Techniques in ELT

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Techniques in ELT
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WHAT IS TECHNIQUE?

• A technique is implementational which actually
  takes place in a classroom.
• According to Edward Anthonys model, technique is
  the level at which classroom procedures are
  described.
• At the level of procedure, technique explains
  how tasks and activities are integrated into
  lessons.

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Why do teachers use techniques in the classroom?

• Teachers use techniques as a tool for teaching.
  Teachers can achieve the goals of the lesson by
  the careful delivery of techniques. Using
  techniques that appeal to the interests of
  students can promote the success of the class.

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TYPES OF TECHNIQUES
Controlled techniques
TECHNIQUES
Free techniques
Semi- Controlled techniques
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TYPES OF TECHNIQUES

• Controlled techniques They are mostly teacher
  centered. Both the teacher and students know what
  they will do during the activities.
• Semi-Controlled techniques The teacher
  interferes only when necessary.
• Free techniques The teacher doesnt direct the
  students are free in their activities.

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GRAMMAR-TRANSLATION METHOD

• Translation of a literary passage
• The translation may be written or spoken or both.
  
• The class focuses on vocabulary and grammatical
  structures.
• Students should not translate idioms and like the
  literary, but rather their understanding of the
  meaning is important.

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GRAMMAR-TRANSLATION METHOD

• Reading comprehension questions
• There are three kinds of group of questions
• First group of questions, students ask for
  information contained within the reading passage.
• Second group of questions, students will have to
  make inferences from the passage.
• Third group of questions, students are required
  to relate the passage to their own experience.

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GRAMMAR-TRANSLATION METHOD

• Anonyms/Synonyms
• Students might be asked to find anonyms or
  synonyms in the passage.
• Students might be asked to define a set of words
  based on their understanding in the passage.
• Students might be asked to work with the
  vocabulary of the passage.

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GRAMMAR-TRANSLATION METHOD

• Cognates (similar spelling and sound patterns
  that correspond in L1/L2.)
• Students are taught to recognize cognates in the
  passage.
• Students are asked to memorize cognate words and
  their meaning in target language.

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GRAMMAR-TRANSLATION METHOD

• Deductive application of rule
• Grammar rules are presented with examples.
• Later students are asked to apply grammar rules
  to some different examples.

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GRAMMAR-TRANSLATION METHOD

• Fill-in-the-blanks
• Students are given a serios of sentences with
  words missing.
• They fill in the blanks with new vocabulary
  idioms or with items of a particular grammar type
  such as prepositions or verbs with different
  tenses.

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GRAMMAR-TRANSLATION METHOD

• Memorization
• Students are given lists of target language
  vocabulary words and their native language
  equivalents.
• Students are asked to memorize the given words.
• Students are also required to memorize
  grammatical rules and grammatical paradigms such
  as conjugations.

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GRAMMAR-TRANSLATION METHOD

• Use words in sentences
• Students make up sentences in which they use new
  words.

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GRAMMAR-TRANSLATION METHOD

• Composition
• The teacher gives the students a topic to write
  about in the target language.
• The topic is based upon some aspect of the
  reading passage of the lesson.

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THE DIRECT METHOD

• Reading aloud
• Students take turns reading sections of a passage
  or dialog out loud.
• Teachers make the meaning of the section clear
  with gestures, pictures, realia

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THE DIRECT METHOD

• Question and answer exercise
• Students are asked question and answer in full
  sentences.

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THE DIRECT METHOD

• Getting students to self-correct
• Students make a choice between what they said and
  an alternative answer.
• Teachers help students correct themselves.

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THE DIRECT METHOD

• Conversation practice
• The teacher asks students a number of questions
  in the target language.
• These questions can be individual.
• Fill-in-the-blank exercise

Little a little enough 1-There werent ___________ chairs in the hall, so some of the members had to stand up for the whole meeting 2-I think we can invest our money in this company. Theres ___________ risk of losing it. 3- Theres __________ cake on a plate in the kitchen, Joe. You can eat it with your tea.
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THE DIRECT METHOD

• Dictation
• The teacher read the passage three times.
• At first at a normal speed,
• Second time phrase by phrase and pausing,
• The last time at a normal speed again.

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THE DIRECT METHOD

• Map drawing
• Students are given a map with geographical
  features unnamed.
• Teacher give directions to students.

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THE DIRECT METHOD

• Paragraph writing
• Students are asked to write a paragraph in their
  own words.

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THE ORAL APPROACH AND SLT

• Listening Practice
• The teacher obtains his students attention and
  repeats.
• Choral Imitation
• Students all together or in large groups repeat
  what the teacher has said.
• Individual Imitation
• The teacher asks several individual students to
  repeat the model.

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THE ORAL APPROACH AND SLT

• Isolation
• The teacher isolates sounds, words, or groups of
  words which cause trouble.
• Building up to a new model
• The teacher gets students to ask and answer
  questions using patterns.

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THE ORAL APPROACH AND SLT

• Elicitation
• The teacher using mime, prompt words, gestures,
  etc. to ask questions.
• Substitution Drilling
• The teacher uses cue words (words, pictures,
  numbers, names, etc.)

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THE ORAL APPROACH AND SLT

• Question-Answer Drilling
• All the students practice asking and answering
  the new question form.
• Correction
• If there are mistakes or errors, the teacher
  invites the students correct them.

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THE AUDIO-LINGUAL METHOD

• Dialog memorization
• Dialogs or short conversations between two people
  are often used in lesson.
• In this method, certain sentence patterns and
  grammar points are included within the dialog.

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THE AUDIO-LINGUAL METHOD

• Backward build-up (expansion) drill
• This drill is used when a long line of a dialog
  is giving students trouble.
• The teacher breaks down the line into several
  parts.

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THE AUDIO-LINGUAL METHOD

• Repetition drill
• Students repeat the teachers model as accurately
  and as quickly as possible to learn the lines of
  the dialog.

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THE AUDIO-LINGUAL METHOD

• Chain drill
• The teacher begins the chain by greeting
  particular student, or asking him a question.
• It allows some controlled communication, even
  though it is limited.

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THE AUDIO-LINGUAL METHOD

• Single-slot substitution drill
• The teacher says a line from the dialog.
• The students repeat the line, substituting the
  cue into the line in its proper place.
• Multiple-slot substitution drill
• The teacher gives cue phrases that fit into
  different slots in the dialog line.
• The students must recognize what part of speech
  each cue is.

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THE AUDIO-LINGUAL METHOD

• Transformation drill
• The teacher gives students a certain kind of
  sentence pattern.
• Students are asked to transform a sentence into a
  negative sentence.
• Question-and-answer drill
• This drill gives students practice with answering
  questions.

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THE AUDIO-LINGUAL METHOD

• Use of minimal pairs
• The teacher works with pairs of words which
  differ in only one sound.
• Students are first asked to difference between
  the two words and later to be able to say the two
  words.

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THE AUDIO-LINGUAL METHOD

• Complete the dialog
• Selected words are erases from a dialog.
• Students complete the dialog by filling the
  blanks with the missing words.

e.g. Lucy I hear Mary got the first prize in
that painting competition.
Rose Lucy Did she really?
Rose Yes she did. I saw her painting and it
really was good.
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THE AUDIO-LINGUAL METHOD

• Grammar game
• The games are designed to get students to
  practice a grammar point within a context.
• Students are able to express themselves.

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TOTAL PHYSICAL RESPONSE

• Using commands to direct behavior
• Teacher gives commands to class
• To clarify meaning, teacher performs the actions
  with class.
• Later, teacher let perform the actions alone.

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TOTAL PHYSICAL RESPONSE

• Role Rehearsal
• Students commands to their teachers or
  classmates.
• This encourages students to speak.

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TOTAL PHYSICAL RESPONSE

• For example
• Take out pen
• Take out a piece of paper
• Write a letter (imagery)
• Fold the letter
• Put it in an envelope
• Seal the envelop
• Write address on the envelop.
• Put stamp on the envelop
• Mail the letter.

• Action Sequence
• The more students learn target language, the
  longer connections can be given.

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Silent Way

• Sound-color chart
• Each color symbolizes one sound.

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Silent Way

• Teacher is silence
• Peer correction
• Its important to be cooperative than
  competitive.
• Self-correction

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Silent Way

• Word chart
• Teacher points on the chart.
• Colors represent the same sounds.

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Silent Way

• Fidel chart

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Silent Way

• Structured feedback
• Students listen each other and learn form each
  other.

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Community Language Learning

• Tape recording students conversations
• Students native language is their common language
  of the group.
• In multi-lingual groups students can use gestures
  to get their meaning across.
• The conversation of students is recorded in the
  target language.

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Community Language Learning

• Transcription
• Students conversation in the target language is
  transcript by the teacher.
• Each student translate his or her utterances in
  their native language and teacher copy them.

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Community Language Learning

• Reflection on experience
• Students reflect on how they feel about the
  language learning experience.
• Teacher shows understanding of their response.

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Community Language Learning

• Reflective listening
• Students relax and listen their own voice
  speaking in the target language on the tape.
• Teacher may read the transcript,
• Students may mouth the words as teacher reads
  transcript.

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Community Language Learning

• Human computer
• The student chooses some parts to practice
  pronunciation.
• The student say the word in the control of
  teacher.
• Teacher repeats the word as much as student wants.

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Community Language Learning

• Small group tasks
• Students in a small group are asked to make new
  sentences with the words on transcript.
• The group share sentences with class.
• Later students work in pairs to make sentences
  with the different verb conjunctions.

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Suggestopedia

• Classroom set-up
• Peripheral learning
• With posters-which contains grammatical
  structures- on the wall students learn
  effortlessly.

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Suggestopedia

• Positive suggestion
• Direct suggestion
• Indirect suggestion
• Choose a new identity
• Role-play

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Suggestopedia

• First concert
• Teacher reads a dialog to call students attention
  to some particular grammar points
• Second concert
• Teacher simply reads dialog.

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Suggestopedia

• Primary activation
• The students reread the target language dialog
  out loud.

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Suggestopedia

• Creative adaptation
• This technique helps students to learn new
  metarials and use them spontaniously.
• The aim is to create communication rather than
  form of linguistic messages

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WHOLE LANGUAGE

• Individual and small group reading and writing
• The students read literature and they read from
  the authentic materials.
• The students create a story, they write letters
  etc.

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WHOLE LANGUAGE

• Ungraded dialogue journals
• The teacher respond regularly to what students
  write.
• Writing portfolios/conferences/ a story
• The students write their own experiences in a
  story and put them into portfolios. While they
  are writing, they should think through and list
  what strategies, background knowledge, and
  special resources are needed to reproduce.

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MULTIPLE INTELLIGENCES

• Logical/mathematical
• the ability to use numbers effectively, to see
  abstract patterns and to reason well.
• Visual/spatial
• the ability to orient oneself in the environment,
  to create mental images, and a sensitivity to
  shape, size, color.

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MULTIPLE INTELLIGENCES

• Body/kinesthetic
• the ability to use ones body to express oneself
  and to solve problems.
• Musical/rhythmic
• an ability to recognize tonal patterns and a
  sensitivity to rhythm, pitch, melody.

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MULTIPLE INTELLIGENCES

• Interpersonal
• the ability to understand another persons moods,
  feelings, motivations, and intensions.
• Intrapersonal
• the ability to understand oneself and to practice
  self-discipline.
• Verbal/linguistic
• the ability to use language effectively and
  creatively.

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NEUROLINGUISTIC PROGRAMMING

• Teacher should work with students not against
  them.

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LEXICAL APPROACH

• The collocation of vocabulary teaching activities.

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COMPETENCY-BASED LANGUAGE TEACHING

• Knowledge and learning competencies
• Oral competencies
• Reading competencies
• Writing competencies

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Communicative Language Teaching

• Scramble sentences
• Students are given a passage in which the
  sentences are in a scrambled order.
• They are told to unscramble the sentences so that
  the sentences are restored in their original
  order.

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Communicative Language Teaching

• Language game
• It is kind of prediction game.
• During game there must be information gap.
• The speaker makes prediction and gets feedback
  from his group members.
• Finally tries to make comprehensible prediction.

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Communicative Language Teaching

• Picture strip story
• Students are given a story containing a picture.
• Teacher wants students to predict how the second
  picture can be appropriate to story.

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Communicative Language Teaching
Role Play
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The Natural Approach

• Command-based activities from TPR
• Direct Method activities which contains mime,
  gesture and context are used to elicit question
  and answer
• Situation-based activities
• Group work activities identical to CLT.

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COOPERATIVE LANGUAGE LEARNING

• Three-step interview
• Roundtable
• Think-pair-share
• Solve-pair-share
• Numbered heads

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TASK-BASED LANGUAGE LEARNING

• Jigsaw Tasks
• Learners form a whole from different information
  parts.
• Information Gap Tasks
• In order to complete a task, members of the group
  negotiate and find out each others information.

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TASK-BASED LANGUAGE LEARNING

• Problem Solving Tasks
• Students solve a problem with a set of
  information.
• Decision Making Tasks
• By means of negotiation and discussion students
  decide on an outcome given with a problem.
• Opinion Exchange Tasks
• Learners exchange their ideas, but not to reach
  an agreement.

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Content-Based Instruction

• There are a number of description activity types
  in CBI.
• Language skill improvement
• Vocabulary building
• Discourse organization
• Communicative interaction
• Study skills
• Synthesis of content materials and grammar