Introduction To Methodology.doc

INTRODUCTION TO FOREIGN LANGUAGE TEACHING METHODOLOGY

Class: English K 28

Aims: To provide students with basic knowledge about foreign language Teaching Methodology in general and English Teaching Methodology in particular.

Duration: 30 hours

Contents:

1. Introduction

2. Defining methodology

3. A brief history of language teaching

4. Theory of language learning

5. The Communicative approach

6. Teacher roles and learner roles

Requirements for learning this subject

1. Material study

2. Class discussions

3. Presentation

4. Essay writing

Discussion Questions

1. Recall what and how you were taught English at secondary school?

2. Why were you taught in these ways?

3. List some activities which your teachers applied in teaching English?

4. When teaching what did your teachers pay attention to?

5. Read the materials and give definitions of: Methodology, Approach, Method, and Technique.

Definitions

A. Methodology is the study of the practices and procedures used in teaching, and the principles and beliefs that underlie them , including study of:

1. Language skills

2. Procedures and Techniques

3. Lesson plan preparation

4. Objectives

5. Material design

6. Teacher roles

7. Learner roles

8. Evaluation of Methods

9. Learning conditions

B. The Approach implies different theories about the nature of language, the nature of language learning and how languages are learned.

C. The method implies different ways of teaching a language which is based on systematic principles and procedures, i.e. how a language is best taught and learned.

D. The technique is the activity carried out in the classroom and based on different methods.

THE GRAMMAR-TRANSLATION METHOD

DISCUSSION QUESTIONS

1. What do we mention when talking about a method?

2. Work in your group, find out the process of a lesson when the

Grammar-Translation Method is applied in teaching English.

3. What are the principles?

4. What are the techniques applied?

THE PROCESS FOR ONE LESSON

1. A reading passage is distributed to the students.

2. Each student reads a few lines from the passage.

3. The student translates these few lines in to the native language.

4. The teacher encourages the students to ask questions about meanings of words or phrases.

5. The students ask questions

6. The teacher answers the students questions in their native language.

7. The students write the answers to the comprehension questions.

8. The teacher corrects mistakes.

9. The students do vocabulary exercises; synonyms/antonyms/ cognates

10. The students do some grammatical exercises to learn rules.

11. The students do homework by memorizing new words and grammatical structures/rules.

PRINCIPLES

Goals: To be able to read literature written in the target language, to translate the target language into the native one or vice versa and to memorize structures and words.

Teacher roles: Authoritative/ dominant/ controller

Student role: passive/ follow the teacher

Interaction: much teacher-student interaction/ little student-student interaction.

Language areas: Grammar and vocabulary are emphasized. Literary language is selected.

Language skills: Reading and writing are primary.

Less attention to speaking and listening

The role of the native language: The native language is mostly used in class.

Correction: Teacher correction/ correct language is important

Evaluation: Written tests on translation/ Questions to ask students to use Grammar rules.

TECHNIQUES

1. Translation of a literary passage

2. Reading comprehension questions

3. Antonyms / synonyms exercises

4. Cognates ( Expand vocabulary by finding the words of the same family)

5. Deductive application of rule

6. Fill-in-the-blanks

7. Memorization

8. Use words in sentences

9. Composition

THE DIRECT METHOD

DISCUSSION QUESTIONS

1. Work in your group, find out the process of a lesson when the

Direct Method is applied in teaching English.

2. What are the principles?

3. What are the techniques applied?

PROCESS

1. The students read a passage about a topic.

2. The students raise questions about new words if they have.

3. The teacher shows meanings of words by using realia or pictures.

4. The teacher checks the students understanding of the passage by asking questions.

5. The students ask questions about the passage (pair work)

6. The teacher works with the students about the pronunciation.

7. The teacher asks questions about the students.

8. The students ask each other.

9. The students do some grammatical exercises.

10. The teacher does a dictation.

11. The students have a discussion related to the topic.

PRINCIPLES

Goals: Students learn how to communicate in the target language.

Teacher role: director of activities/participant/encourager/ less dominant

Student role: less passive/participant

Interaction: Teacher-student, student-teacher, student-student

Language areas: Vocabulary is emphasized over grammar

Pronunciation is also focused

Language skills: The four skills are focused, but oral communication is basic.

The role of the native language: The students native language should not be used in the classroom.

Correction: self-correction is applied whenever possible.

Evaluation: Students are asked to use the target language in oral and written skills.

Syllabus: is based on situations and topics

Visual teaching aids: are used for demonstrating meanings of words.

TECHNIQUES

1. Reading aloud

2. Questions and answer exercise

3. Conversation practice

4. Getting students to self-correct

5. Fill-in-blank exercise

6. Dictation

7. Map drawing

8. Paragraph writing

THE AUDIO-LINGUAL METHOD

Read the Experience part on p. 25 and work with your friends to answer the following questions.

1. What are the teachers activities?

2. What are the students activities?

3. How does she give the instructions?

4. How does she convey meaning of new words?

5. Why does she ask the students to repeat several times?

6. What stage of the lesson takes most of the time?

7. Why does the teacher praise the students?

THE PROCESS OF THE LESSON

1. The teacher introduces a new dialogue based on a context.

2. The students listen to the teacher carefully.

3. The teacher conveys meaning of new words by using pictures or miming

4. The teacher models the dialogue twice.

5. The students listen carefully.

6. The students repeat the dialogue after the teacher several times.

7. The students play the role with the teacher.

8. The students are divided into 2 groups and play the role of the characters.

9. The students practice reading the dialogue in pairs.

10. The teacher applies some kinds of substitutions of words.

11. The students practice and try to memorize the dialogue and some other patterns.

PRINCIPLES

Goals: Students will be able to use the target language communicatively by overlearning, using the language automatically and forming habits.

Teacher role: orchestra leader, director of activities/controller/ doing model

Student role: imitator, following the teacherInteraction: Teacher-student, student-student

Language areas: Sound and grammatical patterns must be mastered.

Language skills: The four skills are focused, but oral communication is basic.

The role of the native language: The students native language should not be used in the classroom.

Correction: Teacher-correction is applied whenever possible.

Evaluation: Students are asked to use the target language in oral and written skills.

Syllabus: is based on situations (Dialogues) and topics, grammatical patterns are selected to design the materials

Visual teaching aids: are used for demonstrating meanings of words.

TECHNIQUES

1. Dialogue memorization

2. Backward build-up drill

3. Repetition drill

4. Chain drill

5. Single-slot substitution drill

6. Multi-slot substitution drill

7. Transformation drill

8. Question-answer drill

9. Minimal pairs for pronunciation

10. Complete the dialogue 11. Games

THE COMMUNICATIVE APPROACH

Work in your groups and point out the answers.

1. What are the goals of CLT?

2. What is the material from?

3. What kinds of activities are applied?

4. What kinds of classroom arrangement are applied?

5. How is grammar taught?

6. What skills are concentrated?

7. What is the role of the teacher?

8. What is the role of the student?

9. What kinds of interaction are applied?

10. How does the teacher respond to student errors?

11. Do you think that the students need drills in CLT?

THEORY OF LEARNING AND TEACHING

QUESTIONS FOR DISCUSSION

A. Look at the statements tell your friends about the ones you agree and disagree with. Explain

B. Read the materials and with your partners give answers

1. Why is learning important than teaching?

2. Why teach the students not the book?

3. How to involve the students in the learning process?

4. Why not tell the students what they can tell you?

5. How to show your reactions to what students say?

6. Why do the students need practice not the teacher?

7. Why not emphasize difficulties?

8. What does Variety mean in learning and teaching?

9. What does select mean?

10. Why and how to change activities and relationships?

11. Why do students need to learn how to learn?

12. What does Useful and fun in a lesson mean?

13. Why do we learn best when we are relaxed?

14. Why shouldnt the teacher be afraid of silence?

1. LEARNING IS MORE IMPORTANT THAN TEACHING

Teacher

Syllabus

textbook

Methods

LEARNING

Conditions

Activities

(Learners)

Techniques

Objectives of the Course

2. TEACH THE STUDENTS NOT THE BOOK

Dont try to finish the lesson plan but ignore the students needs.

Students needs should have priority

Lesson plans are prepared for meeting the students needs.

3. INVOLVE STUDENTS IN THE LEARNING PROCESS

Pay attention to WHO WHY-WHAT-HOW

4. DONT TELL STUDENTS WHAT THEY CAN TELL YOU

Dont tell them everything about the lesson.

Elicit and ask questions

Encourage them to ask questions

5. SHOW YOUR REACTIONS TO WHAT STUDENTS SAY

Listen to the students responses.

Be enthusiastic and considerate.

6. STUDENTS NEED PRACTICE, NOT THE TEACHER

Dont explain if not necessary.

Be patient.

Dont correct to much and quickly.

Dont talk about unnecessary things.

Reduce the teacher talking time.

Increase the student talking time by organizing activities.

7. DONT EMPHASIZE DIFFICULTIES

Facilitate the language activities.

Giving clear, short instructions

Make the students be confident.

8. VARY WHAT YOU DO AND HOW YOU DO IT

Methods-Techniques- Materials- Classroom arrangement-Behavior

9. SELECT

Methods-Techniques-Materials-Time-skills-Performance-Students

10. ACTIVITIES AND RELATIONSHIPS CHANGE

Change your activities everyday.

Talk to different students.

Change your roles; from controlled to semi controlled to free.

Make the classroom atmosphere lively, dynamic but friendly.

11. STUDENTS NEED TO LEARN HOW TO LEARN

Teach your students how to study with the textbook at the beginning of the course.

Teach them how to learn vocabulary, grammar, structures and skills.

12. USEFUL AND FUN IS BETTER THAN EITHER ALONE.

Design useful activities or exercises for the students to learn or practice.

Play games to get fun in learning.

You must know what is worth and what is not to learn

13. RELAXATION

The classroom atmosphere must not be tense, but remember not all the time you try to be fun or make students relaxed.

14. SILENCE

Different students have different learning styles.

Design some individual work, students work individually.

Select three most important qualities of a good teacher, think about the reasons and then share your ideas with your friends.

1. Be friendly and funny

2. Explain things in class

3. Be experienced

4. Be enthusiastic and considerate

5. Be like an actress/actor

6. Tell jokes in class.

7. Have a good knowledge of his/her subject

8. Talk to the students

9. Make sure everyone understands the lesson

10. Make grammar clear

11. Ask all the students questions

12. Have good teaching methods

13. Know what he/she doing in class

THE ROLE OF THE TEACHER

1. Work in your group, point out the roles of the teacher.

2. Below are some roles of the teacher, what does the teacher do when he/ she plays each role in his or her own class?

1. Needs analyst

2. Materials developer

3. Counselor

4. Researcher

5. Planner

6. Manager

7. Quality controller

8. Motivator

9. Facilitator

10. Organizer

11. Informant

12. Model

* Needs analyst: The teacher must know what students need, who needs what.

* Materials developer: develop his or her own classroom materials by selecting or designing.

* Informant: Convey and transfer knowledge to students.

* Counselor: Identify who is having problems, difficulties and then offer counsel/advice.

* Researcher: Conduct research on methods, materials, students needs, study results, students behavior/attitudes related to language learning and teaching.

* Planner: plan learning activities, lessons and time for the students.

* Manager: Manage the classroom environment and student behavior/ attitudes

* Quality controller: Maintain the quality of language use in the classroom, correct language use.

* Motivator: Improve students confidence and interest in learning, build a climate that will motivate students.

* Facilitator: Help students discover their own ways of learning and working independently.

* Organizer: Organize activities for the students to work together.

* Model: do samples, models for students to follow whenever there are activities.

THI TOT NGHIEP CUOI KHOA

MON PHNG PHAP GIANG DAY

LP ANH VAN K28

THI GIAN 90 PHUT-NGAY THI: 06/2006

Ho va ten sinh vien:... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..Lp: ... ... ... ... ... .. So ky danh: ... ... ... ... ... ..Giam th 1:Giam th 2:So phach:

Giam khao 1Giam khao 2iem bang soiem bang chSo phach:

( e II)

I. Choose the best answer A, B, C or D

1. In the Direct Method, grammar is taught__________________________.

A. inductively

B. deductively

C. traditionally

2. In the Direct Method, the teacher tries to get students to _________________.

A. correct all mistakes

B. ignore mistakes

C. self-correct whenever possible

D. ask the teacher for correction

3. In CLT, _______________are emphasized most.

A. forms

B. language functions

C. words

D. structures

4. . Language games are applied most in___________________________.

A. Grammar-Translation Method

B. Communicative LT

C. Direct Method

D. Audiolingual Method

5. Roleplay is applied most in____________________.


B. Audiolingual Method

C. Communicative LT

D. Direct Method

6. Dictation is applied most in___________________.


B. Communicative LT

C. Direct Method


7. The goal of Audiolingual Method is helping students to____________________.

A. memorize grammar

B. memorize vocabulary

C. use the target language communicatively

8. Most of the interaction applied in the Audiolingual Method is between____________.

A. teacher and students

B. students and students

9. In the Audiolingual, ______________is used in the classroom.

A. the target language

B. the studentsnative language

10. Substitution Drill is applied most in________________.


B. Communicative LT

C. Direct Method


11. In Grammar_Translation Method students are required to____________________.

A. memorize grammatical rules and vocabularyB. memorize vocabulary

C. communicate

D. memorize grammatical rules

12. The main goal of the Grammar-Translation Method is helping students to________________.

A. read literature written in the target language


C. understand grammar rules

D. communicate

13. The main goal of the Direct Method is helping students to ___________________________.

A. communicate in the target language

B. think in the target language

C. read literature

D. memorize vocabulary

14. According to the______________vocabulary and grammar are emphasized.

A. Communicative Language Teaching

B. Grammar-Translation Method

C. Audio-lingual Method

D. Direct Method

15. Dialogues are applied most in______________________.


B. Communicative LT

C. Direct Method


16. In the Audiolingual Method, dialogues are learned through____________________.

A. imitation

B. repetition

C. both imitation and repetition

17. In the Grammar_Translation Method most of the interaction in the classroom is from____________.

A. the students to the teacher

B. the teacher to the students

18. In Grammar-Translation Method if the students make errors, the teacher_______________.

A. doesnt correct all

B. ignore all mistakes

C. supplies them with the correct answer

D. corrects some mistakes

19. In Grammar_Translation Method grammar rules are presented__________________.

A. in context

B. with examples

C. inductively

D. communicatively

20. Dialogue Completion is applied most in__________________________.**


B. Direct Method

C. Audiolingual Method

D. Communicative LT

II. English teachers often use pictures in their teaching? Point out Why, When, How to use them, and what for?

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III. What are the steps for carrying out a Listening Activity in an English class? Explain!

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Methodology Examination (I)

Class: K28

Duration: 60 minutes



A. memorize grammatical rules and vocabularyB. memorize grammatical rules

C. memorize vocabulary

D. communicate


A. read literature written in the target languageB. communicate


D. understand grammar rules




C. read literature



A. deductively

B. inductively


A. ignore mistakes

B. correct all mistakes





B. Communicative LT

C. Direct Method






D. Direct Method










A. in context

B. with examples

C. inductively

D. communicatively

11. Dialogue Completion is applied most in__________________________.


B. Communicative LT

C. Direct Method



A. language functions

B. forms

C. words

D. structures

13. Language games are applied most in___________________________.


B. Communicative LT

C. Direct Method




B. Communicative LT

C. Direct Method



A. memorize grammar





B. Communicative LT

C. Direct Method


17. In the Audiolinguale Method, dialogues are learned through____________________.

A. imitation

B. repetition










B. Communicative LT

C. Direct Method


II. Point out the four roles of the teacher that you think are the most important. Give examples to illustrate each role.

III. What should the teacher do to create a lesson in which learning is more important than teaching?

Methodology Examination (II)

Class: K28









A. in context

B. with examples

C. inductively

D. communicatively





D. Direct Method





A. memorize grammatical rules and vocabularyB. memorize grammatical rules


D. communicate


A. read literature written in the target languageB. communicate


D. understand grammar rules


A. ignore mistakes

B. correct all mistakes





B. Communicative LT

C. Direct Method



A. memorize grammar






C. read literature



A. deductively

B. inductively



B. Communicative LT

C. Direct Method


13. In the Audiolinguale Method, dialogues are learned through____________________.

A. imitation

B. repetition






A. language functions

B. forms

C. words

D. structures

16. Language games are applied most in___________________________.


B. Communicative LT

C. Direct Method




B. Communicative LT

C. Direct Method







B. Communicative LT

C. Direct Method


20. Dialogue Completion is applied most in__________________________.


B. Communicative LT

C. Direct Method


II. What should the teacher do to create a lesson in which learning is more important than teaching?

III. Point out at least 4 techniques or activities applied in the Communicative Language Teaching. Choose one technique and explain how you would carry it out in your class.

Dalat Teacher Training College

Section of English

Final Examination On English Language Teaching Techniques I

Class: K28

Duration 90 minutes

Date: 06 /2005

Question III

Look at the pictures on the next page, read their captions then answer the questions.

1. Pick out 6 words that you would teach to your students.

2. What techniques would you apply in teaching each word?

3. What aspects of these words would you introduce to your students?

4. What structure would you teach to your students?

5. What techniques for presenting the structure would you apply?

6. Write 6 eliciting questions that you would ask your students when you teach vocabulary and structures.

7. How would you use pictures for the Production Stage?

What for?

How to organize the class?

How to get feedback?

How to give feedback?


Final Examination on ELT

Class: English K28


Date: June - 2006

1. Why / when / what for should English teachers use eliciting techniques?

2. Teaching Dialogues

a. What are the aims of teaching dialogues?

b. What would the students do for the Presentation-Stage?

c. What would the students do for the Production-stage?

1. What are the steps for carrying out a Speaking Activity in an English class? Explain!

2. English teachers often use pictures in their teaching? Point out Why, When, How to use them, and what for?

1. What techniques would you apply in teaching new words? Explain!2. Point out 5 common pre-techniques for teaching listening skill! Choose one technique and explain how to carry it out in your class!


Final Examination on ELT-Techniques II

Class: English K28


Date: December 5th 2005

Assignment I

Question 1: Below is a Listening activity.

a. What are the aims of this activity?

b. What would the teacher do for the Pre-Stage?

c. What would the teacher do for the Post-stage?

d. Write the instruction for each step!

Question 2: Point out 5 common pre-techniques for teaching listening skill! Choose one technique and explain how to carry it out in your class!

Question 3: What are the steps for carrying out a Speaking Activity in an English class? Explain!


Final Examination on ELT

Class: English K28


Date: June - 2006

a. What are the aims of teaching dialogues?

b. What would the students do for the Presentation-Stage?

c. What would the students do for the Production-stage?

Question 3: What are the steps for carrying out a Speaking Activity in an English class? Explain!


Question 2: Point out 5 common Pre-techniques for teaching reading skills! Choose one technique and explain how to carry it out!

Question 3: What are the steps for carrying out the Information-Gap technique in an English class?



Class: English K28



Assignment III

Question 1: Below is a reading text.

a. What are the aims of teaching this text?




Question 2: What are some common controlled, guided, free techniques for teaching writing? Choose one guided technique and explain how to carry it out!

Question 3: What are the steps for carrying out a Speaking Activity in an English class?



Class: English K28



Assignment IV

Question 1: Below is a writing activity.






Question 3: Point out the kinds and techniques for written correction. At what stage does written correction take place?



Class: English K28



Assignment V

Question 1: Below is a speaking activity.






Question 3: Pair work and group work are usually applied in an English lesson. Point out how and when to apply these kinds of classroom arrangement



Class: English K28



Assignment VI

Question 1: Below is a writing activity.





Question 2: Point out 5 common Pre-techniques for teaching reading skills! Choose one technique and explain how to carry it out!

Question 3: Pair work and group work are usually applied in an English lesson. Point out how and when to apply these kinds of classroom arrangement!

Testing Reading Comprehension-Techniques

1. Multiple-choice

a. What is multiple-choice items used for testing?

__________________________________________________________________________________________________________________________________

b. Why should we sometimes rewrite the passage before designing multiple-choice items?

__________________________________________________________________________________________________________________________________

c. Why should we avoid matching words?

__________________________________________________________________________________________________________________________________

d. How should we write options for each multiple-choice item?

__________________________________________________________________________________________________________________________________

2. What is matching items used for testing?

__________________________________________________________________________________________________________________________________

3. How do you we write True / False items?

__________________________________________________________________________________________________________________________________

4. What are the two kinds of blank-filling tests?

__________________________________________________________________________________________________________________________________

5. How do we design a blank-filling test?

__________________________________________________________________________________________________________________________________

6. What is a blank-filling test used for testing?

__________________________________________________________________________________________________________________________________

7. How do we design a Cloze-test?

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

9. What is a Cloze-test used for testing?

__________________________________________________________________________________________________________________________________

10. How do write comprehension questions for a passage?

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

11. Write the instruction for each of the above techniques.

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

12. How do we select a passage for testing reading comprehension?

THI TOT NGHIEP HOC PHAN

MON KIEM TRA ANH GIA

LP ANH VAN K28

THI GIAN 90 PHUT

NGAY THI: 05/2006

I. Point out the general principles for constructing a test.

II. How would you write the instructions for a test?

III. Below are some items of testing language areas and skills.

- What is each item used for testing?

- What technique is it called?

- Write the instruction for each technique.

1. __________( you / see)___________Lan last night?

2. What is the __________like in Dalat? Its cool all year round.

a. weather

b. climate

c. temperature

d. degree

3. students / playing / football / school yard / the moment.

4. My uncle is a farmer. He works ______his farm near his house. Everyday he ________up early, has breakfast and then goes _________work. He works from early morning till ________in the evening

IV. What are the techniques for testing Speaking Skills? How do we grade the students oral ability?

THI TOT NGHIEP HOC PHAN

MON KIEM TRA ANH GIA

LP ANH VAN K28

THI GIAN 90 PHUT

NGAY THI: 05/2006

I. Choose FOUR common techniques for testing Reading Comprehension, write the instruction for each technique.

II. Point out the stages of constructing a test.

III. How would you write the instructions for a test?

IV. Below are some items of testing.

- What is each item used for testing?

- What technique is it called?

- Write the instruction for each technique.

1. The Robinsons ( go)_____________to Nha Trang for their last summer holiday.

2. My uncle grows vegetables and________cattle.

a. looks

b. raises

c. rises

d. grows

3. Yesterday / Lan / have / breakfast / 7.

4. My uncle is a farmer. He works ______his farm near his house. Everyday he ________up early, has breakfast and then goes _________work. He works from early morning till ________in the evening

Documents

Introduction To Methodology.doc