Bachelor of Elementary Education Teaching English in the Elementary Grades – Language Arts

Module 2: The Methods of Teaching the Language Art

THE DIRECT METHOD

In this method the teaching is done entirely in the target language. The learner is not allowed to
use his or her mother tongue. Grammar rules are avoided and there is emphasis on good
pronunciation.

GRAMMAR-TRANSLATION
Learning is largely by translation to and from the target language. Grammar rules are to be
memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on
developing oral ability

AUDIO-LINGUAL
The theory behind this method is that learning a language means acquiring habits. There is much
practice of dialogues of every situations. New language is first heard and extensively drilled before
being seen in its written form.

THE STRUCTURAL APPROACH

This method sees language as a complex of grammatical rules which are to be learned one at a
time in a set order. So for example the verb "to be" is introduced and practiced before the present
continuous tense which uses "to be" as an auxiliary.

SUGGESTOPEDIA
The theory underlying this method is that a language can be acquired only when the learner is
receptive and has no mental blocks. By various methods it is suggested to the student that the
language is easy - and in this way the mental blocks to learning are removed.

TOTAL PHYSICAL RESPONSE (TPR)

TPR works by having the learner respond to simple commands such as "Stand up", "Close your
book", "Go to the window and open it." The method stresses the importance of aural
comprehension.

COMMUNICATIVE LANGUAGE TEACHING (CLT)

The focus of this method is to enable the learner to communicate effectively and appropriately in
the various situations she would be likely to find herself in. The content of CLT courses are
functions such as inviting, suggesting, complaining or notions such as the expression of time,
quantity, location.

THE SILENT WAY

This is so called because the aim of the teacher is to say as little as possible in order that the
learner can be in control of what he wants to say. No use is made of the mother tongue.

COMMUNITY LANGUAGE LEARNING

In this method attempts are made to build strong personal links between the teacher and student
so that there are no blocks to learning. There is much talk in the mother tongue which is translated
by the teacher for repetition by the student.

IMMERSION
This corresponds to a great extent to the situation we have at our school. ESL students are
immersed in the English language for the whole of the school day and expected to learn math,
science, humanities etc. through the medium of the target language, English.

Immigrant students who attend local schools find themselves in an immersion situation; for
example, refugee children from Bosnia attending German schools, or Puerto Ricans in American
schools.

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TASK-BASED LANGUAGE LEARNING
The focus of the teaching is on the completion of a task which in itself is interesting to the learners.
Learners use the language they already have to complete the task and there is little correction of
errors.

(This is the predominant method in middle school ESL teaching at Frankfurt International School.
The tasks are subsumed in a major topic that is studied for a number of weeks. In the topic of
ecology, for example, students are engaged in a number of tasks culminating in a poster
presentation to the rest of the class. The tasks include reading, searching the internet, listening to
taped material, selecting important vocabulary to teach other students etc.)

THE NATURAL APPROACH

This approach, propounded by Professor S. Krashen, stresses the similarities between learning
the first and second languages. There is no correction of mistakes. Learning takes place by the
students being exposed to language that is comprehensible or made
comprehensible to them.

THE LEXICAL SYLLABUS

This approach is based on a computer analysis of language which identifies the most common
(and hence most useful) words in the language and their various uses. The syllabus teaches these
words in broadly the order of their frequency, and great emphasis is
placed on the use of authentic materials.

Lesson 2: Learning Strategies and Assessment Techniques as Applied to Language

Teaching

TEST DEVELOPMENT / CONSTRUCTION

Tests are given to:
 measure the accomplishment and progress of learners
 diagnose the strengths and weaknesses of the learners
 reinforce learning
 motivate learners to study
 set up standards of performance
 measure teaching effectiveness
 effect improvement in teaching process

The following are the steps in test development:

PLANNING FOR THE TEST
 Outline subject-matter content to be considered as the basis for the test
 Identify learning outcomes (or competencies) to be measured by the test
 Prepare table of specifications (TOS)
 Choose appropriate type/s of test items for evaluation of learning outcomes as
summarized in the TOS.

PREPARING THE TEST

 Write test items according to rules of construction for the type/s chosen.
 Select the items to be included in the test according to TOS
 Review and edit items according to guidelines
 Arrange items: decide on grouping of items, sequence of items within groups,
sequence of groupings.
 Prepare directions for the test; if necessary, prepare directions for individual items or
for sections
 Decide on method of scoring

ANALYZING AND REVISING THE TEST

 Perform test/item analysis to determine difficulty, discrimination, and reliability
indicators.
 Retain, edit as necessary, or discard items on basis of analysis outcomes
 Revise the test as a whole if necessary

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Classroom Tests in English
 The first and most important principle in writing tests is to test what you have taught.
 Tests should be devised to test the macro skills
 The testing of speaking, particularly with classes of 50 or over, is time-consuming
 When writing long tests, make sure that you sequence test items easy to more difficult:
60% easy, 30% average, and 10% difficult.
 Make sure your directions are clear. Check orally that learners have understood the
directions.
 For your own benefit, particularly when working with large numbers of learners, make your
tests easy to grade.

Testing principles include:

 Test what you have taught.
 Test course goals.
 Test all language skills.
 Sequence test items.
 Make directions.
 Help learners review practices and test-taking strategies.
 Go over corrected tests with students.

Language Test Chart

(Use of language which can be rated or evaluated and which involves comprehension)
Skill Stimulus Response
SKILL STIMULUS RESPONSE
Listening Oral Oral
Written
Non-verbal
Speaking Oral Oral
Written
Non-verbal
Reading, Viewing Written/Printed Written
Oral
Non-verbal
Writing Oral Written
Written
Non-verbal

PREPARING TABLE OF SPECIFICATIONS (TOS)

Below is a sample TOS. Study the content and determine how values were computed, as well as
how items are distributed.

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ART OF QUESTIONING IN TESTS

One of the teaching tools conveniently placed in the hands of a teacher is the art of questioning.
And yet many teachers either use it carelessly or fail to see its possibilities for promoting effective
learning.

Questions are used to:

 stimulate learners to think
 motivate learners
 diagnose learner difficulties
 discover learner interest
 develop the ability to evaluate and organize materials or experiences
 aid learners to relate pertinent experiences to the lesson
 focus learner attention on the points of the lesson
 develop new appreciations and attitudes
 provide drill or practice
 show relationship, such as cause and effect.
 encourage the application of concepts

The following are the characteristics of a good question:

 It is simple and clear.
 It is definite (i.e. permitting only one best answer)
 It is challenging and thought-provoking (i.e. stimulating learners to compare, evaluate, draw
conclusions, and appraise results)
 It is adopted to the age, abilities, and interests of the learners.
 It is grammatical.
 It observes consistency and parallelism (e.g. all item stems are interrogative or declarative;
all the choices are congruent in both form and size; etc.).
 Its sequence follows a logical/psychological order.
 It must be in accordance to the Table of Specification (TOS)