Foreign Language Teaching Methodologies in Upper Class

1
Foreign LanguageTeaching Methodologiesin Upper
Class

• Presented by Adel Mekhdi
• Alexandra Efimova

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 a Teaching Method?
• Teaching method is a way of teaching a
  language which is based on systematic principles
  and procedures, applying views on how a language
  is best taught and learned.

4
ii. Five Teaching Methodologies

• The Direct Methods
• Audio-lingualism
• Communicative Language Teaching
• Humanistic Approaches
• Task-based Teaching

5
I. 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.

6
iii. Drawbacks

• It rejects use of the printed word (considered
  annoying) - but this objection is illogical since
  L2 learner has already mastered his reading
  skills.
• Also Direct Methodists failed to grade and
  structure their materials adequately - no
  selection, grading or controlled presentation of
  vocabulary and structures.
• In Upper Class weve implemented this method,
  removing all defects by introducing interesting
  reading activities, applying more control on
  structures and using the full immersion in the
  language and its culture.

7
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.
• Role-playing

8
II. 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.

9
ii. The Method Characteristics

• Dependence on mimicry and memorization of set
  phrases
• Teaching structural patterns by means of
  repetitive drills
• Light grammatical explanation
• Learning vocabulary in context
• Use of audio and visual aids
• Focus on pronunciation
• Immediate reinforcement of correct responses

10
iii. Strategies

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

11
III. 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 tradition 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.

12
ii. The Principal Characteristics

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

13
Communication

• Language is used for communication. For this
  reason, Upper Class makes use of communication to
  teach languages. We emphasize real-life
  situations and communication in context. While
  grammar is still important, the emphasis is on
  communicating a message.  

14
Social Context

• Communicative Language Teaching also stresses
  social and situational contexts of
  communi-cation. In Upper Class, students learn
  about language in social contexts, such as the
  difference between speaking with an elder and a
  peer.

15
iii. CLT and Multimedia

• Multimedia is an ideal way to teach language
  using CLT as the theory. It allows for realistic
  simulations of communicative situations. 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 communication, and social and cultural
  contexts are vital to advancing in the game.

16
IV. Other Teaching Methods

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

17
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
  syllabuses.

18
V. 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
  mentioned 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.

19
?. Summary

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

Method Teachers Roles Learners Roles
Situational language Teaching Context SetterError Corrector ImitatorMemorizer
Audio-lingualism Language ModelerDrill Leader Pattern PracticerAccuracy Enthusiast
Communicative Language Teaching Needs AnalystTask Designer ImproviserNegotiator
Total Physical Response CommanderAction Monitor CommanderAction Monitor
Community Language Learning CounselorParaphraser CollaboratorWhole Person
The Natural Approach Actor Props User Guesser Immerser
Suggestopedia Auto-hypnotistAuthority Figure RelaxerTrue-Believer
20
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.

21
The End