TEACHING METHODS

PART 2
PDTE 2053
TESL METHODOLOGY
COMMUNITY LANGUAGE
LEARNING
 PRINCIPAL FEATURES

SAARD
SECURITY ASSERTION ATTENTION REFLECTION RETENTION DISCRIMINATION

Students are viewed as whole

persons; thus, the relationships and
understanding among learners as a
"knower-counselor" and the learner
as a learner are responsible for
bringing their own unique resources
to the learning experience.
 OBJECTIVES

Students are considered as "whole persons". Students learn to use

the target language communicatively.

Students take responsibility for their own learning.

Students' feelings and intellect have to be considered; an

understanding of their instinctive protective reactions, and their
desire to know are integral to language learning (and language
teaching).
 TECHNIQUES
The chunks are
Students (Ss) speak Teacher (T) helps Ss recorded and
in L1 express in L2 chunks replayed- sounds like
a conversation

Transcribe – Activities – allow

becomes the text students to further
which students explore the language
works on they generated

Ss are invited to say how they feel

 THEORETICAL BASES
• In the beginning experience knowing and feeling are closely intertwined
with each other.
1
• Both the "knower"/teacher and the learner are responsible for bringing
to the language learning task the resources that they alone possess.
• This is a relationship with a constantly shifting equilibrium, not a
2 relationship of fixed roles.

• Power is evenly distributed between the "knower" and the learner.

(Stevick 1980).
3
 INTERACTIONS
A trusting relationship, the threat Students learn from their interaction
that students feel is reduced, and with the teacher.
non-defensive learning is promoted

Teacher-student
centered

At times the teacher facilitates the

A spirit of cooperation, not students' ability to express
competition must prevail. themselves, and at times the teacher
is in-charge and providing direction.

The nature of student-teacher interaction changes within the lesson and over time
 KEEPING UP WITH
TECHNOLOGY
Due to the enhancement of technology, this
method is applied through the use of online
medium to build up community to learn
languages (e.g. Papora, Chatterplot,
LiveMocha etc.)

They apply the concept of

information sharing through
direct communication or
mutual correction of
proposed exercises.
 STRENGTHS

The students The teacher The teacher

are intimately attends more establishes an
involved with closely to the atmosphere
the material structuring of of security
the class and which helps
to the minimize
highlighting of behaviour
the materials problems
WEAKNESSES
If the teacher lacks emotional or
intellectual sensitivity or lacks skill at
teaching, this method will be rendered
ineffective.

The teacher needs to be very good at

both languages.
TOTAL PHYSICAL
RESPONSE
 PRINCIPAL FEATURES
Emphasizes listening comprehension while it delays
speech production

The main teaching device

- the use of commands through which the teacher
directs students' behaviour

Meaning in the target language is taught through

actions

Developed in order to reduce the stress that learners

feel when studying a foreign language
 OBJECTIVES

Reduce the stress that people

Learners must enjoy the feel when studying a foreign
language learning experience language - they will persist in
i.e., learning to communicate their attempt to study a
in a foreign language. language beyond a beginning
level of proficiency.
 TECHNIQUES
First phase
The instructor issues commands to students, then performs the actions with them

Second phase
The students demonstrate that they understand the commands by performing them on their own

Third phase
The teacher then combines elements from different commands to allow students to develop
flexibility in understanding unfamiliar utterances

Students
Fourth phase speak only
The students learn to read and write them when they
are ready
to do so;
this avoids
Fifth phase
anxiety
When students are ready to speak they issue the commands
 THEORETICAL BASES
Language learning is
more effective when
it is fun. Feelings of
success combined
with low anxiety
facilitate learning.

Meaning in the
Memory is activated
target language can
through learner
often be conveyed
response.
through actions.
 INTERACTIONS
The teacher interacts with the whole group of students
and with individual students.

Initially, the
interaction Later on, As students
Students
is the begin to
perform
characterize students speak, they
actions
d by the become issue
together or
teacher more verbal commands
individually.
speaking and the to, their
Students
and the teacher peers as
learn from
students responds well as to
each other.
responding nonverbally. the teacher.
nonverbally.
 STRENGTHS

Ensures the active Helps the teacher know when

participation of students utterances are understood

Lowers students' anxiety-are

not required to produce in the
Provides a context to help
second language until they
students understand the
themselves decide they are
language they hear
ready-they are allowed a silent
period.
 WEAKNESSES

It is often criticized
It is also criticized
because of the
because of the
"constraints" imposed by
grammatical focus of the
the continuous use of
lessons
imperatives
COMMUNICATI
VE
LANGUAGE
TEACHING
 PRINCIPAL FEATURES

Foreign language
Learners need to teaching must be The learning
use the target concerned with atmosphere must
language forms, reality, including be supportive and
meanings, and real communication must promote
functions in as it takes place opportunities for
negotiating meaning outside and inside expression.
the classroom.
 OBJECTIVES

The main objective is to have

students become competent

• i.e., able to use the language appropriate to a social

context.
 TECHNIQUES
Almost everything is done with a communicative intent.

Students use language through communicative activities with three features:

information gap, choice, and feedback. E.g. games, role-plays, and problem-
solving tasks.

Authentic materials - give students an opportunity to develop strategies for

understanding language as it is actually used.

Small groups - ensure that each student has maximum time to interact in
order to learn to negotiate meaning.
 THEORETICAL BASES
The communicative approach helps match the content more
closely with the actual communicative purposes that learners
have to use the language for.

Their communicative ability develops through processes "inside

the learner".

Students will be more motivated to study a foreign language.

• They feel they are learning to do something useful with the language that they
are studying
 INTERACTIONS
Teacher Students
• The initiator of activities but • interact a great deal with one
he does not always interact another - in pairs, triads,
with the students himself. small groups and as a whole
• Sometimes - co- class.
communicator but more • are seen as communicators
often he establishes actively engaged in trying to
situations that prompt make themselves
communication between and understood.
among the students.
• a facilitator of his students'
learning.
THANK YOU
 STRENGTHS

It contextualizes language learning and focuses

on meaning rather than on the linguistic form.
• The teacher extends the range of situations in which the
learner performs with the focus on meaning, without
being hindered by the attention he must pay to linguistic
form.
• Make the linguistic content of a course more relevant to
learners' needs.
 WEAKNESSES
• At times attention to form is valuable for
students.
The focus on • At times, having to deal with both a new
form and with a new communicative
form situation at the same time imposes too
much of a burden.

• Can lead to problem in large size class

• Difficult for teacher to monitor all of the
Communicative students in the groups
• Noise level
activities