POPULAR

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POPULAR METHODOLOGY
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What is approach, method,procedure and technique?
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GTM, Direct Method Audiolingualism
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Traditional method Grammar-Translation

• Ss were given explanations of grammar and
  sentences exemplifying these sentences
• 3 Basic assumptions
• 1. Language at the level of sentence only
• 2. No attention to spoken language
• 3. Accuracy is important

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The direct method

• A reform movement (reaction to GTM)
• Paraphrase in order to avoid the use of
  translation
• Again the sentence is the focus point
• Accuracy is still important
• ONLY the target language is used.

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Audiolingual Method

• It finds its roots in Behaviorist model
• using the stimulus-response reinforcement model
• Drills are heavily used to form habits
• Errors are not tolerated in drills

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PPP
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PPP Criticisisms

• It is teacher-centered
• Students learn in straight lines, but human
  learning is more random
• It is not good to break language down into
  small pieces to learn
• Lewis (1993) it doesnt reflect the nature of
  language and the nature of learning

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Alternatives to PPP

• Keith Johnson 1982 deep-end strategy
  (encouraging the immediate production
• In Byrnes alternative approach all three phases
  of PPP are joined, and teachers and students
  decide at which stage to enter the procedure

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• Engage the point where students are engaged
  emotionally with whats going on
• Study the point where the teaching and learning
  element is described putting focus on how sth is
  constructed
• Active the stage where students are encouraged
  to use the language.

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Four Methods
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Community Language Learning

• Students sit in a circle
• Sitting outside the circle, a knower provides
  or corrects target language statements
• A student says what he wants to say either in
  English or in his native language if it is in
  the native langauge the knower translates it into
  English, then the student can say what he wants
  to say in English
• The teachers job is to facilitate rather than
  to teach.

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Suggestopedia

• Georgi Lozanov
• Physical environment of the classroom is very
  important
• Students need to be comfortable and relaxed the
  affective filter should be lowered
• Infantilisation is important there is a
  parent-child relationship between the teacher and
  students (take different names)

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Suggestopedia
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Total Physical Response

• James Asher
• TPR asks students to respond physically to the
  language they hear language processing is
  matched with physical action
• The teacher gives commands and the students try
  to respond those commands
• Lowering the affective filter is important

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TPR
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Silent Way

• Caleb Gattegno
• Learning is best facilitated if the learner
  discovers and creates language rather than just
  remembering and repeating what has been taught.
• Use of colored rods Cuisenaire rods as well
  as color-coded phonetic and word charts

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Communicative Language Teaching

• Rather than focusing only on grammar and
  vocabulary, language functions are emphasized
• the aim is to train Ss to use language forms
• how to teach) Language learning will take of
  itself enough exposure to language in use and
  creating opportunities to use the language are
  very important.

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Communicative activities
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Task-based Learning

• instead of a language structure, Ss are
  presented with a task they have to perform or a
  problem they have to solve. There are three
  basic stages in the Pre-task stage, teacher
  introduces to topic and task by highlighting
  useful words and phrases, and gives the task
  instruction In the Task cycle, students first
  perform the task in pairs or groups, then they
  plan how to report what they did and then they
  report it to other students.

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• In the Langauge Focus stage, the students
  examine and discuss specific features of any
  listening or reading text provided by the teacher
  and they do some practice of specific language
  features which the task has provoked.

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• Critics of TBL say that it is not applicable to
  lower level learners that everything can not be
  taught by using tasks and it is difficult to
  grade tasks in syllabus.