Modern Teaching Methods And Strategies Part II

Modern teaching methodsand strategiesPart IIAssoc. Prof. Dr. Roma Kriaučiūnienė2013Dnepropetrovsk

Community languagelearning Students as „whole persons“:Feelings intellect physical reactions instinctive protection reactions desire to learnBased on adult learning theory2013-02-18-20The Institute of Foreign Languages, VU

Community languagelearning Adults feel frightened in a new learningsituation, so the teacher plays the role of thecounselor. It is based on C. Rogers (1950) humanisticpsychology, the focus is affective (emotional)domain. It is client (learner) centered. Factors of affective (emotional) domain:empathy, self-esteem, attitude extroversion,inhibition, anxiety, etc.

Language teaching: CLL Language process is not a senderreceiver process, it is interactional andcommunicative. It is a social process. Language learning is a holistic approachaffective cognitive factors Interaction with peers – symmetricalinteraction or learner – knower –asymmetrical ineraction

Principles of CLL1) The teacher starts a friendly relationship2) The teacher‘s explanation brings security,reduces tensions, fosters interaction.3) Language is for communication.4) The teacher is caring about the students‘limitations and fears. They learn atdifferent paces5) The teacher and stdents are wholepersons – affective cognitive

Principles of CLL (2)6) Students have different styles, paces,strategies of learning. The teacher makesthe students feel relaxed.7) The teacher is a counselor. Negativefeelings block learning.8) L1 is a part of learning. Understandingshould be guaranteed. Activities should beclear (affective factors).9) The tasks are given one by one to reducethe barriers.

Principles of CLL (3)10) Students go from total dependence onthe teacher to independence and initiative.11) Relaxed reflection and thinking forstersthe process.12) Having a choice results in an innerwisdom.13) Careful listening is necessary to learn todiscriminate and to see the differences andsimilarities.

Principles of CLL (4)14) Group work and cooperation is preferred tocompetition.15) Indirect correction reduces tension.16) Interaction among the learners leads to trustand less threat.17) Learning takes place if the task is neither toonew, nor too familiar.18) Thinking about learning experiences is asusefull as reflecting on L2.19) The syllabus is learner dependent andoriented

Teaching CLL It is not fixed, it should be in line with theprinciples. The tests are integrative, no discretepoints. Self- evaluation is valid. Culture and language are inseparable.The teacher and students are fromcommunity.They trust each other and theprocess.

Total Physical ResponseTPR Total Physical Response TPR is a„Comprehension approach“. The importance is given to ListeningComprehension. The idea of comprehension approach comesfrom child language acquistion. Spaking is a natural product of listening. Many methods are based on L1 acquisition.Krashen and Terrel‘s „Natural Approach“.

Teaching TPR Communication through pictures and words isfostered, but L1 is also used. It is similar toDirect method, but Natural approach uses L1. It is based on „Trace theory“, the more amemory connection is traced, the storage ofmemory asociation is easier. Tracing and retracing can be both verbal(language)andmotor(action).Thecombination of the two fosters the recall.

Teaching TPR (2) TPR is humanistic in saying that gamelikeactivities reduce stress. Language chunks are practiced ratherthan single items. No grammar explanation is given. The theory of psychology – Behaviourism.Verbal stimulus – response.dataVU, fakultetas

Learning hypotheses of TPR Innate bio progamme: listening before speaking(Natural approach) and synchronized with body. Affective filter: meaning through movements Brain lateralization: motor activities are rightbain centered (followig Piaget). Students master L2 through right hemispheremotor activities while the left one (the languagecentre!) is watching and learning

Teaching TPR principles (1)1) Meaning is transferred through actions. Rightbrain (non-verbal centre) is involved. Chunksof words are preferred to single words.2) Listening before speaking.3) Actions accompany the language the teacheracts first. Students observe and then act.4) Feeling of success and little anxiety facilitatelearning.5) Correction should be idirect and throughaction.

Teaching TPR principles (1) 6) Novelty of commands can be motivating. 7) Language learning should be fun (funnycommands) 8) Speaking emerges naturally. Learnerschoose to speak. 9) The teacher is tolerant of the errors.Delicate points and details are put off for laterand higher levels

Communicative languageteaching This is a British approach that followed OralApproach or Sitational Language Teaching(simultaneous with Direct Method) The decline of Sitational Language Teaching –similar to Direct Method - was due toChomsky‘s influence. In Britain functional andCommunicative aspects gained prominence. In USA innateness and Generativity oflanguage were important under Chomsky‘sinfluence, in Britain communication wasimportant

Language teaching: CLT Many methofs claim they are communicative. They also say that structure and vocabularyare important. Communicative pproach: these are good butnot enough for communication. Communication includes functions. Functions are what we do with the language:persuade, reject, accept, promise, invite. All these functions take place in a socialcontext.

Theoretical background of CLT Wilkin‘s Functional Notional Approachformed the basis of CommunicativeApproach. Functions are what we do with the language,but Notional categories are: time, sequence,space, quantity, location, frequency. Communicative Approach, CommunicativeLanguage Teaching, functional Approachand Notional Functional Approach havealmost the same goals.

Language teaching: CLT Knowledge of forms, functions andmeanings can be positive if they help thelearner in the process of the meaningexchange.dataVU, fakultetas

Two versions ofCommunicative Approach1) Weak version (standard): the goal is toprovide chances to use English forcommunication. This is called „learning touse“ or „learning for communication“.2) Strongversion:languageascommunication – using language to learn.

Linguistic vs. Communicativecompetence The linguistic theory behind the communicativeApproach Dell Hymes‘ is communicativecompetence (1972). HethoughtthatChomsky‘slinguisticcompetence is not enough. Linguisticcompetence does not justify social andfunctional rules of the language. Hymes‘ competence deals with both knwledge(usage) and use.

Principles of CLT1) Authentic language in real context (e.g.News for business overview)2) Ability to figure out somone‘s intentions:communicative competence3) Language: a vehicle for communication, notthe object for study, but language forcommunication.4) One function in different linguistic forms (theaim is to communicate meaning in anypossible and suitable form.

Principles of CLT (2) 5) Language use at higher levels (suprasentential, text or discourse level). NOTE: discourse or communication has 3elements: a) Real comunication (information gap); b) Task based activities C) Meaningfullness (authenticity) In discourse analysis cohesion (physicalconectedness) and coherence (conectednessin meaning)

Principles of CLT (3) 6) The importance of games as real lifecommunication (task based activities) 7) Opportunities for self-expression 8) Errors as natural outcome ofdevelopment of communcation skills 9) Establishment of situations to promotecommunication 10) Cooperation and team work tonegotiate meaning.

Principles of CLT (4) 11) Role play as an example of social context(language for communcation). 12) Language forms with respect tocommuncative norms (talking to your boss ortalking to your colleague). 13) The teacher as an advisor to give guidlinesto groups 14) A choice about what to say (linguisticcompetence) and how to say (communicativecompetence)

Principles of CLT (5) 15) Grammar and vocabulary formfunctions, situational context and roles 16) Listening to auhtentic anguage ashomework

The goal and roles of theteacher Goal –To develop communicative competence in thelearners. Form, function, meaning are allimportant.Role –1) Facilitator of the learning process2) Manager of classroom activites3) Advisor4) Communicator

The role of a student The learner is an active communicator,engaged in transferring meaning, and aresponsible manager of social activites.

Chracteristics of theprocess (1) Usage and use are important Activites – role play, problem solving tasks,games – are communication oriented. Note: information gap is critical- a realinteraction is made to exchange meaning – toreveal unknown information. The teacher is the initiator of activities. The interaction is basically student-student.

Chracteristics of theprocess (2) Language – form, meaning and function.Culture is part of real communication. L1 has almost no role in language Learningprocess. Communication happens in L2context. The ideal learner is the best communicator. Evaluation is informal and happens in theprocess of acting communicatively. Tests areintegrative (e.g. Writing a letter)

Techniques and methods Errors of form are tolerated as a naturaloutcome. Linguistic knowledge is not verycritical for communicative ability.1)Authentic anguage games (information gap, choice andfeedback)4)Picture strip story (information gap, team work,problem solving, negotiating meaning)

Techniques and methods 5) Role play (different social contexts leadto different social roles and each role usesa certain form for a certain function)

Features of teaching/learning1) Students are comfortable. Furniture anddecorationareimportant.Musicaccompanies.2) Posters displaying grammatical forms areon the walls of the classroom (peripherallearning). New names and biographies,new identities.3) Vocabulary is emphasized, grammar is dealtwith explicitly conscious attention butminimally, Speking is valued.

Features of teaching/learning (2) The teacher is councelor, supportive andcaring. In the early stages the students designthe syllabus, The most important thingsare understanding and speaking. Errors are corrected indirectly.

Content-based, task-based,paticipatory approaches These approaches do not focus on form orfunction. They give more importance to process oflearning over linguisitc context. Here we use „English to learn“ rather than„learning to use English“ ESP English for specific purposess – is contentoriented, or content based ESP – integrates language and content.Language items arise from the purpose of

Wilkin‘s Functional Notional Approach formed the basis of Communicative Approach. Functions are what we do with the language, but Notional categories are: time, sequence, space, quantity, location, frequency. Communicative Approach, Communicative Language Teaching, functional Approach and Notional Functional Approach have almost the .