Techniques in ELT. WHAT IS TECHNIQUE? A technique is implementational which actually takes place in...

Techniques in ELT

WHAT IS TECHNIQUE?

A technique is implementational which actually takes place in a classroom.

According to Edward Anthony’s model, technique is the level at which classroom procedures are described.

At the level of procedure, technique explains how tasks and activities are integrated into lessons.

Why do teachers use techniques in the classroom?

Teachers use techniques as a tool for teaching. Teachers can achieve the goals of the lesson by the careful delivery of techniques. Using techniques that appeal to the interests of students can promote the success of the class.

TYPES OF TECHNİQUES

TECHNİQUES

Freetechniques

Semi-Controlledtechniques

Controlledtechniques

TYPES OF TECHNIQUES Controlled techniques: They are mostly

teacher centered. Both the teacher and students know what they will do during the activities.

Semi-Controlled techniques: The teacher interferes only when necessary.

Free techniques: The teacher doesn’t direct the students are free in their activities.

GRAMMAR-TRANSLATION METHOD

Translation of a literary passage:

The translation may be written or spoken or both.

The class focuses on vocabulary and grammatical structures.

Students should not translate idioms and like the literary, but rather their understanding of the meaning is important.

GRAMMAR-TRANSLATION METHOD

Reading comprehension questions:

There are three kinds of group of questions:

First group of questions, students ask for information contained within the reading passage.

Second group of questions, students will have to make inferences from the passage.

Third group of questions, students are required to relate the passage to their own experience.

GRAMMAR-TRANSLATION METHOD

Anonyms/Synonyms: Students might be asked

to find anonyms or synonyms in the passage.

Students might be asked to define a set of words based on their understanding in the passage.

Students might be asked to work with the vocabulary of the passage.

GRAMMAR-TRANSLATION METHOD

Cognates: (similar spelling and sound patterns that correspond in L1/L2.)

Students are taught to recognize cognates in the passage.

Students are asked to memorize cognate words and their meaning in target language.

GRAMMAR-TRANSLATION METHOD

Deductive application of rule:

Grammar rules are presented with examples.

Later students are asked to apply grammar rules to some different examples.

GRAMMAR-TRANSLATION METHOD

Fill-in-the-blanks: Students are given a

serios of sentences with words missing.

They fill in the blanks with new vocabulary idioms or with items of a particular grammar type such as prepositions or verbs with different tenses.

GRAMMAR-TRANSLATION METHOD

Memorization: Students are given lists of target

language vocabulary words and their native language equivalents.

Students are asked to memorize the given words.

Students are also required to memorize grammatical rules and grammatical paradigms such as conjugations.

GRAMMAR-TRANSLATION METHOD

Use words in sentences: Students make up sentences in which

they use new words.

GRAMMAR-TRANSLATION METHOD

Composition: The teacher gives the students a topic to

write about in the target language. The topic is based upon some aspect of

the reading passage of the lesson.

THE DIRECT METHOD

Reading aloud: Students take turns

reading sections of a passage or dialog out loud.

Teachers make the meaning of the section clear with gestures, pictures, realia…

THE DIRECT METHOD

Question and answer exercise: Students are asked question and

answer in full sentences.

THE DIRECT METHOD

Getting students to self-correct:

Students make a choice between what they said and an alternative answer.

Teachers help students correct themselves.

THE DIRECT METHODConversation practice: The teacher asks students a number of questions in the

target language. These questions can be individual.

Fill-in-the-blank exercise:

Little – a little – enough 1-There weren’t ___________ chairs in the hall, so some of the members had to stand up for the whole meeting 2-I think we can invest our money in this company. There`s ___________ risk of losing it.3- There`s __________ cake on a plate in the kitchen, Joe. You can eat it with your tea.

THE DIRECT METHOD

Dictation: The teacher read the passage three times.*At first at a normal speed,*Second time phrase by phrase and pausing,*The last time at a normal speed again.

THE DIRECT METHOD

Map drawing: Students are given a

map with geographical features unnamed.

Teacher give directions to students.

THE DIRECT METHOD

Paragraph writing: Students are asked to write a paragraph

in their own words.

THE ORAL APPROACH AND SLT

Listening Practice: The teacher obtains his student’s attention

and repeats. Choral Imitation: Students all together or in large groups

repeat what the teacher has said.

Individual Imitation: The teacher asks several individual

students to repeat the model.

THE ORAL APPROACH AND SLT

Isolation: The teacher isolates

sounds, words, or groups of words which cause trouble.

Building up to a new model:

The teacher gets students to ask and answer questions using patterns.

THE ORAL APPROACH AND SLT

Elicitation: The teacher using mime, prompt words,

gestures, etc. to ask questions.

Substitution Drilling: The teacher uses cue words (words,

pictures, numbers, names, etc.)

THE ORAL APPROACH AND SLT

Question-Answer Drilling:

All the students practice asking and answering the new question form.

Correction: If there are mistakes or

errors, the teacher invites the students correct them.

THE AUDIO-LINGUAL METHOD

Dialog memorization: Dialogs or short conversations between two

people are often used in lesson. In this method, certain sentence patterns

and grammar points are included within the dialog.

THE AUDIO-LINGUAL METHOD

Backward build-up (expansion) drill: This drill is used when a long line of a

dialog is giving students trouble. The teacher breaks down the line into

several parts.

THE AUDIO-LINGUAL METHOD

Repetition drill: Students repeat the teacher’s model as

accurately and as quickly as possible to learn the lines of the dialog.

THE AUDIO-LINGUAL METHOD

Chain drill: The teacher begins

the chain by greeting particular student, or asking him a question.

It allows some controlled communication, even though it is limited.

THE AUDIO-LINGUAL METHOD

Single-slot substitution drill: The teacher says a line from the dialog. The students repeat the line, substituting

the cue into the line in its proper place.

Multiple-slot substitution drill: The teacher gives cue phrases that fit into

different slots in the dialog line. The students must recognize what part of

speech each cue is.

THE AUDIO-LINGUAL METHOD

Transformation drill: The teacher gives students a certain kind of

sentence pattern. Students are asked to transform a sentence

into a negative sentence.

Question-and-answer drill: This drill gives students practice with

answering questions.

THE AUDIO-LINGUAL METHOD

Use of minimal pairs: The teacher works with pairs of words

which differ in only one sound. Students are first asked to difference

between the two words and later to be able to say the two words.

THE AUDIO-LINGUAL METHOD

Complete the dialog: Selected words are erases from a dialog. Students complete the dialog by filling the

blanks with the missing words.

e.g. Lucy: I hear Mary got the first prize in that painting competition. Rose: … Lucy: Did she really? Rose: Yes she did. I saw her painting and it really was good.

THE AUDIO-LINGUAL METHOD

Grammar game: The games are designed to get students to

practice a grammar point within a context. Students are able to express themselves.

TOTAL PHYSICAL RESPONSE

Using commands to direct behavior

Teacher gives commands to class

To clarify meaning, teacher performs the actions with class.

Later, teacher let perform the actions alone.

TOTAL PHYSICAL RESPONSE

Role Rehearsal: Students commands

to their teachers or classmates.

This encourages students to speak.

TOTAL PHYSICAL RESPONSE

Action Sequence: The more students

learn target language, the longer connections can be given.

For example: Take out pen Take out a piece of paper Write a letter (imagery) Fold the letter Put it in an envelope Seal the envelop Write address on the

envelop. Put stamp on the

envelop Mail the letter.

Silent Way

Sound-color chart Each color symbolizes one sound.

Silent Way

Teacher is silence:Peer correction: It’s important to

be cooperative than competitive.

Self-correction:

Silent WayWord chart: Teacher points on the

chart. Colors represent the

same sounds.

Silent Way

Fidel chart:

Silent Way

Structured feedback: Students listen each other and learn form each

other.

Community Language Learning

Tape recording students conversations:

Students native language is their common language of the group.

In multi-lingual groups students can use gestures to get their meaning across.

The conversation of students is recorded in the target language.

Community Language Learning

Transcription: Students conversation

in the target language is transcript by the teacher.

Each student translate his or her utterances in their native language and teacher copy them.

Community Language Learning

Reflection on experience: Students reflect on how they feel about the

language learning experience. Teacher shows understanding of their

response.

Community Language Learning

Reflective listening: Students relax and listen

their own voice speaking in the target language on the tape.

Teacher may read the transcript,

Students may mouth the words as teacher reads transcript.

Community Language Learning

Human computer: The student chooses

some parts to practice pronunciation.

The student say the word in the control of teacher.

Teacher repeats the word as much as student wants.

Community Language Learning

Small group tasks: Students in a small group

are asked to make new sentences with the words on transcript.

The group share sentences with class.

Later students work in pairs to make sentences with the different verb conjunctions.

Suggestopedia

Classroom set-up:Peripheral learning: With posters-which

contains grammatical structures- on the wall students learn effortlessly.

Suggestopedia

Positive suggestion: Direct suggestion Indirect suggestion

Choose a new identity:

Role-play:

Suggestopedia

First concert: Teacher reads a

dialog to call students attention to some particular grammar points

Second concert: Teacher simply reads

dialog.

Suggestopedia

Primary activation: The students reread the target language

dialog out loud.

Suggestopedia

Creative adaptation: This technique helps

students to learn new metarials and use them spontaniously.

The aim is to create communication rather than form of linguistic messages

WHOLE LANGUAGE

Individual and small group reading and writing:

The students read literature and they read from the authentic materials.

The students create a story, they write letters etc.

Ungraded dialogue journals: The teacher respond regularly to what

students write.

Writing portfolios/conferences/ a story: The students write their own experiences in a

story and put them into portfolios. While they are writing, they should think through and list what strategies, background knowledge, and special resources are needed to reproduce.

WHOLE LANGUAGE

MULTIPLE INTELLIGENCES

Logical/mathematical: the ability to use numbers

effectively, to see abstract patterns and to reason well.

Visual/spatial: the ability to orient oneself in the

environment, to create mental images, and a sensitivity to shape, size, color.

MULTIPLE INTELLIGENCES

Body/kinesthetic: the ability to use one’s body to

express oneself and to solve problems.

Musical/rhythmic: an ability to recognize tonal

patterns and a sensitivity to rhythm, pitch, melody.

Interpersonal: the ability to understand another

person’s moods, feelings, motivations, and intensions.

Intrapersonal: the ability to understand oneself

and to practice self-discipline.

Verbal/linguistic: the ability to use language

effectively and creatively.

MULTIPLE INTELLIGENCES

NEUROLINGUISTIC PROGRAMMING

Teacher should work with students not against them.

LEXICAL APPROACH

The collocation of vocabulary teaching activities.

COMPETENCY-BASED LANGUAGE TEACHING

Knowledge and learning competencies:

Oral competencies: Reading competencies: Writing competencies:

Communicative Language Teaching

Scramble sentences: Students are given a

passage in which the sentences are in a scrambled order.

They are told to unscramble the sentences so that the sentences are restored in their original order.

Communicative Language Teaching

Language game: It is kind of prediction

game. During game there must

be information gap. The speaker makes

prediction and gets feedback from his group members.

Finally tries to make comprehensible prediction.

Communicative Language Teaching

Picture strip story: Students are given

a story containing a picture.

Teacher wants students to predict how the second picture can be appropriate to story.

Communicative Language Teaching

Role Play:

The Natural Approach Command-based

activities from TPR Direct Method activities

which contains mime, gesture and context are used to elicit question and answer

Situation-based activities

Group work activities identical to CLT.

COOPERATIVE LANGUAGE LEARNING

Three-step interview

Roundtable Think-pair-share

Solve-pair-share

Numbered heads

TASK-BASED LANGUAGE LEARNING

Jigsaw Tasks: Learners form a whole from different

information parts. Information Gap Tasks: In order to complete a task, members of

the group negotiate and find out each others’ information.

Problem Solving Tasks: Students solve a problem with a set of

information.

Decision Making Tasks: By means of negotiation and discussion

students decide on an outcome given with a problem.

Opinion Exchange Tasks: Learners exchange their ideas, but not to

reach an agreement.

TASK-BASED LANGUAGE LEARNING

Content-Based InstructionThere are a number of

description activity types in CBI.

Language skill improvement

Vocabulary building Discourse organization Communicative

interaction Study skills Synthesis of content

materials and grammar