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MELT 207 Study Guide

The study guide for MELT 207 covers innovative approaches in language teaching, including the Audiolingual Method and Task-Based Learning, highlighting their key characteristics and classroom examples. It also discusses integrating technology through frameworks like the SAMR and TPACK models, the design of Task-Based Learning modules, the flipped classroom model, and assessment criteria aligned with Communicative Language Teaching. Each section includes practice questions to reinforce understanding of the concepts presented.

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Charmane Mae S. Yu
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4 views3 pages

MELT 207 Study Guide

The study guide for MELT 207 covers innovative approaches in language teaching, including the Audiolingual Method and Task-Based Learning, highlighting their key characteristics and classroom examples. It also discusses integrating technology through frameworks like the SAMR and TPACK models, the design of Task-Based Learning modules, the flipped classroom model, and assessment criteria aligned with Communicative Language Teaching. Each section includes practice questions to reinforce understanding of the concepts presented.

Uploaded by

Charmane Mae S. Yu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Study Guide for MELT 207 - Innovative

Approaches and Methods in Language


Teaching
1. Audiolingual vs. Task-Based Approaches
Key Concepts:
- Audiolingual Method (ALM): Based on behaviorist theories, focuses on habit formation
through repetition and drills. Primarily emphasizes speaking and listening.
- Characteristics:
- Focus on accuracy.
- Use of repetition and reinforcement.
- Dialogues and pattern drills.
- Minimal grammar explanation.
- Classroom Example:
- Scenario: In a language lab, students repeatedly listen to and repeat sentences such as 'I
am going to the store' to reinforce sentence structure and pronunciation.

- Task-Based Learning (TBL): Focuses on using real-world tasks to encourage


communication. Students complete tasks using the target language in context.
- Characteristics:
- Focus on meaning over form.
- Use of authentic materials and activities.
- Encourages critical thinking and problem-solving.
- Learning through tasks like role-plays, problem-solving, or project work.
- Classroom Example:
- Scenario: In pairs, students plan a trip to an English-speaking country, discussing the
best routes, accommodations, and activities, while using the target language.

Practice Question:
*What is the primary difference between the Audiolingual and Task-Based approaches in
language teaching?*
Answer: The Audiolingual method emphasizes repetition, drills, and accuracy, while Task-
Based Learning focuses on communication, real-world tasks, and meaning over form.

2. Integrating Technology in Language Teaching


Key Concepts:
- Emerging Technologies: Apps and online platforms like Duolingo, Quizlet, and Google
Classroom can enhance language learning.
- Frameworks for Effective Integration:
- SAMR Model (Substitution, Augmentation, Modification, Redefinition): Helps educators
evaluate how technology can transform learning.
- TPACK Model (Technological Pedagogical Content Knowledge): Guides teachers to
integrate technology, pedagogy, and content knowledge.

Classroom Example:
- Scenario: A teacher uses Duolingo to help students practice vocabulary. The app's
personalized feedback adjusts to the learner’s proficiency level, making it suitable for
students with varying abilities.

Practice Question:
*How can the SAMR model help teachers in integrating technology into their language
lessons?*
Answer: The SAMR model helps teachers understand the levels of technology integration,
from simple substitution (using tech to replace traditional tools) to redefinition
(transforming learning experiences with technology).

3. Task-Based Learning Module Design


Key Concepts:
- Real-World Tasks: Students use language to complete real-life tasks, focusing on
communication and collaboration.
- Designing Modules: Modules should include tasks that build linguistic competencies in
speaking, listening, reading, and writing.

Classroom Example:
- Scenario: In a B2-level classroom, students work in groups to plan and present a charity
event. The task involves writing promotional materials, giving presentations, and discussing
logistics in English.

Practice Question:
*What is the purpose of focusing on real-world tasks in Task-Based Learning?*
Answer: The purpose is to engage students in meaningful communication, allowing them to
use the language in practical, real-life contexts.

4. Flipped Classroom Models


Key Concepts:
- Benefits: Students learn new content at home (via videos, readings), and class time is
spent on active learning (discussions, problem-solving).
- Challenges: Requires reliable internet access and self-motivation from students.
- Learning Outcomes: Flipped classrooms can lead to improved engagement and better
retention.

Classroom Example:
- Scenario: Students watch a video on English tenses at home and in class, practice forming
sentences with peers, and receive feedback from the teacher.

Practice Question:
*What is the primary challenge of implementing a flipped classroom model in language
teaching?*
Answer: The primary challenge is ensuring students have access to the necessary
technology and are motivated to complete pre-class assignments.

5. Assessment Criteria in Language Teaching


Key Concepts:
- Aligning Assessments with CLT (Communicative Language Teaching): Assessments should
focus on real-world communication skills, including fluency and accuracy.
- Formative Assessments: Ongoing assessments that inform instruction (e.g., quizzes, oral
presentations).
- Summative Assessments: Final evaluations of language proficiency (e.g., exams, final
projects).

Classroom Example:
- Scenario: After a unit on restaurant vocabulary, the teacher has students role-play a
restaurant scenario, assessing their ability to use the target language in context.

Practice Question:
*How do formative assessments differ from summative assessments in language teaching?*
Answer: Formative assessments are ongoing and used to guide instruction, while
summative assessments are final evaluations of student learning.

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