04 Intro TEFL Approaches

7/21/2019 04 Intro TEFL Approaches

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Some terminology

Theory, Model, Hypothesis

Approach

Theory

Principle

Concept

Technique, Method

Task, Exercise, Activity

MaterialPractice



Approaches to teaching a foreignlanguage

1 The !ra""ar#Translation Method$ The Audiolingual Method

% Total Physical Response

( Co""unicative )anguage Teaching

* Task#+ased )anguage Teaching



The Grammar-Translation Method

Principles o+ective- +eing a+le to read literature

Explicit .deductive/ gra""ar instruction and

"e"or 0at on are "portant or Translation allo3s or careul contrastive analysis o

)$ and )1



The Grammar-Translation Method

Techniques

2tudents read )$ text aloud, talk a+out the text in the )1 andtranslate the text into the )1 .sentence +y sentence/

2tudents create 3ord lists and translate 3ords into the )1

Teacher explains )$ gra""ar rules in the )1 and providesexa"ples

2tudents apply gra""ar rules to exa"ples .eg ill in thegap exercises/



The Audiolingual Method

Principles4sing the )$ in the classroo", avoid intererence ro"

the )1

earn ng s repeat ng- a t or"at onErrors lead to the or"ation o +ad ha+its

5+ective- learn structural patterns, voca+ulary learning

3ill ollo3 6atural order o skill acquisition- listening, speaking,

reading, 3riting



The Audiolingual Method

Techniques2tudents read .or listen to/ and repeat scripted dialogues

aloud, line +y line

u st tut on trans or"at on r s- stu ents speaphrases, pro"pted +y the teacher8s cues they su+stitute 3ords .', you, he9/ or transor" the phrase.eg into a question/



Total Physical Response

Principles- 2tudents should enoy learning, pressure to speak

"ust +e avoided

actions Me"ory .ie learning/ is activated throuhg learnerresponse

'n the early stages o )$ acquisition instruction shouldelicit nonver+al +ehaviour

)anguage should +e presented in chunks



Total Physical Response

Techniques Teacher speaks co""ands, students respond

nonver+ally and carry the" out

r er o co""an s c anges 6e3 co""ands are 3ritten on the +lack+oard

:isual cues are given



Immersion Teaching

Principles- The )$ is the "ediu" o instruction in content

su+ects .+iology, history, geography etc/

ect ve- a t ve ngua s"



Immersion Teaching

Techniques Contextuali0ation .visual cues, use hands#on "aterial/

Multi#sensory learning

2caolding .repetition, paraphrase, reerring toprevious kno3ledge, visualisation techniques/

Classroo" interaction is in the )$, students "ay

address the teacher in the )1



Communicative Language TeachingCLT!

Principles- Ai"s at co""unicative co"petence- the a+ility to use

the lan ua e correctl and a ro riatel to acco" lish

co""unication goals ;<luency +eore accuracy=>

<ocus on the social context o co""unicative

situations Presents a variety o linguistic or"s so )$#users can

express the"selves appropriately in dierent

situations




Co""unicating a+out9 5n the +each

<orrest gu"p .year ?/-@hat is the "essage

@arcrat video ga"e .year 1$/ 'nterpretive reading, learning +y heart,peror"ance

.year 11/

Political speeches .year 11/ @rite a sequel to BeadPoets82ociety;,peror"ance

Manipulating song lyrics,peror"ance .year D/

'nustice, +oy soldiers in Arica .Bloodia"ond;/



Communicative Language TeachingCLT!Co""unicating a+out9 Teacher +rings person to class- avoid the structure o classroo"#talk Election day- talk a+out 3hat happened on T: and in the 42 .a current topic,

taking a side, o"nipresent topic/ Pro ect 3ork- learners teach each other .)ondon,the 42- sociolo /

Reading a+out a +oy, peror"ing scenes .a change o perspective, kinaestheticdi"ension o learning/ F#"as around the 3orld-traditiGns, "ake ood, stories .uniting cultures/ !lo+alisation-il"ing presentations, talking a+out ;ourselves; eeping a diary, talking a+out personal experiences

Role#plays,3rite your o3n dialogues, i"provisation Presenting ood, "usic, cultures, ask real people real questions Talk a+out ne3s, egI#11 Acting out a text- no+ody is perect BauJerschulische )ernorte;- learning 3ords a+out nature in the 3oods




Techniques- Authentic "aterials

Role#play, i"provisation

2cra"+led sentences, picture strip stories



Interme""o Summary#

Approaching Language Teaching

Focus on Forms Teaching focuses mainly on grammatical structures

L$ is divided into linguistic elements in advance

e course o o%s t s pattern rom easy to moredifficult structures!

Focus on Meaning

Teaching focuses on content and communication

Teacher does not teach e&plicit grammar 'no%ledge



Focus on Form(based on interaction hypothesis( Long 1981)

▫ Teaching focuses on meaning

▫

Interme""o Summary#Approaching Language Teaching

and other linguistic structures %henever the studentsare ready and need it

*enefits#

Learner-centered approach

+ears the developmental readiness of the learners inmind

,evelopmentally-moderated sylla+us



-



Tas'-+ased Language Teaching

(1) Task-based people

$! The tas'-+ased approach

/! T*LL# hopes and potentials

0! Tas' phases

1! Tas' categories

2! T%ea'ing T.3L activities to%ards T*LL



Rod.llis

,ave4illis

Mi'eLong

5! Tas'-+ased people

6ane4illis

,avid7unan

Peter

S'ehan





(2) The task-based approach


0! Tas' phases

1! Tas' categories




Differentapproaches…

…different

outcomes.




3ocus onmeaning8

.licit authentic(9real-%orld9

language use8

3ocus on forms as theyarise from learners:

needs8

Promote L$interaction8

Involve learners inpro+lem-solving8

Central aim#Complete the tas'8



,efining a tas' cf; Long 5<=0#51!• A piece of %or' underta'en for oneself or for others( freely or

for some re%ard; Thus e&amples of tas's include

inding a streetdestination

helping so"eoneacross a road

"aking a hotelreservation

3riting a check

painting a ence dressing a child illing out a or" +uying a pair oshoes

"aking an airlinereservation

+orro3ing ali+rary +ook

taking a drivingtest

typing a letter

3eighing a patient sorting letters 9 9



,efining a tas' 7unan 5<=<# 0<!

• >a piece of classroom %or' %hich involves learners

in comprehending( manipulating( producing or

interacting in the target language %hile theirattention is principally focused on meaning rather

than form;?



Eercise-Task-!ontinuum (Ellis 199")

# task$5; is a %ork plan; The actual process can differ from it;

; ;

; re@uires primar' attention to +e on message

/; allo%s learners to select the linguistic resources they %illuse;

0; re@uires learners to unction primarily as language usersrather than learners;

1; has a clearly defined non-linguistic outcome;



Three definitive factors

▫

Inserting a gap into the tas' Information

Reasoning

▫ Learners are allo%ed to use %hatever resources are

availa+le to them

▫ Authentic communication







0! Tas' phases

1! Tas' categories




! .arly foreign language learning

Create interest( motivation( Boy in foreign language learning

,esign instruction around developmentally fitting media and forms of interaction songs( games( role-play!

eve op e oun a ons or success u ac@u s on s en ng( spea ng(

language a%areness( +asic s'ills in %ritten production!

,evelop +asic communicative competence

.mphasis on the oral)aural modes of language use






(") T*LT+ hopes and potentials

0! Tas' phases

1! Tas' categories




/! T*LT# opes and potentials

learners use alltheir language

resources

Language ispersonali"edand relevant

Rich

comprehensi+leinput;

Languagee&plored arises

from thestudentsD needs;







(,) Task phases

1! Tas' categories




0! Tas' phasescf; 4illis 5<<1

Pre-Tas'

E InstructionsE .&pectations

E Language recall

E Tas'

E Plannin

Tas' Cycle E Report ) Presentation

Language3ocus

E AnalysisE 3eed+ac'

E Practice







0! Tas' phases

() Task categories




1;5! Tas' categories# the gap-principle

information gap

reasoning gap

opinion gap



1;$! Tas' categories# decision)solution

decision-ma'ing

convergent

pro+lem-solving

data

divergent



listing( ordering(

contrasting

1;! Tas' categories# cognitive processes

s ar ngpersonal

e&periences

creative tas's







0! Tas' phases

1! Tas' categories

(.) T%eaking TEFL acti&ities to%ards T*LL



2! T%ea'ing T.3L activities to%ards T*LT5; ,oes the activity engage learnersF interests

$; Is there a primary focus on meaning

; Is there an outcome

/; Is success Budged in terms of outcome

0; ,oes the activity relate to real %orld activities

cf; 4illis $HH2# http#))%%%;%illis-elt;co;u')do%nloads)IAT.3L64;doc

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04 Intro TEFL Approaches