Second/Foreign Language Teaching Methodologies Presented

1
Second/Foreign LanguageTeaching Methodologies

• Presented by Li Shengxi
• Luan Lei
• Ma Huan
• Ye Min
• MA 03

2
Outline

• ?. Introduction
• ?. The Grammar-Translation Method
• ?. The Direct Methods
• ?. Audio-lingual Method
• ?. Communicative Language Teaching
• ?. Other Teaching Methods
• ?. Summary

3
?. Introduction

• i. What Is Teaching Method?
• Teaching method is a way of teaching a
  language which is based on systematic principles
  and procedures, i.e., which is an application of
  views on how a language is best taught and
  learned.

4
ii. Seven Teaching Methodologies

• The Grammar-Translation Method
• The Direct Methods
• Audio-lingualism
• The Situational Language Teaching
• Communicative Language Teaching
• Humanistic Approaches
• Task-based Teaching

5
?. The Grammar-Translation Method

• i. Background
• The grammar-translation method of foreign
  language teaching is one of the most tradi-tional
  methods, dating back to the late nine-teenth and
  early twentieth centuries. It was originally used
  to teach 'dead' languages (and literatures) such
  as Latin and Greek, and this may account for its
  heavy bias to-wards written work to the virtual
  exclusion
• of oral production.

6
ii. The Principal Characteristics

• Classes are taught in the students' mother
  tongue.
• Vocabulary is taught in the form of isolated word
  lists.
• Elaborate explanations of grammar are always
  provided.
• Reading of difficult texts is begun early in the
  course of study.
• Little attention is paid to the content of texts.
• Often the only drills are exercises in
  translating disconnected sentences.
• Little or no attention is given to pronunciation.

7
iii. Drawbacks

• No class time is allocated to allow students to
  produce their own sentences.
• There is often little contextualization of the
  grammar
• The type of error correction can be harmful to
  the students learning processes.

8
II. The Direct Method

• i. Background a reaction to the
  grammar-translation approach in an attempt to
  integrate more use of the target language in
  instruction.

• ii. The Principal Characteristics
• Only use the target language in class.
• The learner should be actively involved in using
  the language in realistic everyday situations.
• Students are encouraged to think in the target
  language.
• First speaking is taught and then only reading
  and writing.

9
iii. Drawbacks

• L2 should be learned in way in which L1 was
  ac-quired - by total immersion technique.
• It rejects use of the printed word - but this
  objec-tion is illogical since L2 learner has
  already mas-tered his reading skills.
• Later disciples of Direct Method took it to
  extremes and refused to speak a single word of
  English in lessons.
• Also Direct Methodists failed to grade and
  struc-ture their materials adequately - no
  selection, grading or controlled presentation of
  vocabulary and structures.

10
iv. Strategies Using Direct Method

• Q A The teacher asks questions of any nature
  and the students answer.
• Dictation The teacher chooses a grade
  appro-priate passage and reads the text aloud.
• Reading Aloud Students take turn reading
  sec-tions of a passage, play or dialog out loud.
• Getting Students to Self-Correct The teacher
  should have the students self-correct by offering
  them a choice between what they said and the
  proper pronunciation.
• Map Drawing

11
III. Audiolingual Method

• i. Background
• This method is based on the principles of
  behavior psychology. It adapted many of the
  principles and procedures of the Direct Method,
  in part as a re-action to the lack of speaking
  skills of the Reading Approach.

12
ii. The Method Characteristics

• Dependence on mimicry and memorization of set
  phrases
• Teaching structural patterns by means of
  repetitive drills
• No grammatical explanation
• Learning vocabulary in context
• Use of tapes and visual aids
• Focus on pronunciation
• Immediate reinforcement of correct responses

13
iii. Strategies

• Dialog Memorization
• Backward Build Up
• Transformation Drill
• Complete the Dialog
• Dictation
• Flashcards

14
?. Communicative Language Teaching

• i. Background
• The communicative approach could be said to
  be the product of educators and linguists who had
  grown dissatisfied with the audio-lingual and
  grammar-translation methods of foreign language
  instruction.
• The origins of Communicative Language
  Teaching are to be found in the changes in the
  British languages teaching tradi-tion dating from
  the late 1960s. Interest in and development of
  communicative-style teaching mushroomed in the
  1970s authentic language use and classroom
  exchanges where students engaged in real
  communication with one another became quite
  popular.

15
ii. The Principal Characteristics

• Learner-Centered
• The role of the instructor in CLT is quite
  differ-ent from traditional teaching methods. In
  the traditional classroom, the teacher is in
  charge and "controls" the learning. In CLT the
  teacher serves as more of a facilitator, allowing
  stu-dents to be in charge of their own learning.

16
Communication

• Language is used for communication. For this
  reason, CLT makes use of communication to teach
  languages. CLT emphasizes real-life situ-ations
  and communica-tion in context. While gra-mmar is
  still important in the CLT classroom, the
  emphasis is on communi-cating a message.  

17
Social Context

• CLT also stresses social and situational
  contexts of communi-cation. In CLT, stu-dents
  learn about language in social contexts, such as
  the difference between speaking with an elder and
  a peer.

18
iii. CLT and Multimedia

• Multimedia is an ideal way to teach lan-guage
  using CLT as the theory. It allows for realistic
  simulations of communicative situ-ations. Many
  such programs are games, such as "A la rencontre
  de Philipe" or "Who is Oscar Lake?". They place
  the learner in a situation in which understanding
  basic com-munication, and social and cultural
  contexts are vital to advancing in the game.

19
?. Other Teaching Methods

• i. Humanism is described in applied
  linguistics as language teaching respecting the
  integrity of learners, allowing for per-sonal
  growth and responsibility, taking psychological
  and affective factors into account, and
  representing whole person learning. The roots
  of humanism in lan-guage teaching are various.
  One central one is the discovery-learning
  movement.

20
Characteristics(take that of the Silent Way as
an example)

• The students have to be fully alert to make the
  most of what the teacher says to play the major
  part in the learning.
• Various aids are used as simple pointers, or to
  make shapes, helping the learners de-duce the
  meanings for themselves.
• The method has many traditional aspects,
  including use of traditional structural
  sylla-buses.

21
ii. Task-based Teaching

• Task-based teaching has become a subject of
  keen contemporary interest, and different
  task-based approaches exist today. One underlying
  principle holds for all the approaches to place
  the emphasis firmly on activities or tasks that
  learners do in class. One thing should be
  men-tioned is that, there are a number of
  features that will make tasks more or less
  difficult. So that we can progressively give our
  learners tasks where there are more and more
  things to think about, and consequently less and
  less attention available for form.

22
?. Summary

• i. Comparison of Different Teaching Method
• Figure 1. Teacher Learner Roles in Different
  Teaching Methods

23
ii. What's Now, What's Next?

• The future is always uncertain, and this is no
  less true in anticipating methodological
  directions in second language teaching than in
  any other field. Some current predictions assume
  the carrying on and refinement of current trends
  others appear a bit more science-fiction-like in
  their vision.
• However, the future of L2 teaching
  methodologies, as yet not fully explored, is
  associated with what might be called a cognitive
  approach to language learning. Perhaps this
  cognitive, or information-processing approach is
  where the future lies.

24
The End