Second/Foreign Language Teaching Methodologies

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

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

. 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.

ii. Seven Teaching Methodologies

The Situational Language Teaching

. The Grammar-Translation
Method
i. Background The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth 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 towards written work to the virtual exclusion of oral production.

ii. The Principal Characteristics

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.

II. The Direct Method

ii. The Principal Characteristics

iii. Drawbacks
L2 should be learned in way in which L1 was acquired - by total immersion technique. It rejects use of the printed word - but this objection is illogical since L2 learner has already mastered 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.

iv. Strategies Using Direct Method

and the students answer. Dictation: The teacher chooses a grade appropriate passage and reads the text aloud. Reading Aloud: Students take turn reading sections 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

III. Audiolingual Method

ii. The Method Characteristics

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

iii. Strategies
Dialog Memorization
Backward Build Up Transformation Drill Complete the Dialog Dictation

Flashcards

. 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.

ii. The Principal Characteristics

The role of the instructor in CLT is quite different 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 students to be in charge of their own learning.

 Communication
Language is used for communication. For this reason, CLT makes use of communication to teach languages. CLT emphasizes real-life situations and communication in context. While grammar is still important in the CLT classroom, the emphasis is on communicating a message.

 Social Context
CLT also stresses social and situational contexts of communication. In CLT, students learn about language in social contexts, such as the difference between speaking with an elder and a peer.

iii. CLT and Multimedia

. Other Teaching Methods

i. Humanism is described in applied

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 deduce the meanings for themselves. The method has many traditional aspects, including use of traditional structural syllabuses.

ii. Task-based Teaching

. Summary
i. Comparison of Different Teaching Method
Figure 1. Teacher & Learner Roles in Different Teaching Methods Method Situational language Teaching Audio-lingualism Communicative Language Teaching Total Physical Response Community Language Learning The Natural Approach Suggestopedia Teachers Roles Context Setter Error Corrector Language Modeler Drill Leader Needs Analyst Task Designer Commander Action Monitor Counselor Paraphraser Actor Props User Auto-hypnotist Authority Figure Learners Roles Imitator Memorizer Pattern Practicer Accuracy Enthusiast Improviser Negotiator Commander Action Monitor Collaborator Whole Person Guesser Immerser Relaxer True-Believer

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