1. ELT 213 APPROACHES TO ELT I INTRODUCTION TO THE COURSE
Assist. Prof.Dr. Seden Eraldemir Tuyan

2. Asst. Prof.Dr. SEDEN ERALDEMİR TUYAN
Monday
Tuesday
Wednesday
Thursday
Friday
9.40 –
ELT-419
School Experience
ELT 329 (A)
Teaching Methodology II
ELT 213 (A)
Approaches to ELT I
ELT 213 (B)
LUNCH BREAK
OFFICE HOUR
ELT 329 (B)
15.30 – 16.20

6. Aim of the course book
a) To teach many teaching methods b) To help student teachers uncover their thoughts that guide them as teachers c) To introduce a variety of techniques

7. Basic Questions to Answer
What is the major purpose of teacher education?
How did you learn English? What method(s) did your English teachers use?
How would you like to teach English: the same as or different from the way you were taught? Why?

8. APPROACH, METHOD,
PROCEDURE & TECHNIQUE

9. Why do you think it is important for a teacher to know the principles and approaches/methods/techniques used in language teaching?
a) to make tacit knowledge explicit! (they become clearer about why they do what they do)
b) to give the teachers the chance to teach differently from the way they were taught
c) to give them the chance to choose the most suitable one

10. Reflect on the following extracts taken from your book.
“A method is decontextualized. How a method is implemented in the classroom is going to be affected not only by who the teacher is, but also by who the students are, their and the teacher’s expectations of appropriate social roles, the institutional constraints and demands and factors connected to the wider socio-cultural context in which the instruction takes place” (p. x).

11. “A study of methods need not lead to the de-skilling of teachers but rather can serve a variety of useful functions when used appropriately in teacher education” (p. xi).
“Teachers and teacher educators should not be blinded by the criticisms of methods and thus fail to see their invaluable contribution to teacher education and continuing development” (p. xi).

12. What is an approach?

13. What is an approach? (1/1)
Underlying each method is a theory on the nature of language and a theory on the nature of language learning both of which comprise the approach.
These theories are derived from the areas of linguistics, sociolinguistics, psycholinguistics and are the source of principles and practices of language teaching.

14. APPROACH Theories about the nature of language and language learning
Serves as the source of practices and principles in language teaching
Describes how language is used
Describes how people acquire the language
Promote successful language learning by making statements about the conditions

15. What is a method?
What are the components of a method?

16. Method Practical realization of an approach
Explains types of activities, roles of teachers and learners, materials to be used, syllabus organization
Includes various procedures and techniques

17. What is a method? (2/2)
For the teacher, methods prescribe what materials and activities should be used, how they should be used and what the role of the teacher should be.
For learners, methods prescribe what approach to learning the learner should take and what roles the learner should adopt in the classroom.

18. Procedure Gives the sequence of techniques to be used
e.g. First do this; then do this
Classroom techniques, practices and behaviors observed when the method is used
Interactional patterns observed in lessons
Tactics and strategies used by teachers and students
Smaller than a method, bigger than a technique

19. Technique
A single activity, not a sequence

20. Method Approach Design Procedure
Summary and elements and sub elements that constitute method (Richards & Rodgers:33)
Method
Approach
a. A theory of the nature of language
b. A theory of the nature of language learning
Design
a. The general and specific objectives of the method
b. A syllabus model
c. Types of learning and teaching activities.
d. Learner roles
e. Teachers roles
f. The role of instructional materials
Procedure
a. Classroom techniques, practices, and behaviors when the method is used.
b. Resources in term of time, space, and equipment used by the teacher.
c. Interactional patterns observed in lessons.
d. Tactics and strategies used by teachers and learners when the method is being use.

22. What is an approach influenced by?
Theory of language: How is language viewed?
Structural View of Language.
Functional View of Language.
Theory of language learning: How do learners learn the language?
What are the psychological and cognitive processes involved (habit formation, induction, inferencing, generalization)?
What are the conditions that need to be met for these learning processes to be activated?

23. Theory of language – focus of teaching (1/2)
If language is seen as a system of structurally related elements for the coding of meaning:
What dimension of language is prioritized?
Grammatical dimension.
What needs to be taught?
Phonological units.
Grammatical units and operations.
Lexical items.

24. Theory of language – focus of teaching (2/2)
If language is viewed as a vehicle for the expression of functional meaning:
What dimension of language is prioritized?
semantic and communicative dimension of language.
What needs to be taught?
functions, notions of language.