Methodology

Silent way
1. Theaching should be subordinated to learning
  1. Principles
    1. Students shoul be able to use the language for self-expression
      1. The silen way shares a great deal with other learning theories and educational philosophies
        The objective
        To give beggining level students oral and aural facility in basic elemnts of the target language
        General goal
        Near native fluency in the target language
        Correct pronunciation and mastery of the prosodic elements of the target are emphasized
    2. The teacher is a technician
      1. Only the learner can do the learning
        Students being their study of the language through is basic building blocks, it sound
        For much of the student-teacher interaction, the theacher is silent
        The teacher assesses the student all the time
        Evaluation
        Student errors are seen a natural, idispensable part of learning
        Ejemplo
        The teacher walks to the fromt of the room, takes out a metal pointer and points to a chart tapet to the wall
2. The sillabus
  1. Adopst basically structural sillabus, with lessons planned around grammatical items and related vocabulary
    1. Types of learning and teaching activities
      1. Linguistic tasks in which the teacher models a word prhase or sentence
        The role of instructional materials
        Consist mainly of a set of colored rods, color-coded pronunciation and vocab- ulary wall charts
        The materials are designed for manipnlation by the students as well as by the teacher
        The pronunciation charts, called "Fidels," have been devised for a number of languages and contain symbols in the target language
Community Language Learning (CLL)
1. Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners
  1. The intention was that it would integrate translation so that the students would disassociate language learning with risk taking.
    1. It's a method that is based on
      1. English for communication and is extremely learner-focused.
        Goals of teacher that use this method CLL
        Students learn about their own learning, but also take responsibility for it.
        rol of teacher
        the main role of a teacher in this methodology is to be the counselor, but should not be interpreted as the therapist of the students, means that the teacher must recognize the new of learning situations of their students and that in this way they achieve their main objective related to the expected language.
        rol of student
        the role of the students is very teacher based, but it is there when they recognize that and concentrate on studying more and more and that thanks to this form they become very independent
2.  This methodology in order to work has to identify 5 stages
  1. 5 stages
    1. stahe 1.2 3
      1. In this stage the teacher concentrates on his learning process as well as on his
    2. stage 4 5
      1. the student is more confident, more prepared in their language, and so the teacher can focus more on getting better accuracy language
3. Main Characteristics
  1. • Students use the language a great deal though communicative activities such a games
    1. • Give the importance to the personal experiences of the learners as elements contributing to their language
      1. • Movement for learners from total dependence to growing autonomy
        • TL dialogue generated learner by learner only is necessary
        • Recorded dialogue transcribed by teacher on board
4. Areas Emphasized
  1. Grammar points
  2. Pronunciation patters
  3. Vocabulary
  4. Through reading and writing
  5. Speaking the lsnguaje
5. Evaluation
  1. The teacher must perform a test to measure the knowledge obtained by the students
    1. but this test must be more inclusive another way teachers can evaluate is for students to write a paragraph or give an interview orally.
The Audio-Lingual Method
1. Is a method of foreing language teaching which emphasizes of teaching of listening and speaking before Reading and writing.
  1. It is uses dialogues as the main training techniques and the mother tongue is discouraged in the classroom.
    1.  Goals of teacher that use this method
      1. That students actually use the language in order to communicate, and without the need to be thinking so much about their phrases, sentence.
    2.  Rol of student
      1. The role of the students is to imitate the model teacher, or even the audios, since they supply the model's speakers so that they can later perform it in the best possible way, but taking into account that it has the correct coherence.
    3.  Characteristics
      1. • Inductive learning of grammar rules based on dialogues ( no explicit grammar teaching)
      2. • Presentation of new structural patterns and vocabulary through oral repetition and memorization of scripted dialogues
      3. • Oral pattern-drills of key structures from dialogues (repetition drills, chain drills, substitution drills...)
      4. • Use of tapes, visual aids and ultimately language labs
      5. • Reading and written work based on earlier oral work, sometimes given as homework
    4.  Nature relation
      1. STUDENT / STUDENT in this way students interact when they are in a dialogue, but especially when you take different roles in the dialogues
      2. STUDENT / DIRECTED in this part the relation is that the interaction between teacher and student is initiated by the teachers.
      3.  Emphasized Areas
        • Vocabulary • Grammatical patterns
        Listening • Reading
        Speaking • Writing • The oral/aural skills
        Evaluation
        Students might be asked to distinguish between words in a minimal pair, or to give on appropriate verb form in a sentence
    5. Rol od Teacher
      1. Their role of the teacher is to be controlling, leading, directing the linguistic behavior of the students
The direct method
1. It is a principle that have been applied by language teachers for many years. Most recently it was revived as a method to communicate
  1. Goals and purposes:
    1. Of instructions became learning how to use another language to communicate
      1. Teachers who use the direct method intend that students learn how to communicate In the target language
        In order to do this successfully, students should learn to think in the target language
  2. Main characteristics:
    1. Teachers believe that students need to associate meaning with the target language directly
      1. When the teacher introduces a new target language: word or phrase, he demostrates it through the use of realia, pictures or pantomime
        Teacher never translates
        Students speak in the target language: A great deal and communicate as if they were in real situations
        Grammar is taught inductively: by examples
        An explicit garmmar rule may never be given
        Students practice vocabulary by wing new words in complete sentences
        Example:
        In order for your students to connect the dots and figure out vocabulary and rules of grammar for themselves, you have to give them plenty of material to work with. This means that instead of just giving one or two examples to illustrate your point, you work with five, six or even ten examples. And not only that—you’ll present each of the examples several times. Repetition is key in the direct method if students are to draw the correct conclusions.
        The examples that you give should be simple, unambiguous and interesting.
        Let’s say you want to teach the class the shapes, say circle. You have many different ways to dramatize this concept. Besides the obvious, which is drawing a circle on the board, you can bring different objects that exhibit the shape.
  3. Interaction and roles
    1. The teacher is a partner
      1. Students role less passive than in grammar-translation
        The initiation of the interaction goes both ways: from teachers-to-students and from students-from-teacher
        Although the latter is often beacher-directed. Students converse with another as well
        Emphasized areas
        Orally first
        Pronunciation
        Vocabulary
        Communication
        Role of students' native language
        Students' native language should not be used in the classroom.
  4. Evaluation
    1. Students should use the target language using oral and written skills: Interviews or write a paragraph about something they have studied
      1. Techniques for other lessons:
        Reading aloud
        Question/anwers exercieses
        Getting students self correct
        Conversation practice
        Dictation
Grammar translation
1. At one time it was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek. This method was used for the purpose of helping students to read and appreciate foreing language literature
  1. Goal and purposes
    1. The method of grammar translation wants the student to understand the literature of a second language
      1. A fundamental purpose of learning language is to be able to read literature written in it.
        To generate in the student a grammatical base to translate sentences or texts.
        An important goal is for students to be able to translate each language into the other.
        This method does not aim at communication, which results in it not being taught in the language being taught
  2. Main characteristics
    1. The grammatical method is based on a second language teaching on the detailed analysis of the grammatical rules
      1. In this method First teach the theory and then move on to practice
        Is a way of learning centered on the written plane
        Always takes into account the mother language, into which the sentences are translated from the language being learned.
        Sentence is the basic unit of language teaching and practice.
      2. Skills
        The primary skills to be developed are reading and writing
        Also Vocabulary and grammar are emphasized
  3. Insteraction and Roles
    1. The roles are very traditional and most of the interaction in the classroom is from the teacher to the students
      1. Teacher
        The teacher is the authority in the classroom
        If the sudent make a mistake answering a question the teacher has to get the correct answer
      2. Student
        The student do as the teacher says so they can learn what he knows
        Students should be concious of the grammatical rules of the target language
        Students study grammar deductively
  4. Evaluation
    1. The evaluation is by written test in which students are asked to translate from their native language into the target languag
      1. Reading and comprenhension questions.
        Questions about the target culture
        Questions that ask students to apply grammar rules
        Fill in the blancks Exercise
        Memorization of vocabulary
        Use word in sentences
Communicative Language Teaching
1. Role of the student's native language
  1. The language should not only be used during communicative activities also explaining the activities to the students assigning homework.
2. Background
  1. The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s.
    1. Situational Language Teaching represented the major British approach to teaching English as a foreign language.
3. Characteristics
  1. That is done with a communitive intent.
    1. Students use the language a great deal through communicative
      1. Acording to Moorow there are three features in common
        Information gab
        Choice
        Feedback
4. Goals
  1. Students need to understand the linguistics forms meanings and functions and they need to know that many different forms can be used to perform a function.
5. Roles
  1. Role of the student
    1. Students are communicators. They are engaged in negotiating meaning in trying to make themselves understood.
      1. Role of the teacher
        The teacher facilities communication in the classroom.
        To promote communication during the class, he acts an advisor, answering student´s questions.
6. Areas language and skills
  1. Language functions through a sillabus, students work with language at the course or supra-sentential level.
    1. Cohesion and coherence
    2. The four English skills
Audiovisual method
1. What is it?
  1. Method that gives priority to oral language, without neglecting written language.
2. Focus
  1. On the repetition and mechanical practice of structures, in order to automate them.
3. Principles
  1. Primacy of Oral language: It must be a spoken form; the written language is a second system, and from there derives the importance of phonetics in this method.
    1. The conception of communication as the main purpose of language: It must be presented in form of a dialogue, as in everyday life.
      1. The conception of language as the set of words and expressions that people use in daily communication: Its should be limited, and vocabulary should be presented within structures that make sense.
        Teacher's role
        Do not have freedom and improvisation
        Rigid actuation
        Must provide constant attention
        Student's role
        Unable to jump between memorized structures and free use of them in other communicative situations.
4. Objectives
  1. Effectiveness in the four main language skills: Oral and written comprehension and expression. Priority to the first one)
    1. Correction in pronunciation: Practice of structural exercises, while intuition is strongly developed in the process of understanding meaning (from images).
      1. Contents
        The grammatical contents are presented in form of structures, never in the format of traditional grammar.
        Role of materials
        They present information using acoustic, optical, or a combination of both.
        They can complement the classical teaching aids.
        Audiovisual media enhance interest, creativity, retention, and self-learning.
        Phases of the activities
        Presentation of the dialogue
        Explication
        Repetition
        Exploitation and re-use
        Students can act the dialogue, playing roles and modify the situations.
        Example
        Play a video of a conversation (video and lyrics), practice dialogue.
        Transposition and free use
        Apply themes in different situations
        Ensure understanding of the dialogue. The student must memorize all the dialogue, and must be able to emit the text of each image. Phonetic correction is done here.
        Each sequence (image-sound text) is projected again, the teacher ensures its correct understanding by means of questions, and gives examples.
        The images are projected together with the mimicry and practice of the sounds. (Twice)
Desuggestopedia
1. Is a specific set of learn ing recommendations. Lozanov describes as a "science . .. concerned with the systematic study of the nomational andlo r nonconscious influences" that human beings are constantly re- sponding
  1. Objectives
    1. Deliver advanced conversational proficiency quickly
      1. Apparently bases its learning claims on student mastery of prodIgious lists of vocabulary pairs
        That in creased memory power is not an isolated skill is a result of "positive, comprehensive stimulation of personahty
        Students learn to use another language for everyday communication
  2. Teacher's role
    1. 1. Teacher is the authority in the classroom
        The teacher iniciates interactions with the whole group of students and with individuals right from the beginning of a language course
        Ejemplo
        There are several posters on the walls.
        Role play, students are asked to pretend temporarily thet they are someone else and to perform in the target language
  3. Students' role
    1. The students will retain information better from someone in whom they have confidence
      1. They will be more responsive to her desuggesting their limitations and suggesting how easy will be for them to succed
        Skills
        Vocabulary
        Grammar
        Speaking
        Reading
        Writing
  4. Evaluation
    1. Is conducted on students' normal in class performance and not through formal test
      1. Techniques
        Classroom set up
        Peripheral learning
        Positive suggestion
        Role play
        Role students' native language
        Make the meaning of the dialogues clear
Total physical response
1. TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical activity. Developed by James Asher, a professor of psychology at San Jose State University, California.
  1. Goals and purposes:
    1. The general objectives of Total Physical Response are to teach oral pro fi ciency at a beginning level.
      1. That students enjoy the learning process of the target language through actions that allow them to understand it
        Asher's purpose was for the student to learn the target language similar to the process of learning his native language
        Another purpose of TPR is to reduce stress and anxiety when the student is learning a new language.
  2. Main characteristics
    1. The first phase of a lesson is one of modeling
      1. The teacher must include actions gradually and perform them for the understanding of the students
        In the second phase students must perform the action alone to demonstrate that they learned the command
        The teacher next has to change the combinations of commands to develop flexibility in the student's understanding
        After students learn the oral form of the command they learn to write and read it
        Finally when students are ready to speak they can say the commands to the class
        What are the skills that TPR focuses on?
        Vocabulary and grammatical structure are emphasized over other language areas
  3. Interaction and Roles
    1. The teacher plays an active and direct role in Total Physical Response.
      1. In the first class the teacher is in charge of speaking during the whole class
        In the first class the role of the students is to listen and perform the actions of the teacher
        After the first few classes the student takes a more active role when he feels ready to talk
        Therefore the teacher's role now is to stimulate and motivate the student to speak
        Role of the materials
        The role of the materials is to model the knowledge, therefore the realia plays an important role, since it places the student in a real knowledge
        Role of the student's native language
        TPR is usually introduced int he student's native language
        After the introduction, rarely would the native language be used.
  4. Evaluation
    1. The teacher must know whether or not the student understood command instruction through observation of his or her students
      1. Formal evaluations can be conducted simply by commanding individual students to perform a series of actions.
Content-Based Learning
1. Specialized languagae courses have treated content relevant to a particular profession or academic discipline, this is usually thought of as teaching a language for specific purposes
  1. Competency based instruction
    1. Specific content
      1. Main characteristics
        Competency based education
        Out-pu driven view of learning intended to prepare students
        Weak
        Recognize the importance of providing learners with opportunitiesfor communicative purposes
        Learn to use English
        Strong
        Giving students opportunities to practice communication
        Language for teaching purposes
        "Any dual focused educational context in which an additional language thus not usually the first language to get involved" (Marsh 2002:15)
  2. Goals and purposes
    1. Wants to prepare students for specific situations and tasks
      1. Provides natural content for language study
        Teaching english for academic purposes
  3. Interaction and roles
    1. Students
      1. Students learn to communicate by communicating (Bren 1984)
        Do the tasks that the teacher asks, and help to understand situations, context to improve knowledge skills
        Teacher
        Plans the lesson
        Determines objectives
        Identifies the language and skills students already have accomplished
        Identifies the language and skills students need to learn
        Determines outcomes and plans individual lessons
        Instructor teachs academic subjects while also teaching the language that is related to the content,
        Language
        Becomes the medium for learning content(Mohan 1986)
        Ecample
        Imagine you are teaching the past tense to your students. Brainstorm and write down 10 'content' subjects that are related to your target language that you could use to practice this grammar concept (i.e. Teaching about a historical event).
  4. Areas
    1. Reading and writing
      1. Interaction
  5. Evaluation
    1. Content and methodology
      1. Techniques
        Dictogloss
        Graphic Organizers
        Process writing
        Dialogue journals
        Silence
        Movements
        Use of realia
Situational Language Teaching
1. Background
  1. The origins of this approach began with the work of British applied linguists in the 1920s and 1930s. Beginning at this time, a number of outstanding applied linguists developed the basis for a principled approach to methodology in language teaching.
    1. Two of the leaders in this IIlovement were Harold Palmer and A. S. Hornby,
2. Goals
  1. The objectives of the Situational Language Teaching method are to teach a practical command of the four basic skills of language, goals it shares with most methods of language teaching.
3. Vocabulary control
  1. One of the first aspects of method design to receive attention was the role of vocabulary.
    1. This led to the development of principles of vocabulary control, which were to have a major practical impact on the teaching of English in the following decades. Frequency counts showed that a core of 2,000 or so words occurred frequently in written texts and that a knowledge of these words would greatly assist in reading a foreign language.
      1. Grammar control
        Parallel to the interest in developing rational principles for vocabulary selection was a focus on the grammatical content of a language course.
        Materials by Alexander and other leading British textbook writers also reflected the of Situational Language Teaching as they had evolved over a twenty- year period. The main characteristics of the approach were as follows:
        1. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.
        2. The target language is the language of the classroom.
        3. New language points are introduced and practiced situationally.
        4. Vocabulary selection procedures are followed to ensure at an essential general service vocabulary is covered.
        5. Items of grammar are graded following the principle that simple forms should be taught before complex ones. . .
        6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
4. Roles
  1. Learner roles
    1. In the initial stages of learning, the learner is required simply to listen and repeat what the teacher says and to respond to questions and commands. The learner has no control over the content of learning and is often regarded as likely to succumb to undesirable behaviours unless skilfully manipulated by the teacher.
      1. Teacher roles
        The teacher's function is threefold. In the presentation stage of the lesson, the teacher serves as a model, setting up situation~ in which the need for the target structure is created and then modelling the new structure for students to repeat.
5. Characteristics
  1. 1. Language teaching begins with the spoken language. Material is taught or- ally before it is presented in written form.
    1. 2. The target language is the language of the classroom. .
      1. 3 . N ew language points are introduced and practiced situationally
        4. Vocabulary selection procedures are followed to ensure t at an essentla general service vocabulary is covered
        5. Items of grammar are graded following the principle that simple forms should be taught before complex ones.
        6. Reading and writing are introduced once a sufficient leXical and grammat- ical basis is established.
6. The role of instructional materials
  1. Situational Language Teaching is dependent upon both a textbook and visual aids.
    1. The textbook contains tightly organized lessons planned around different grammatical structures.
      1. Visual aids may be produced by the teacher or may be commercially produced; they consist of wall charts, flashcards, pictures, stick figures, and so on.
7. The syllabus
  1. Basic to the teaching of English in Situational Language Teaching is a structural syllabus and a word list.
    1. A structural syllabus is a list of the basic structures and sentence patterns of English, arranged according to their order of presentation. In Situational Language Teaching, structures are always taught within sentences, and vocabulary is chosen acco rding to how well it enables sentence patterns to be taught.
Lexical Approach
1. What is it?
  1. It’s a way of analysing and teaching language based on the idea that it is made up of lexical units rather than grammatical structures.
    1. Units: Words, chunks formed by collocations, and also fixed phrases.
      1. Characteristics
        Suggests using word combinations to teach not only vocabulary, but grammar rules indirectly.
        Chunks of lexicon that the learner must memorize without analyzing them.
        Increase in vocabulary.
        Advantages
        Improve understanding of syntax.
        Students learn new vocabulary to talk about different topics.
        Encourage the use of the dictionary.
        Innovative and effective vocabulary activities.
        Distadvantages
        Students do not match the lexical inventory of native speakers.
        Lacks a precise methodology.
2. Approach
  1. Communicative
    1. It focuses on the importance of incidental lexicon learning.
3. Objectives
  1. Develop linguistic ability through teaching pre-made blocks (Chunks).
    1. Expand vocabulary.
      1. Achieve fluency and naturalness in communication with the acquisition of sentences used by native speakers.
        Re-conceptualize and re-define the role of grammar and vocabulary in language teaching.
4. Theoretical foundation
  1. Schmitt (2000) says that 'the mind stores and processes these [lexical] chunks as individual wholes.'
    1. It is much more efficient for the brain to recall a chunk of language as if it were one piece of information
      1. Principles
        1. Grammaticalised lexis
        Use of lexical phrases to helps us speak with fluency.
        Lexis is central in creating meaning
        Use of chunks without analysing the constituent parts.
        2 . Collocation in action
        Sensitising students to acceptable collocations is very important
5. Activities
  1. Puzzles, crosswords or scrabbles.
    1. Sentence transformations (providing context and co-text).
      1. Use of dictionaries of expression.
        How do you deal with the error
        The grammatical error is recognized as intrinsic to the learning process.
        Materials
        Real materials created for real native speakers.
6. Teacher's role
  1. Must have an empathic attitude with your students.
    1. Provides new vocabulary.
      1. Main source of the student.
        Organizes activities.
  2. Student's role
    1. Protagonist of learning..
      1. Must be willing to do the activity.
        Responsible for his own learning.
7. Example
  1. Provide authentic material
    1. Videos/songs from English native speakers
      1. Let the students experience native language, so they can notice the chunks.

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