TEACHING

METHODS
segunda-feira, 29 de novembro de 2010

The English major at UFMG provides students with a vast range of

areas of study and research. For this reason, many FALE
students often find themselves rather confused about which
paths to take and they just do not know how to set about it. The
field of applied linguistics is related to language learning and
teaching, translation, language technologies among other areas
and it is one of those many options available that a great number
of students would like to go into. However, it can be very daunting
for undergraduates who want to pursue a career in language
teaching because most of the times they simply do not know what
awaits them when they finally become a language teacher. Those
students usually wonder which teaching methods and
approaches they should apply and most importantly, how they
could be applied.
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The Natural Approach

Jack Richards and Theodore Rodgers, based on Terrel and Krashens’ theories,
affirm that the Natural Approach is an acquisition process that does not focus much on
practice, but on exposure or input to the target language. The purpose of this theory is to
enable students to acquire a second language. Its creators use the term “natural” because it
has to do with the natural process of how children learn their first language. It is based on
these five main hypotheses: the acquisition/learning, the monitor, the natural order
hypothesis, the input and the effective filter.
The Acquisition is distinguished from Learning. Acquisition is the unconscious part
of language. It is a natural process that focuses on transmission of a message, in other
words, meaningful communication. On contrast, Learning has to do with conscious
processes of language that is constructed by grammatical rules in order to verbalize the
knowledge concerning these grammatical rules and forms.
The Monitor hypothesis supports that conscious learning works as a way to correct
our mistakes when we create utterances in the learner language when communicating. It
functions as an editor since the learner has been taught about grammatical structures of the
language in vogue. It has been defended that it works well since the learner has enough
time at his/her disposal; he/she focus on form to correct his/hers mistakes and on
knowledge of rules.
The Natural Order claims that the structure of language, regardless of what your
mother tongue is, follows a predictable “natural order”. As it was proved by studies,
morphemes are learned first than other structures. Trial and error occur during language
acquisition and naturalistic developmental process, but it does not occur in the learning.
The Input Hypothesis seeks to explain how a person acquires language and for this
purpose Krashen suggests that acquiring a second language involves the ‘natural
communicative input’, in other words, the form like children acquire their mother tongue.
They use extralinguistic information, context and knowledge of the world around them as
an attempt to make comprehension. It is relevant to point out that these processes do not
happen all of a sudden.
The Effective Filter has to do with the learner emotional attitude toward language
acquisition. There are three kinds of ‘effective variables’ that facilitate language acquisition
which are: self confidence, motivation and anxiety. Krashen believes that people with low
effective filter make the input possible, in addition, receive and seek it. It is possible
because they “interact with more confidence” (pg.133). In contrast, people with high
affective filter block or impede the input,preventing it.
In conclusion, the Natural Approach is not a method in which starts from the
acquisition process and goes to the learning process. It was created to help beginners start
the learning process of a desirable second language. It is an attempt to enable students to
understand the speaker of the target language. This method is not based on grammar or
syntax, but on meaning, and communication. If a learner creates a non grammatical
utterance it does not matter. The purpose is to have in mind some lexicon that can make
communication possible, even if it occurs in a primary way.

(Posted by: Denise Esteves)

Bibliography:
RICHARDS, Jack C; RODGERS, Theodore S. Approaches and methods in
language teaching: a description and analysis. Cambridge: Cambridge Univ. Press, 1995.
171p. ((Cambridge Language Teaching Library)) ISBN 052132558
Sites: http://www.sk.com.br/sk-krash.html
Cf:http://books.google.com.br/books?id=FMN92YpbQdEC&pg=PA32&dq=the+na
tural+approach+Krashen&hl=pt-
br&ei=0UzhTJK9IcKclgfXtKGXAw&sa=X&oi=book_result&ct=book-
thumbnail&resnum=3&ved=0CDkQ6wEwAg#v=onepage&q=the%20natural%20approach
%20Krashen&f=false
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domingo, 28 de novembro de 2010

The Communicative Approach
In 1970 teachers and linguistics were dissatisfied about the learning
process of English as a second language. The Audio - lingual Method
and the grammar – translation method weren’t successful to the
learning and teaching approach. These methods didn’t interact the
student with language in a realistic way, so students had difficult when
they were exposed to real life situations. Through this fact, teachers
and linguistics developed the method that will make students
participate to real situations activities and the language will be a way to
interact to the world, the communicative approach.

The Communicative Approach

In the past, the learning process of a second language (L2) was restricted to rules of grammar and
the student were guide by the teacher to learn a correct structure of the L2. The communicative
approach changed the learning method, now students are more free to lead the classes and be
more closed to the reality of the L2.

The interaction must to be simple and direct, student can speak in their first day if they want to.
Read, write and listening are mechanisms are learning that are taught together.

Teachers become facilitator’s rather leading classes; the main point is to interact student to
situations that they live. Dialogues are stimulated to be focus on their interaction to the world and
the grammar is not evaluated separately.

The objective is to make students feel comfortable to the language and be able to communicate
without the focus on grammar meaning and use. Even when students commit common errors of
collocations, they are not corrected since in real life situations common error can happened all the
time.

The pronunciation is as important as the speaking process. Songs and games make student feel
more secure when they deal with exercises, the main goal is to students don’t be afraid of take a
conversation.

Activities are taught in pair or groups, the interaction to language is preparing them to interact with
the society.

Exercises:

1) Listen to a real conversation and take notes about what you're listenig and answer the
questions:

a)What was the main point of the conversation?

b)How old do you think they were?
c)How many people were involved in the subject?

The communicative approach is a revolutionary approach which makes students interact

with language not in a superficial way. Its focus is on grammar and its main goal is to
prepare students for communication with the real world.
(Posted by: Ludmila)

Bibliography:
1- SHASTRI, Dr. Pratima Dave. Communicative Approach To The Teaching Of English As A
Second Language. Students First Edition
2- RICHARDS, Jack C. and RODGERS, .Theodore S. Approaches and Methods in Language
Teaching, A description and analysis. Cambridge University Pree, 1986
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terça-feira, 23 de novembro de 2010

The Audiolingual Method

The Audiolingual Method (ALM) has its emphasis on mastering the building
blocks of language and learning the rules for combining them, and it is aimed
squarely at communicative competence. One of its principles is that language
skills are learned more effectively if they are presented orally first, then in
written form. The ALM is still used in some programs today, in situations
where one of the prime objectives of learning English is to take and achieve
successful results in a variety of tests.

The Audio-lingual Method

The Audiolingual Method (ALM) was widely used in the United States and other countries in the
1950's and 1960's. Particular emphasis was laid on mastering the building blocks of language and
learning the rules for combining them. The theory of learning was the Behaviorism, including the
principles that language learning is habit-formation, that mistakes are bad and should be avoided,
as they make bad habits; that language skills are learned more effectively if they are presented
orally first, then in written form; that analogy is a better foundation for language learning than
analysis, and that the meanings of words can be learned only in a linguistic and cultural context,
according to Lingua Links Library(1).
This method, the ALM, is still used in some programs today, in situations where one of
the prime objectives of learning English is to take and achieve successful results in a variety of
tests, and where many learners are not intrinsically motivated to learn English but do so because
they need to, the method is not without merits, according to English Raven(2).
The Audiolingual Method represents a major step in language teaching methodology
that is aimed squarely at communicative competence. The behavioral psychologists dictated the
various ways for the drills to be repeated in order to create an effective habit-forming process. The
extensive and elaborate drills designed to facilitate overlearning and good language habit forming
are important parts of communicative processes in general, according to English Raven(2).
Some of the objectives of the audio-lingual method are: build communicative
competence in translators through very intensive language courses focusing on aural/oral skills,
 create communicative competence in learners through extensive repetition and a variety of
elaborate drills, project the linguistic patterns of the language into the minds of the learners in a way
that made responses automatic and "habitual", and facilitate the learning of a new set of "habits"
appropriate linguistically to the language being studied, according to Lingua Links Library(1).
The types of learning techniques and activities in an audio-lingual course are the
dialogues and the drills (instruction, exercise; training). Some key structures from the dialogue
below* serve as the basis for pattern drills of different kinds, according to Lingua Links Library(1):
Repetition : where the student repeats an utterance as soon as he hears it
Inflection: Where one word in a sentence appears in another form when repeated
Replacement: Where one word is replaced by another
Restatement: The student re-phrases an utterance

*Examples:
Inflection : Teacher: I ate the sandwich.
Student: I ate the sandwiches.
Replacement: Teacher: He bought the car for half-price.
Student : He bought it for half-price.
Restatement: Teacher: Tell me not to smoke so often.
Student : Don't smoke so often!
Drills and pattern practice, by Richards, J.C. et-al. 1986(3).
The typical procedure of the ALM would be:
> Students hear a model dialogue
> Students repeat each line of the dialogue
> Students practice substitutions in the pattern drills (key words or phrases in the dialogue).
The following examples illustrates how more than one sort of drill can be incorporated
into one practice session:
Teacher: There's a cup on the table ... repeat.
Students: There's a cup on the table.
Teacher: Spoon.
Students: There's a spoon on the table.
Teacher: Book.
Students: There's a book on the table.
Teacher: On the chair.
Students: There's a book on the chair.
Drills and pattern practice, by Richards, J.C. et-al. 1986(3).
This method can be appropriate in certain learning contexts, as in situations where one
of the main objectives of learning English is to take and achieve immediate and successful results
in a variety of tests, so the method has its merits. There are ways, also, in which the practice
involved in the Audiolingual Method can be applied to approach the objectives of those people who
want to learn the deep structure of a language, as Audiolingual-based drills can be adapted and
used in combination with an appropriate range of other activities, and effective error correction
techniques, to create a more independent experimentation and application.
(Posted by: Rosemary M Monsalve)
.:::..:::.
Bibliography:
1 – The Audio-Lingual Method. Lingua Links. Available at:
http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/TheAudi
oLingualMethod.htm [This page is an extract from the LinguaLinks Library, Version 3.5,
published on CD-ROM by SIL International, 1999. Page content last modified: 21 March
1999. Accessed on November 8th, 2010.
2 - The Audio-lingual Method. English Raven. Available at:
http://www.englishraven.com/method_audioling.html. Accessed on November 4th, 2010.
3 – RICHARDS, J.C. et-al. 1986. Audio-lingual Method: Oral Drills. Examples. Available at:
http://en.wikipedia.org/wiki/Audio-lingual_method. Accessed on November 4th, 2010.
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Task-Based Learning Method - TBL

This article focus on the Task-Based Learning Method (TBL) and it
brings readers both theory and short examples about this teaching
procedure.

The Task-Based Learning Method: an overview

Choosing a method is a difficult decision for English teachers since there are many options
available. In this article, we will provide our readers with the basic features of the Task-
Based Learning method, known as TBL. In general lines, the procedure goes like the
following: the teacher gives learners a task to perform and they are not supposed to discuss
language until the task has been completed. Then, usually, the teacher analyzes the
language and makes corrections based on what the students’ performance showed to be
necessary.

According to Jeremy Harmer (2007) there are two versions of the Task-Based Learning
method. In one of them, students perform the tasks and focus on language form while they
do the tasks and/or as a result of having done them. In the second one, the teacher provides
students with some of the language to do the tasks before they perform them. Despite the
differences, both TBL approaches have got the performance of meaningful tasks as a
central feature to the learning process. The idea is that students are able to learn if they are
focused on the completion of a task as effectively as if they were focused on language
form. As a consequence, instead of concentrating on language structure and function, in
TBL students face a task to do or a problem to solve.

Nonetheless, it is important to point out that TBL is not just about doing a task after
another, as Jane Willis (1996) asserts. Otherwise, students would gain fluency but not
accuracy. It is crucial for the success of the method that the teacher follows the three basic
stages that compose the method as carefully as possible.

First of all, there is the Pre-Task stage which consists of the teacher introducing and
exploring the topic as well as highlighting useful words and phrases. For that, techniques
such as brainstorming, mind maps, matching phases to pictures, classifying words and
 phrases and choosing the odd one out can be used. Some very effective materials are
recordings and videos of native speakers performing a similar task, which may also be used
to give instructions. Texts related to the topic are another alternative. By using these, TBL
promotes exposure, one of the four basic conditions for learning a language.

The second stage is the Task Cycle. It offers students the chance of using language they
already know while performing the task. They are also given the opportunity of improving
that language as they plan their reports of the task to the classroom. Students do the task in
pairs or in small groups while the teacher monitors them. It is crucial that the teacher,
especially if not used to TBL, does not teach during the task stage, unless there is a major
communication problem. To avoid that, instructions must have been very clear during the
first stage, as well as the topic introduction. If necessary, students might be exposed to
useful language during the planning and the reporting phases, after the task has been
completed. By this time, students will have experienced other two basic conditions for
learning: motivation and use.

The last part of the Task Cycle is reporting to others how the task went and what students
have accomplished. Reports are important because that is when students start worrying
more about accuracy rather than fluency, because they must produce an intelligible
discourse. Reports might be written or oral and some purpose ideas for them are:

 creativity: students say what they have most enjoyed about the other groups’ work;
 listing: student can vote for the most comprehensive list;
 comparing: students see how the other groups performed the task and check if they went
the same way;
 problem solving: students compare strategies, evaluate solutions, vote for the best solution
an recommend solutions;

For example, if the task was giving a girl who is travelling abroad for the first time and all
by herself some advice, students can compare their advice and choose the best and most
useful ones.

The last stage is called Language Focus and it is when the fourth condition for learning is
fulfilled because it concentrates on studying language form. The teacher then can examine
and discuss specific structures that were used during the task and correct students’ mistakes
and slips. The teacher gives students practice on these features, such as drillings, listening
and completing, gap-filling, progressive deletion, unpacking a sentence, memory challenge,
dictionary exercises and computer games.

Since we have discussed the Presentation-Practice-Production method (PPP) in this

blog, it might be interesting to point out the core difference between it and the TBL.
According to the last one, only after the Task Cycle students’ attention is directed to
language form, whereas in PPP it comes first. Another difference is that in PPP a context
for grammar teaching must be invented and in TBL it is already provided since students
have already worked on its meaning and usage. Plus, the PPP method goes from accuracy
to fluency. On the other hand, TBL goes from fluency to accuracy which might be more
interesting and funnier to students.

Some teachers may argue that using TBL with beginners and young learners would be too
complicated. However, there are some simple activities, such as bingo, memory game, odd
one out, “Simon Says”, classifying and guessing games that can be used and do not require
complex structures.

In spite of many critiques related to timing and whether an entire course based on TBL
would be effective, some TBL features are undoubtedly interesting, such as providing
students with opportunities for trying out new language and doing more free practice rather
than the controlled one.

(Posted by: Luciane Scarato)

Bibliography:

Jane Willis. A framework for Task-Based Learning. Oxford: Longman, 1996.

Jeremy Harmer. The practice of English Language Teaching. England: Pearson Education
Limited, 2007

1. The Direct Method

Teachers have been using the Direct Method for

years. The benefit of using this method is to immerse the
students in English. This is done by providing
demonstrations on how to use the language with the the
help of realia and visual aids. The teachers who use this
method teach grammar inductively, in other words, the
rules of grammar are not taught directly. Grammar rules are
avoided as much as possible and there is emphasis on
 good pronunciation.Teaching with this method is performed
entirely in the target language and students are
discouraged from using their native language.

2.2

Audio-lingual

This method became very popular in the 1960s and was

based on the behaviorist theory of learning. It held that
language learning is a kind of behavior, similar to other
types of human activity. According to the behaviorist theory,
teachers elicit responses through stimuli. The response is
reinforced by the teacher and if this reinforcement is
positive, it encourages the repetition of the response in the
future. In essence, it relies on the idea that learning a
language is like acquiring habits. For audiolinguism,
language learning requires students to master the building
blocks of the language and learn the rules they need to
know to successfully combine these basic elements.
Typically, there is a great deal of practice through dialogs
and conversations. New language is first heard and
extensively drilled before being seen in its written form.
Dialogs and drills are central to the approach. Accurate
pronunciation and control of structure are of paramount
importance.
3.3

Total Physical Response (TPR)

TPR or Total Physical Response, developed by James

Asher in the 1960s, is based on the theory that the
memory is enhanced through association with physical
movement. It is also closely associated with theories of
mother language acquisition in very young children, where
they respond physically to parental commands. TPR as an
approach to teaching a second language is based, first and
foremost, on listening and this is linked to physical actions
which are designed to reinforce comprehension of
particular basic items.

4.4

Communicative Language Teaching (CLT)

Our knowledge of second language learning has

changed a lot. Before, language learning was based on
how well students knew and could manage grammar and
the learning was under the teachers' control. Views on
language learning have changed a great deal in recent
 years. It is now seen as interactions of the learner and
those who use the language. Language is used to create
purposeful and meaningful interactions. Also, learners are
able to experiment with different ways to say something.
The focus of communicative language learning is to
enable learners to communicate effectively and
appropriately in the various situations they would likely find
themselves in.

5.5

Task-based Language Learning

In Task-based learning the main focus of the teaching

is on completing a task. The task in itself is interesting to
the learners and they need to use the language they
already have to complete it. More attention is placed on the
use of the language and not much on accuracy. Language
is the instrument the students use to complete the task . It
is an activity in which students use language to achieve a
specific outcome. The activity reflects real life and learners
focus on meaning, they are free to use any language they
want. Some great examples of tasks are playing games,
finding information and even solving problems. By using
them, students will generate their own language and create
an opportunity for language acquisition
6.6

The Natural Approach

It is a language teaching approach which claims that

languages are learned the same way people naturally
acquire their native language. It focuses on the
similarities between learning the first and second languages
and adheres to the communicative approach to teaching. In
this approach, students learn by being exposed to
language that is comprehensible or made comprehensible
to them.In this approach communication is considered the
primary function of language therefore it focuses on
teaching communicative abilities. In other words, language
is viewed as a vehicle for communicating meaning and
messages and vocabulary is very important to achieve this.
So, this means that language acquisition takes place when
the learner understands messages in the target language
and has developed sufficient vocabulary. In fact it,
according to the Natural approach, should be easier to
reconstruct a message containing just vocabulary items
than one containing just the grammatical structures.

Second-language teaching has definitely

come a long way and considering how
much we know now, it has a long way to
go still.
It is hard to say which method or approach is the best. Different
students and needs may require you use more than just one, even
at a time. The trend has been toward combining different methods
and approaches, and this is probably the healthiest approach for
it accommodates many styles of learning. Also, it allows teachers
to decide which elements are most effective and which of them
really work in the classroom. If you combine methods, you take
the best that each has to offer, after all, teaching languages is not
easy. In the end, its all about providing our students with the tools
they need to function in the target language.