METHODS AND APPROACHES in TEACHING ENGLISH AS A second LANGUAGE

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METHODS AND APPROACHES inTEACHING ENGLISH AS A
second LANGUAGE
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Before clt
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Approaches, methods, procedures, and techniques

• Approach this refers to theories about the
  nature of language and language learning that
  serve as the source of practices and principles
  in language teaching.
• It offers a model of language competence.
• An approach describes how people acquire their
  knowledge of the language and makes statements
  about conditions which will promote successful
  language learning.

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Approaches, methods, procedures, and techniques

• Method a method is the practical realization
  of an approach. Methods include various
  procedures and techniques as part of their
  standard fare.
• Procedure a procedure is an ordered sequence
  of techniques. A procedure is a sequence which
  can be described in terms such as first you do
  this, then you do that Smaller than a method and
  bigger than technique.

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• Technique
• Is a classroom device or activity and thus
  represents the narrowest of the four concepts
• Some examples dictation, imitation , and
  repetition
• a common technique when using video material is
  called silent viewing. This is where the
  teacher plays the video with no sound.
• Silent viewing is a single activity rather than a
  sequence, and as such is a technique rather than
  a whole procedure.

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• A term that is also used in discussions about
  teaching is model used to describe typical
  procedures, usually for teachers in training.
  Such models offer abstractions of these
  procedures, designed to guide teaching practice.

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The Grammar Translation Approach/Method

• This is a method that has been used by language
  teachers for many years.
• At one time it was called Classical Method,since
  it was first used in the teaching of the
  classical languages,Latin and Greek.
• Earlier in this century,it was used for the
  purpose of helping students read and appreciate
  foreign language literature.

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The Grammar Translation Method

• Classes are taught in the students? mother
  tongue,with little active use of the target
  language
• Vocabulary is taught in the form of isolated
  word lists
• Elaborate explanations of grammar are always
  provided
• Reading of difficult text is begun early in the
  course of study
• Little attention is paid to the content of
  text,which are treated as exercises in
  grammatical analysis.

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Direct Approach

• A reaction to the Grammar Translation Approach
  and its failure to produce learners who could
  communicate in the foreign language they had been
  studying
• No use of the mother tongue is permitted
• Lessons begin with dialogues and anecdotes in
  modern conversational style
• Actions and pictures are used to make meanings
  clear
• Grammar is learned inductively.

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Direct Approach

• Literary texts are read for pleasure and are not
  analyzed grammatically
• The target culture is also taught inductively
• The teacher must be a native speaker or have
  nativelike proficiency in the target language

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Reading Approach

• A reaction to the problems experienced in
  implementing the Direct Approach
• Reading was viewed as the most usable skill to
  have in foreign language since not many people
  traveled abroad at that time
• Also few teachers could use their foreign
  language well enough to use direct approach
  effectively in class.

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Reading Approach

• Only the grammar useful for reading comprehension
  is taught
• Vocabulary is controlled at first and then
  expanded
• Translation is once more a respectable
  classroom procedure.
• Reading comprehension is the only language skill
  emphasized
• The teacher does not need to have good oral
  proficiency in the target language.

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Audiolingualism or the Audio-lingual Approach

• Audio-lingual methodology owes its existence to
  the Behaviourist models of learning using the
  Stimulus-Response-Reinforcement model, it
  attempted, through a continuous process of such
  positive reinforcement, to engender good habits
  in language learners.
• Audio-lingualism relied heavily on drills like
  substitution to form these habits.
• Habit-forming drills have remained popular among
  teachers and students, and teachers who feel
  confident with the linguistic restriction of such
  procedures

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Presentation, Practice, and Production

• A variation on Audio-lingualism in British-based
  teaching and elsewhere is the procedure most
  often referred to as PPP, which stands for
  Presentation, Practice, and Production.
• In this procedure the teacher introduces a
  situation which contextualizes the language to be
  taught. The students now practice the language
  using accurate reproduction techniques such as
  choral repetition, individual repetition, and
  cue-response drills.

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PPP and alternatives to PPP

• The PPP procedure came under a sustained attack
  in the 1990s.
• Michael Lewis suggested that PPP was inadequate
  because it reflected neither the nature of
  language nor the nature of learning.
• Jim Scrivener advanced what is perhaps the most
  worrying aspect of PPP,the fact that it only
  describes one kind of lessonit is inadequate as
  a general proposal concerning approaches to
  language in the classroom.
• In response to these criticism many people have
  offered variations on PPP and alternative to it
  ARC, OHE/III, ESA.

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ARC

• put forward by Jim Scrivener
• stands for Authentic use, Restricted use and
  Clarification and focus
• Communicative activity will demonstrate authentic
  use elicted dialogue or guided writing will
  provoke restricted use of language by students
  finally clarification language is that which the
  teacher and students use to explain grammar,give
  examples,analyse errors,elict or repeat things.

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OHE/III

• Michael Lewis claims that students should be
  allowed to Observe (read or listen to language)
  which will then provoke them to
• Hypothesize about how the language works
• before going on to the Experiment on the
• basis of that hypothesis.

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ESA

• In the ESA model three components will usually be
  present in any teaching sequence,whether of
  five,fifty or a hundred minutes
• E stands for Engage - students have to be engaged
  emotionally
• S stands for Study
• A stands for Activate - any stage at which
  students are encouraged to use all and/or any of
  the language they know

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Oral situational Approach

• A reaction to the Reading Approach and its lack
  of emphasis on oral-aural skills
• Was dominant in Britain during the 1940s, 1950s
  and 1960s
• It draws from the Reform Movement and the Direct
  Approach but adds features from Firthian
  linguistics and the emerging professional field
  of language pedagogy.

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Oral situational Approach

• The spoken language is primary
• All language material is practiced orally before
  being presented in written form
• Only the target language should be used in the
  classroom.
• Efforts are made to ensure that the most general
  and useful lexical items are presented

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Oral situational Approach

• Grammatical structures are graded from simple to
  complex
• New items are introduced and practiced
  situationally (e.g., at the post office, at the
  bank, at the dinner table)

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Cognitive Approach

• A reaction to the behaviorist features of the
  Audiolingual Approach
• Influenced by cognitive psychology (Neisser 1967)
  and Chomskyan linguistics (Chomsky 1959, 1965)
• Language learning is viewed as rule acquisition,
  not habit formation
• Instruction is often individualized learners are
  responsible for their own learning

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Cognitive Approach

• Grammar must be taught but it can be taught
  deductively (rules first practice later) and/or
  inductively (rules can either be stated after
  practice or left as implicit information for the
  learners to process on their own)
• Pronunciation is de-emphasized perfection is
  viewed as unrealistic and unattainable
• Reading and writing are once again important as
  listening and speaking

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Cognitive Approach

• Vocabulary instruction is once again important,
  especially at intermediate and advanced levels
• Errors are viewed as inevitable, to be used
  constructively in the learning process
• The teacher is expected to have good general
  proficiency in the target language as well as an
  ability to analyze the target language

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Affective-Humanistic Approach

• A reaction to the general lack of affective
  considerations in both Audiolingualism and the
  Cognitive Approach e.g., Moskowitz 1978 and
  Curran 1976
• Respect is emphasized for the individual ( each
  student, the teacher) and for his or her
  feelings
• Communication that is meaningful to the learner
  is emphasized

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Affective-Humanistic Approach

• Instruction involves much work in pairs and small
  groups
• Class atmosphere is viewed as more important than
  materials or methods
• Peer support and interaction are viewed as a
  self-realization experience
• The teacher is a counselor or facilitator

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Affective-Humanistic Approach

• The teacher should be proficient in the target
  language and the students native language since
  translation may be used heavily in the initial
  stages to help students feel at ease later it is
  gradually phased out.

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Comprehension-Based Approach

• An outgrowth of research in first language
  acquisition that led some language methodologists
  to assume that second or foreign language
  learning is very similar to first language
  acquisition e.g., Potovsky 1974 Winitz 1981
  Krashen and Terrell 1983)

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Comprehension-Based Approach

• Listening comprehension is very important and is
  viewed as the basic skill that will allow
  speaking, reading, and writing to develop
  spontaneously over time, given the right
  conditions.
• Learners should begin by listening to meaningful
  speech and by responding nonverbally in
  meaningful ways before they produce any language
  themselves.

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Comprehension-Based Approach

• Learners should not speak until they feel ready
  to do so this results in better pronunciation
  than if the learner is forced to speak
  immediately.
• Learners progress by being exposed to meaningful
  input that is just one step beyond their level of
  competence.
• Rule learning may help learners monitor what they
  do, but it will not aid their acquisition or
  spontaneous use of the target language.

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Comprehension-Based Approach

• Error correction is seen as unnecessary and
  perhaps even counterproductive the important
  thing is that the learners can understand and can
  make themselves understood.
• If the teacher is not a native (or near-native)
  speaker, appropriate materials such as
  audio-tapes and videotapes must be available to
  provide the appropriate input for the learners.

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Then
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The Communicative Approach

• The communicative approach or Communicative
  Language Teaching (CLT) is the name which was
  given to a set of beliefs which included not only
  a re-examination of what aspects of language to
  teach but also a shift in emphasis on how to
  teach!

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The Communicative Approach

• The communicative approach or Communicative
  Language Teaching (CLT) was developed in the
  1970s, and in critical reaction to the formal and
  boring types of exercises used under the
  audiolingual approach (drill-and-kill
  exercises).

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The Communicative Approach

• The communicative approach or Communicative
  Language Teaching (CLT) puts the focus on
  communicative interaction in class, not on a
  correct but mind- and meaningless reproduction of
  the linguistic forms prescribed for a specific
  lesson.

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The Communicative Approach

• The communicative approach or Communicative
  Language Teaching (CLT) is an outgrowth of the
  work of anthropological linguists (e.g. Hymes
  1972) and Firthian linguists (e.g. Halliday 1973)
  who view language first and foremost as a system
  for communication.

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• Non-communicative activities Communicative
  activities
• The communication continuum

No communicative desire No communicative
purpose Form not content One language item
only Teacher intervention Materials control
A desire to communicate A communicative
purpose Content not form Variety of language No
teacher intervention No materials control