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LING 306 TEFL METHODOLOGY I

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Title: LING 306 TEFL METHODOLOGY I


1
History of Language Teaching
  • LING 306 TEFL METHODOLOGY I
  • SEMESTER 092

2
Why do we need to know the history of language
teaching?
  • Key to the understanding of the way things are
    and why they are that way.
  • Teachers may better comprehend the forces that
    influence their profession

3
CLASSICAL PERIOD (17th , 18th and 19th centuries)
  • EDUCATION AS AN ARM OF THEOCRACY Purpose of
    education to teach religious orthodoxy and good
    moral character
  • FOREIGN LANGUAGE LEARNING ASSOCIATED WITH THE
    LEARNING OF GREEK AND LATIN purpose of learning a
    foreign language to promote speakers
    intellectuality
  • 1850s Classical method came to be known as
    Grammar Translation Method

4
1850s to 1950s Grammar Translation
  • Emphasis on learning to read write
  • Focus on grammatical rules, syntactic structures,
    rote memorization of voc. and translation of
    literary texts
  • Vocabulary is taught in the form of lists of
    isolated words
  • Long, elaborate explanations of the intricacies
    of grammar are given
  • Medium of instruction was the mother tongue (L1)
  • No provision for the oral use of language
  • Speaking and listening were mediated via
    conversation classes, add-ons to the main
    course

5
Early Mid-20th Century
  • Demand for ability to speak a foreign language
  • Reformers reconsidering the nature of langauge
    and learning
  • Three Reformers (the way children learned
    languages was relevant to how adults learned
    languages)
  • C. Marcel
  • F. Gouin
  • T. Pendergast

6
Early Mid- 20th Century
  • Marcel
  • Emphasized the importance of understanding
    meaning in language learning
  • Pendergast
  • Proposed the first structural syllabus (arranging
    grammatical structures so that the easiest was
    taught first)

7
F. Gouin (french teacher of Latin)
  • Painful experience in learning German
  • Tried to memorize a German grammar book and a
    list of 248 irregular German verbs
  • Observed his three-year old nephew
  • Came up with the following insights
  • Children use language to represent their
    conceptions.
  • Language is a means of thinking, of representing
    the world to oneself.

8
The Series method
  • Series METHOD a method that taught learners
    directly (without translation) and conceptually
    (without grammatical rules and explanations) a
    series of connected sentences that are easy to
    percieve.
  • Emphasized presenting each item in context and
    using gestures to supplement verbal meaning
  • Taught learners directly a series of connected
    sentences.
  • Ex. I stretch out my arm. I take hold of the
    handle. I open the door. I pull the door.

9
Berlitz (The Direct Method)
  • Posited by Charles Berlitz
  • Second language learning is similar to first
    language learning
  • Emphasis on
  • - oral interaction
  • - spontaneous use of language
  • - no translation
  • - little if any analysis of grammatical
    rules and structures

10
Language Teaching Methodology
11
Theories of Language and Learning
  • Nature of Language Learning
  • Process-oriented theories
  • What are the psychological and cognitive
    processes involved (habit formation, induction,
    inferencing, generalization)
  • Condition-oriented theories
  • What are the conditions that need to be met for
    these learning processes to be activated?
  • Nature of language
  • Structural View of Language
  • Functional View of Language
  • Interactional View of Language

12
Structural View
  • The most traditional of the three.
  • It views language as a system of structurally
    related elements for the coding of meaning.
  • The target of language learning is mastery of
    elements of this system in terms of phonological
    units, grammatical units, grammatical operations,
    and lexical items.
  • Audio lingual Method, Total Physical Response,
    and the Silent Way embody this particular view of
    language.

13
Functional View
  • Language is a vehicle for the expression of
    functional meaning.
  • Emphasizes the semantic and communicative
    dimension rather than grammatical
    characteristics.
  • Specify and organize language teaching content by
    categories of meaning and function rather than by
    elements of structure and grammar.
  • Communicative movement in language teaching is an
    example.

14
Interactional View
  • Language is seen as a vehicle for realization of
    interpersonal relations and for the performance
    of social transactions between individuals.
  • Tool for the creation and maintenance of social
    relations.
  • Interactional theories focus on the patterns of
    moves, acts, negotiation, and interaction found
    in conversations.
  • Language teaching content is specified and
    organized by patterns of exchange.

15
Language and Learning
  • Your understanding of what language is and how
    the learner learns will determine to a large
    extent, your philosophy of education, and how you
    teach English your teaching style, your
    approach, methods and classroom technique.

16
What is language?
  • Definition of language
  • A language is considered to be a system of
    communicating with other people using sounds,
    symbols and words in expressing a meaning, idea
    or thought.

17
What is language?
  • Language is 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

18
What is language for?
  • Language is a vehicle for the expression of
    functional meaning.
  • What dimesion of language is proritized?
  • semantic and communicative dimension of language
  • What needs to be taught?
  • functions, notions of language

19
What is language for?
  • Language is a vehicle for the realization of
    interpersonal relations and for the performance
    of social transactions between individuals
  • What dimension of language is prioritized?
  • Interactive dimension of language
  • What needs to be taught?
  • Patterns of moves, acts negotiation and
    interaction found in conversational exchanges.

20
Elements and Sub-elements of Method
  • Approach
  • Assumptions and beliefs about language teaching
    and learning
  • Design
  • Objectives
  • Syllabus
  • Activities
  • Roles of Teachers
  • Roles of Learners
  • Materials
  • Procedure
  • Implementational Phase
  • A method is theoretically related to an approach,
    is organizationally determined by a design, and
    is practically realized in procedure

21
Approach, Methods, Methodology, Technique
  • According to Blackwell Encyclopedic Dictionary of
    Applied Linguistics (http//www.blackwellreference
    .com/public/tocnode?idg9780631214823_chunk_g97806
    312148235_ss1-22) as a technical term was first
    proposed by Anthony in his article Approach,
    method and technique first published in 1963. He
    was concerned with two problems (1) how to
    relate language teaching theory and practice to
    each other (2) how to describe this
    relationship. His solution is conveyed in his
    title, the term approach encapsulating the
    theory underlying practiceI view an approach
    as a set of correlative assumptions dealing with
    the nature of language and the nature of language
    teaching and learning. An approach is axiomatic.
    It describes the nature of the subject matter to
    be taught. It states a point of view, a
    philosophy. (Anthony, 1965 5)Approach as a set
    of correlative assumptions contrasts with method
    as an overall plan for the orderly presentation
    of language material (p. 6). Moreover, a method
    is procedural. A technique, on the other hand,
    is implementational, a particular trick,
    stratagem, or contrivance used to accomplish an
    immediate objective (p. 7).An approach to
    language teaching and learning represents an
    outline conception of the way in which these
    should proceed, a seedbed from which a method
    springs, but is not yet a strategy specifying
    details of classroom practice. There must also be
    a logical fit between approach and method as, an
    overall plan no part of which contradicts, and
    all of which is based upon the selected
    approach.

22
Approach
  • Is the assumptions dealing with the nature of
    language, and language teaching and learning.
  • The nature of subject matter.
  • Within one approach, there could be many methods.

23
Methods
  • Overall plan for orderly presentation of language
    material.
  • Procedural
  • Theory is put into practice.
  • Choices are made about the particular skills to
    be taught, content to be taught, and the order in
    which the content will be presented.

24
Methodology
  • A particular procedure or set of procedures

25
Techniques
  • Trick, stratagem to accomplish an objective.
  • Must be consistent with a method and in harmony
    with an approach.
  • Classroom procedures are described.
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