teaching methods - jangal.com methods.pdf · each of these methods is closely associated with its...
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Teaching methodsJABER KAMALI
How did you learn English?
How successful was it?
How many teaching methods can
you name?
Teaching methods
Natural methods
Linguistic methods
Communicative methods
Visionaries methods
Self-study methods
Beyond methods
They replicate, or aim to replicate the
process by which first languages are
acquired, or by which second
languages are picked up without any
formal instruction.
Natural methods
Natural methods
Total immersion
The natural method/ approach
The direct method
The oral method
The reading method
The audiolingual method
Total physical response
Audio-lingual method
Native-like accent is emphasized.
Language learning is a process of habit-formation.
Teacher is an orchestra leader.
Errors should be prohibited.
Students should overlearn.
Speaking and listening are more important than writing
and reading.
They are driven less by theories of learning then theories of
language. Language is seen as a property of mind, and as such
is best learned by engaging mental faculties such as reason,
attention, memory, and by the application of rules. such
methods make no pretence that a learning of a second
language is ‘ natural’; on the contrary, it is an intellectual
exercise with a strong focus on the formal features of the
language – especially its grammar. Such a focus, though, does
not necessarily ignore a concern for its communicative function.
Linguistic methods
Linguistic methods
Expelication de Texte
Text memorization
Grammar-translation
The lexical approach
Text-based instruction
The comparative method
Grammar-translation
A fundamental purpose of learning a language is to read
literature written in it.
An important goal is for students to be able to translate each
language into the other.
The primary skills to be developed are reading and writing.
The teacher is the authority in the classroom.
Attention is needed.
Grammar and form are overemphasized.
Deductive learning is primary.
Selfie time
Send the picture to 0935 666 9053
This group of methods share a concern for the situated and
social nature of language use. This is not t say the other
methods do not recognize language’s social function. But there
was a growing tendency in the 20th century to move away from
language descriptions that took a primarily formal (or
structuralist) view of language to a view of language that
foregrounded its communicative purposes. This shift in
perspective required an associated shift in methodology, which
culminated in what is known as the communicative approach.
Communicative methods
Communicative methods
The situational approach
Communicative language teaching
Task-based language teaching
Competency-based teaching
Whole language learning
Content-based instruction
Dogme ELT/ Teaching unplugged
Communicative language teaching
Authentic language is exploited.
Communicative competence gains momentum.
Functional language is important.
Games are emphasized.
Students have more time to talk.
Errors are tolerated.
Teacher acts as a facilitator of communication.
Each of these methods is closely associated with
its architect, who, in each case, had a unique,
even mystical vision of teaching, often combined
with a charismatic teaching style. Nevertheless,
some of the practices associated with these
methods have been co-opted into more
mainstream methodology, even if the beliefs that
underpin them have not.
Visionaries methods
Visionaries methods
Community language learning
Suggestopedia
The silent way
Crazy English
Suggestopedia
Learning is facilitated in a cheerful environment.
A student can learn from what is present in the environment (peripheral
learning).
Students take new identities.
Songs are reinforced.
Fine art provides positive suggestions for students.
Subconscious learning is important.
Dramatization is important.
Errors are corrected gently.
Teachers act as parents.
Over time self-study methods have adapted to
changes in technology from the printed book to
long-playing records to mobile phones) while
tending to reflect – rather than lead –
contemporary developments in classroom
methodlogy. But there have been some notable
innovations, some of which are reviewed in this
section.
Self-study methods
Self-study methods
Orientalists
Prendergast’s ‘Mastery System’
Brand name methods
Programmed instruction
Online polyglots
Online polyglots
Youtube
Internet
Although methods were declared dead in the
1990s, the method concept still persists, even if
only as a kind of smorgasbord from which
teachers can pick and choose, tailoring their
methodology to their particular context. That is to
say that, even in the absence of methods, mindful
teachers still go about their work ‘ methodically’.
Beyond methods
Beyond methods
Principled eclecticism
postmethod
Postmethod Principles
particularity,
practicality, and
possibility
Postmethod macro-strategies
1. Maximize learning opportunities;
2. Minimize perceptual mismatches;
3. Facilitate negotiated interaction;
4. Promote learner autonomy;
5. Foster language awareness;
6. Activate intuitive heuristics;
7. Contextualized linguistic input;
8. Integrate language skills;
9. Ensure social relevance;
10. Raise cultural consciousness (Kumaravadivelu, 2003; pp. 545-546).
Reflection
Which method
is the best for
your context
and why?
