METHODS

METHODS

1)    The Audio-lingual Method

2)   The oral Approach

3)   Communicative Language Teaching (CLT)

4)   Total Physical Response(TPR)

5)   The Silent Way

6)   Suggestopedia.

This method was widely used in the United States and other countries in the 1950’s and 1960’s. This method say language is a process of habit formation.

Theory of learning: Behaviorism, including the following principles:

·         Mistakes are bad and should be avoided, as they make bad habits.

·         Language skills are learned more effectively if they are presented orally first, then in written form.

·         Positive reinforcement helps students to develop correct habits.

The objectives of this method:

·         Accurate pronunciation and grammar.

·         Ability to respond quickly and accurately in speech situation.

·         Knowledge of sufficient vocabulary to use with grammar patterns.

Types of learning techniques and activities: Dialogues and drills.

Procedures in a Audiolingual class:

·         Student hears a model dialogue.

·         Students repeat each line of the dialogue.

·         Certain key words or phrases may be changed in the dialogue.

·         Key structures from the dialogue serve as the basic for pattern drills of different kinds.

·         The student practices substitutions in the pattern drills.

Key words presented by our classmates:

·         Foreign language

·         Pattern Grammar

·         Drill – mechanical exercises

·         Structured

·         Phonetic, syntax, morphology

2)        The oral Approach and situational Language Teaching

The Oral Approach and Situational Language Teaching relied on the structural view of language. Both speech and structure were seen to be the basis of language and, especially, speaking ability. This was a view similar to American structuralisms, such as Fries.  However, the notion of the British applied linguists, such as Firth and Halliday, that structures must be presented in situations in which they could be used, gave Situational Language Teaching its distinctiveness.

Learner roles:  In the initial stages of learning, the learner is required simply to listen and repeat what the teacher says and to respond to questions and commands. The learner has no control over the content of learning.

Teacher roles: In the presentation stage of the lesson, the teacher serves as a model, setting up situations in which the need for the target structure is created  and then modeling the new structure for students to repeat. The teacher is required to be skillful manipulator, using questions, commands, and other clues to elicit correct sentences from the learners. Lessons are hence teacher directed and he sets the pace.

Procedure: Classroom procedures in Situational Language Teaching vary according to the level of the class, but procedures at any level aim to move from controlled to freer practice of structures from oral use of sentence patterns to their automatic use in speech, reading, and writing.

Key words presented by our classmates:

·         The learner has to listen and repeat

·         The teacher has the control of the content

·         Language learning is habit-formation

·         It’s useful for beginners.

·         Put emphases in grammar and pronunciation

3)        Communicative Language Teaching (CLT)

The communicative approach in language teaching starts from a theory of language as communication.  For some, Communicative Language Teaching means little more than an integration of grammatical and functional teaching, for others, it means using procedures where learners work in pairs or groups employing available language resources in problem-solving task.

Hymes’s theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes’s view, a person who acquires communicative competence acquires both knowledge and ability for language use.

Learner roles.  Breen and Candlin describe the learner’s role such as negotiator -between the self, the learning process, and the object of learning-merges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The  for learner is that he should contribute as much as he gains, and thereby learn in an interdependent way.

Teacher roles: Teacher has two main roles, the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group.

Key words presented by our classmates:

·         Communicative competence

·         Contextualization (social-culture)

·         Learner-centered and experience based

·         Meaning is paramount

·         Meaning of grammar

·         Group and pair interaction students.

4)        Total Physical Response(TPR)

Is a language teaching method built around the coordination of speech and action; it attempts to teach language thorough physical (motor) activity.

TPR (total physical response) is a method of teaching language using physical movement to react to verbal input in order to reduce student inhibitions and lower their affective filter. It allows students to react to language without thinking too much, facilitates long term retention, and reduces student anxiety and stress. In order to implement TPR effectively, it is necessary to plan regular sessions that progress in a logical order, and to keep several principles in mind.

Learner roles: Learners have the primary roles of listener and performer. They listen attentively and respond physical determined by the teacher, ly to commands given by the teacher.

Learners are required to respond both individually and collectively. Learners have little influence over the content of learning, since content is determinate by the teacher, who must follow the imperative-based format for lessons. Learners are also expected to recognize and respond to novel combinations of previously taught items.

 Learners monitor and evaluate their own progress. They are encouraged to speak when they feel ready to speak – this is, when a sufficient basis in the language has been internalized.

Teacher roles: Teacher plays an active and direct role in total Physical Response. The instructor is the director of a stage play in which the students are the actors. It is the teacher who decides what to teach, selects the material for classroom use.

Key words presented by our classmates:

·         Speech – action

·         Positive mood

·         Teacher plays an active and direct role

·         Student- Listener – Performer

·         Activities – role plays- slide shows

5)  The Silent Way

Here the ppt. presentation for our group.

https://docs.google.com/presentation/d/1Y5gQZw-Ytl-EPJWrBiJaCMmA8W5r5Vi7hu6Hmidx_38/edit#slide=id.p19

6)  Suggestopedia

Lozanov describes as a “Science concerned with the systematic study of the norational and or nonconscious influences”

Suggestopedia tries to harness these influences and redirect them so as to optimize learning. The most conspicuous characteristic of Suggestopedia are the decoration, furniture, and arrangement of the classroom, the use of music (musical rhythm to learning), and the authoritative behavior of the teacher.

Learner roles and teacher roles: 

Not only the classroom design but also the teacher’s authoritative role leads to affective learning by stimulating the sub-conscious. It’s maintained that information which is considered to be coming form an authoritative source is likely to be remembered best and be the most influential of all information types. This belief indeed highlights the teacher’s role and the learner’s role in this method.  

The teacher assumes the role of complete authority and control in the classroom. She or he should have absolute confidence in the method, be organized an punctual, be very careful about choosing smart clothes and reflect her self-confidence and enthusiasm, body language, voice intonations, warmth and sensitivity.

That kind of authority given to the teacher also determines the learner’s role in the classroom.  Since the teacher treats the students like a parent, the learner assumes a child-like role. The learners engage in role-plays, song and breathing exercises that are believed to have the potential of making them feel self-confident, spontaneous and receptive like children.

     Key words presented by our classmates:

· Authoritive

· Perfomance

· Unconcious

7) The Direct Method

Direct method occupies an important place amongst the various methods of teaching English, which came as a reaction against the traditional translation method. The direct method was also called the natural method or reformed method.

The direct method is a method of teaching English directly To teach English directly is to establish a direct or immediate association between experience and expression, between the English word, phrase, or idiom and as meaning in other words of establishing in connection with English the same habit of direct experience as exists is the use of mother-tongue.

Essential features or principles of Direct Method.

Ø  By this method it is possible to establish a direct association between the experience and expression, which should be one of the features of direct method.

Ø  The quality of this method is that every sentence, which is complete, is a unit only; it is a means of expressing ideas.

Ø  It emphasizes the oral aspects of teaching. Spoken words should be made the basis and as far as possible the medium of instruction.

Ø  Grammar is taught inductively rather than deductively .

Ø  There is systematic use of vocabulary in the direct method. It lays on the need of limited vocabulary and phraseology taught in definite stages. New words associated with concrete objects are introduced at regular intervals. They are systematically and judiciously selected for framing sentences.

PRACTICAL WORK

Team work: Barbara Valenzuela, Jana Strohbach, Claudia Cabrera

      Type of school:  Public school (Juanita Fernández)

      Number of students per classroom: It is an average between 40 and 46 students per class

      Numbers of hours a  week: Three hours per week

      Textbook: Ediciones Cal y Canto

      Aproach: Structural view

      Design:  Conductism

      Student’s and teacher’s motivation/ roles:

Teacher: Model

Student: Receiver of the information

      Assessment (tests, instruments): Psychometric evaluation, e.g. multiple choices, true or false tests.

      Use of technology:  15 computers  with internet access for nearly 600

 students.

What design would you propose to improve the English subject in that school?

In our consideration the design in this particular school has to be completely improved. The teacher didn’t encourage the students to speak the second language, only the content of the textbook was the objective. The teacher’s motivation was very low, because she didn’t develop a design for an instructional system.

The student’s role of learning should be the role of a processor and performer. The teacher should be achieve the role of consultant catalyst and guide, for example by encouraging the students of speaking the second language and include more teaching activities.