1. GSE Materials and Methods

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

3. Quiz!
3 Multiple choice
1 short answer
1 bonus question

4. 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

5. 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

6. 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?

7. 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

8. 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

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

10. 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?

11. Comparing major language trends of the 20th century

12. Alternative Methods

13. The birth of Alternative Approaches and Methods
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)

14. 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

15. 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!

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

17. Example Presentation: Neurolinguistic programming

18. Content
Background
Approach
Design
Procedure
Conclusion

19. 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

20. 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

21. 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.

22. 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

23. 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.

24. 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 )
15 steps of Lesson sequences in the book which will be helpful for you to read

25. 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).