

10.  Anthony’s (1963) 3-way distinction ◦ Approach = philosophy ◦ Method = plan ◦ Technique = classroom implementation  Framework issues… ◦ Meant to provide a common viewpoint ◦ Assumes hierarchical relationship, however…  boundaries are blurred  Approach/method  Method/technique ◦ Ignores the dynamic nature of teaching 9  Anthony’s (1963) 3-way distinction ◦ Approach = philosophy ◦ Method = plan ◦ Technique = classroom implementation  Framework issues… ◦ Meant to provide a common viewpoint ◦ Assumes hierarchical relationship, however…  boundaries are blurred  Approach/method  Method/technique ◦ Ignores the dynamic nature of teaching

11. In Anthony’s framework, roles are distinct:  Theorist - Role defined under approach  Syllabus/materials designer - Role defined under method/design  Teacher - Role defined under technique / procedure  Teacher - Role determined by syllabus / materials designer 10 In Anthony’s framework, roles are distinct:  Theorist - Role defined under approach  Syllabus/materials designer - Role defined under method/design  Teacher - Role defined under technique / procedure  Teacher - Role determined by syllabus / materials designer

12.  What problems do you see with the 3-part division of labour? First hand experiences?  To what extent will you as teachers play multiple roles? ◦ Teacher ◦ Materials producer ◦ Syllabus designer ◦ Classroom researcher ◦ Theorist  To what extent will you play them sequentially (in order) or simultaneously (at the same time)? 11

13. 1. Grammar-Translation 2. The Direct Method 3. Audio-lingualism

14. GOOGLE timeline Grammar Translation Method

15. Background  most traditional method  late nineteenth and early twentieth centuries  originally used to teach 'dead' languages and literature ◦ Latin and Greek ◦ may explain its bias to written work and almost no emphasis on speaking. Background  most traditional method  late nineteenth and early twentieth centuries  originally used to teach 'dead' languages and literature ◦ Latin and Greek ◦ may explain its bias to written work and almost no emphasis on speaking.

16.  In class, the students' mother tongue is main and only language of instruction  Vocabulary is taught in the form of isolated word lists.  Grammar is taught through elaborate explanations  Students start reading of difficult texts right from the beginning  Main exercises are to translate disconnected sentences--little attention is paid to the content or context of texts  Pronunciation is given little or no attention  In class, the students' mother tongue is main and only language of instruction  Vocabulary is taught in the form of isolated word lists.  Grammar is taught through elaborate explanations  Students start reading of difficult texts right from the beginning  Main exercises are to translate disconnected sentences--little attention is paid to the content of texts  Pronunciation is given little or no attention

17.  Production? ◦ Students translate but do not create their own sentences.  Meaning and context? ◦ Little focus of the grammar for real communication.  Error correction? ◦ Focus on accuracy can be harmful to the students ’ learning processes.  Production? ◦ Students translate but do not create their own sentences.  Meaning and context? ◦ Little focus of the grammar for real communication.  Error correction? ◦ Focus on accuracy can be harmful to the students ’ learning processes.

18. GOOGLE timeline Direct Method

19. Background  a reaction against grammar-translation  language not an academic subject but a tool for communication  attempt to integrate more use of the target language in instruction Background  a reaction against grammar-translation  language not an academic subject but a tool for communication  attempt to integrate more use of the target language in instruction

20.  Practicality? ◦ L2 learned the same way L1 was acquired - by total immersion technique. ◦ Taken to extreme, teacher never uses one word of L1  Skills integration? ◦ Rejects reading for input, but students already have reading/writing skills in L2  Syllabus design? ◦ Selection, grading and control of language presentation lacks logical structure, especially with vocabulary and grammar  Practicality? ◦ L2 learned the same way L1 was acquired - by total immersion technique. ◦ Taken to extreme, teacher never uses one word of L1  Skills integration? ◦ Rejects reading for input, but students already have reading/writing skills in L2  Syllabus design? ◦ Selection, grading and control of language presentation lacks logical structure, especially with vocabulary and grammar

21.  Input: ◦ Q & A: The teacher asks questions of any nature and the students answer. ◦ Dictation: The teacher chooses a grade appropriate passage and reads the text aloud.  Output: ◦ Reading Aloud: Students take turn reading sections of a passage, play or dialog out loud. ◦ Map Drawing, Role Plays  Error correction: ◦ Self-Correct: Students self-correct by teacher offering choices between what they said and the proper pronunciation/structure  Input: ◦ Q & A: The teacher asks questions of any nature and the students answer. ◦ Dictation: The teacher chooses a grade appropriate passage and reads the text aloud.  Output: ◦ Reading Aloud: Students take turn reading sections of a passage, play or dialog out loud. ◦ Map Drawing, Role Plays  Error correction: ◦ Self-Correct: Students self-correct by teacher offering choices between what they said and the proper pronunciation/structure

22. GOOGLE timeline Audio lingual method

23. Background  based on the principles of behavior psychology  adapted many of the principles and procedures of the Direct Method Background  based on the principles of behavior psychology  adapted many of the principles and procedures of the Direct Method

24.  Students’ mother tongue is rarely used - focus is use of the target language  The context of the language is in realistic everyday situations ◦ vocabulary taught in context ◦ presented with audio tapes, language labs, visuals  Skills focus is on pronunciation and accuracy, with no direct grammar explanation  Students learn by… ◦ Repeating structures/patterns in drills ◦ Mimicking dialogues, memorizing set phrases  Errors are corrected immediately, reinforced by correct response  Students’ mother tongue is rarely used - focus is use of the target language  The context of the language is in realistic everyday situations ◦ vocabulary taught in context ◦ presented with audio tapes, language labs, visuals  Skills focus is on pronunciation and accuracy, with no direct grammar explanation  Students learn by… ◦ Repeating structures/patterns in drills ◦ Mimicking dialogues, memorizing set phrases  Errors are corrected immediately, reinforced by correct response

25.  Dialog Memorization  Backward Build Up  Transformation Drill  Complete the Dialog  Dictation  Flashcards  Dialog Memorization  Backward Build Up  Transformation Drill  Complete the Dialog  Dictation  Flashcards

26.  Communicative competence? ◦ Language not ‘acquired’ through habit formation and ‘overlearning’ dialogues in a language lab  Role of error? ◦ Errors are a natural part of the learning process. ◦ Not to be avoided, but used as learning opportunities  Syllabus? ◦ There is more to language than just structure, e.g., collocations, register, inferencing, etc.  Communicative competence? ◦ Language not ‘acquired’ through habit formation and ‘overlearning’ dialogues in a language lab  Role of error? ◦ Errors are a natural part of the learning process. ◦ Not to be avoided, but used as learning opportunities  Syllabus? ◦ There is more to language than just structure, e.g., collocations, register, inferencing, etc.

27.  Teaching by Principles: An Interactive Approach to Language Pedagogy ◦ By H. Douglas Brown  Approaches and methods in language teaching ◦ By Jack C. Richards, Theodore Stephen Rodgers  Understanding language teaching: from method to post-method ◦ By B. Kumaravadivelu  “Approach, method, technique” in English Language teaching (Vol 17), 1963 ◦ By Edward Anthony

28.  Engrade – quiz on GTM, DM and ALM.  MOODLE ◦ We three English teachers are… (pair work) ◦ Subscribe to my YouTube channel (link in MOODLE) ◦ Join the EFL252 group in DIIGO (link in MOODLE) ◦ Update your description in MOODLE.  10 to 15 KEY terms – flashcard mode – first volunteer? (Not already in MOODLE glossary) TermDefinition Disciplineto improve or attempt to improve the behaviour of (oneself or someone else) by training or rules