TESOLTESOL MethodologyMethodology

Teachers of English to Speakers of Other LanguagesTeachers of English to Speakers of Other Languages

Classroom practices

- Teacher-centered

- Learner-centered

Philosophy of Philosophy of Language Teaching & Language Teaching & LearningLearning

BehaviourismBehaviourism CognitivismCognitivism Acquisition & LearningAcquisition & Learning Task-based learningTask-based learning Humanistic approachesHumanistic approaches Self-directed learningSelf-directed learning

[Jeremy Harmer (1998). The Practice of English Language Teaching]

A balance activities approachesA balance activities approaches

BehaviourismBehaviourism CognitivismCognitivism Acquisition & LearningAcquisition & Learning Task-based learningTask-based learning Humanistic approachesHumanistic approaches Self-directed learningSelf-directed learning A balance activities approachesA balance activities approaches

• … … is the psychological theory that all is the psychological theory that all human behaviour is learnt to fit in with human behaviour is learnt to fit in with

external conditions, and is not influenced external conditions, and is not influenced by people’s thoughts and feelings.by people’s thoughts and feelings.

From this theory, it is believed that From this theory, it is believed that language is a form of behaviour and can be language is a form of behaviour and can be

learnt by forming habits following a three-learnt by forming habits following a three-stage procedure: stimulus, response and stage procedure: stimulus, response and

reinforcement.reinforcement.

• This term refers to a psychological This term refers to a psychological theory that knowledge is acquired by theory that knowledge is acquired by

a mental process.a mental process.Rejecting to the idea that language is Rejecting to the idea that language is a set of habits, Chomsky emphasized a set of habits, Chomsky emphasized

on the creative performance by on the creative performance by internalising rules of a language.internalising rules of a language.

• Stephen Krashen characterised Stephen Krashen characterised acquisitionacquisition as a subconscious as a subconscious

process which results in the process which results in the knowledge of a language whereas knowledge of a language whereas learninglearning results only in “knowing results only in “knowing about” the language. Acquiring a about” the language. Acquiring a language is more successful and language is more successful and

longer lasting than learning.longer lasting than learning.

• Language has to be acquired as a result Language has to be acquired as a result of some deeper experience than the of some deeper experience than the

concentration on grammar points.concentration on grammar points.• ““Tell me, and I will forget; show Tell me, and I will forget; show me and I’ll remember; involve me and me and I’ll remember; involve me and

I’ll learn.”I’ll learn.”

• Language teaching is not just about Language teaching is not just about teaching language; it is also about teaching language; it is also about

helping students to develop themselves helping students to develop themselves as people.as people.

• ““Learn to know, learn to do, learn to be Learn to know, learn to do, learn to be human, and learn to live well with the human, and learn to live well with the

community.community.

• Focus on the students has also led to Focus on the students has also led to the development of learners’ learning the development of learners’ learning and self-directed learning programs. and self-directed learning programs.

LANGUAGE LANGUAGE LEARNERLEARNER

FINELY-TUNED FINELY-TUNED INPUTINPUT

ROUGHLY-ROUGHLY-TUNED INPUTTUNED INPUT

PRACTICE PRACTICE OUTPUTOUTPUT

COMMUNICATIVCOMMUNICATIVE OUTPUTE OUTPUT

[Source: Jeremy Harmer (1998). The Practice of English Language Teaching]

The roles of

teachers and learners

CLASSROOM PRACTICES

Classroom practices are tasks related to teaching and learning process involving many activities.

These activities imply role relationships between teacher and learner, learner and learner.

These relationships are established, maintained, and evaluated through communication.

[Tony Wright (1997). Roles of Teachers and Learners.]

The roles of teachers

• Controller • Assessor • Organizer • Prompter

• Participant • Tutor• Resource

• Investigator

[Jeremy Harmer (1998). The Practice of English Language Teaching]

ControllerAssessor

Organizer

Prompter Participa

ntTutorResourc

e

- to be in complete charge of the class- to control what the students do, when they speak and what language they use- to be the centre of attention- to do a lot of talking

- to estimate the students’ work- to see how well they are performing as well as how well they performed

-to organize students' activities- to give clear instructions about students’ tasks

- to encourage students to participate- to make suggestions about how students may proceed in an activity when there is a silence or when they are performed about what to do next.

- to participate in an activity with students- to give advice and guidance to students what to do next- to help students clarify ideas and limit the tasks- to act as a coach, a guide, an organizer, a prompter, a resource…

- to be like a walking resource center- to offer help whenever students need- to provide information, to give advice to students

-to investigate what is going on in class- to observe what works well in class- to try out new techniques and activities- to evaluate the appropriacy of these new techniques and activities

Teachers who constantly seek to enrich their understanding of what learning is all about and what works well will find the teaching of English constantly rewarding.

Learners’ activeness in practicing learning activities in main approaches or methods

1. Communicative Language Teaching

4. Suggestopedia

9. The Natural Approach10. The Silent Way

5. The Audio-lingual Method

8. The Grammar-Translation Method

2. Community Language Learning

11. Total Physical Response

[David Nunan (1992). Designing Tasks for the Communicative Classroom]Passive Active

2 1 9 6

3. Situational Language Method

1. The Grammar-Translation Method (08)

3. Situational Language Method (03)

5. Suggestopedia (04)6. Total Physical Response (11)

4. The Audio-lingual Method (05)

7. The Silent Way (10)8. Community Language Learning (02)9. Communicative Language Teaching (01) 10. The Natural Approach (09)

7. The Direct Method6. The Course Design Method

2. The Direct Method (07)

11. The Course Design Method (06)

104 11378 5

Time of popularity and unpopularity of the main approaches and methods

1850 1970 198019601950194019301920191019001890188018701860 1990

The Grammar-Translation Method (G-TM)

The Direct Method (DM)

Situational Language Method (SLM)

The Audio-lingual Method (ALM)

Alternative Methods (AMs)

Communicative Language Teaching

The “Course Design Approach”

(CLT)

(CDA)

Total Physical Response (TPR)The Silent WaySuggestopediaCommunicative Language TeachingThe Natural Approach

[Paul Davis (2000). Success in English Teaching]

Setting of teacher-centeredness

Setting of learner-Setting of learner-centerednesscenteredness

(focus on communicative activities & pair, group work)(focus on communicative activities & pair, group work)

Setting of learner-Setting of learner-centerednesscenteredness

[Tony Wright (1997). Roles of Teachers and Learners]

Focus on Focus on rehearsal & rehearsal &

class class discussiondiscussion

Thank you for listening