English Language Teaching Methodology

Part One

Unit 1

Introduction

What is Language For? Developments in English Language Teaching Methodology Course Design

What is Language For?

language is a system of structures: structural learning, formal instruction of grammatical structures . language is a means of communication: instruction focused on the functions and notions of language; learning through using . language is the reflection of cultures: instruction on cultures and focus on appropriateness of speech

What is Language For?

language is the reflection of human thought process: learning is the thought-provoking process; to improve cognition of learners. language is performance: application of authentic materials ; learning language as it is used. language is full of varieties: instruction of dialects, register, gender, discourse to improve the appropriateness of language use.

Developments in English Language Teaching

1.Theories of language learning

Theories of language learning acquisition and learning Characteristics acquisition and learning Objectives of teaching and learning

2.Developments in English Language Teaching

Theories of language learning

Behaviorism --- behaviorist theory-learning as habit formation. Based on the theory of conditioning, Skinner suggested language is also a form of behavior. One influential result is the audio-lingual method, which involves endless listen and repeat drilling activities.

Theories of language learning Mentalism ---thinking as rule-governed activity

If all language is a learned behavior, how can a child produce a sentence that has never been said by others before? According to Noam Chomsky, language is not a form of behavior, rather it is an intricate rule-based system and a large part of language acquisition is the learning of this system. Learning consists not of forming habits but of acquiring rules, a process in which individual experiences are tested and modified by subsequent experience. This mentalist view of the mind led naturally to the next important stage the cognitive theory of learning

Theories of language learning

cognitive theory: learning as thinking beings According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. It seeks to explain 3 main aspects of learning: * how knowledge is established * how knowledge becomes automatic * how new knowledge is integrated into the learners existing cognitive system

Theories of language learning

emotional theory Learning, particularly the learning of a language is an emotional experience. The emotional reaction to the learning experience is the essential foundation for the initiation of the cognitive process. The following diagram well illustrates the interplay relationship between cognitive and affective factors: This diagram shows two important principles for learning, the fist is motivation and second is sense of achievement. Motivation is the precondition to learning and sense of achievement and competence promotes learning.

acquisition and learning

Features of acquisition and learning Comparison of features of acquisition and learning items of comparison Process Focus Input Emphasis Setting Learning Conscious Forms Selected Accuracy acquisition unconscious/subcons cious meaning natural fluency

formal/controlled informal/natural

Krashens five hypothesis

natural order hypothesis: no matter what order is adopted in language learning, the order of acquisition is similar to that in which one acquires his native language acquisition and learning hypothesis: refer to the above discussion of acquisition and learning monitor hypothesis: conscious learning is helped a great deal by error correction and the presentation of explicit rules. affective filter hypothesis: anxiety, worry, distress and so on will hinder the improvement of language learning. input hypothesis: acquisition is dependent on the learners obtaining comprehensive input.

Characteristics of learning
1) learning is goal-oriented 2) learning is needs-motivated 3) learning is strategic 4) learning is both explicit and implicit 5) learning is contextualized 6) learning is rule-governed 7) learning is directed 8) learning is interactive

Objectives of teaching and learning

develop linguistic competence develop communicative competence develop discourse competence() develop learning competence to promote learner autonomy() develop test-tackling() competence

The Grammar-Translation Method

Built in Prussia()in Germany in end of 18th and popular in early 19th century

Its a language teaching method based on the study of texts in the target language, which have to be explained and analyzed in the mother tongue and then translated. It stresses on the grammatical structures,reading, and translation.

The Grammar-Translation Method

The features of it concluded by Prator ()& Celce-Murcia(.)
Classes are taught in the mother tongue, with little active use4 of the target language. Much vocabulary is taught in the form of list of isolated words. Long elaborate explanations of the intricacies of grammar are given.

 Grammar provides the Rules for putting words together, and instructions often focuses on the form and inflection of words. Reading of difficult classical texts is begun early. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. Little or no attention is given to pronunciation.

The Natural & Direct Method

(end of 19th & beginning of 20th Century)

Natural method Series methodDirect method

series of sentences & no translation

The principles:

1. The primacy of speech( 2. The centrality of the connected text as the kernel of the teaching learning process 3. The absolute priority of an oral methodology in the classroom

The features of the direct method:

Classroom instruction was conducted exclusively in the target language. Only everyday vocabulary and sentences were taught. Oral communication skills were built up in a carefully grated progression organized around question-and-answer exchanges between teachers-students in small, intensive classes. Grammar was taught inductively(). New teaching points were introduced orally. Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas. Both speech and listening comprehension were taught. Correct pronunciation and grammar were emphasized.

The Audio-lingual Approach

(End of 1940s)

Structuralism linguistics(Bloomfield) and Behaviorist psychology(followed research of Pavlov, a Russian psychologist) was the basis of the Audio-lingual method. It stresses on a chain of stimulus-response-reinforcement-forming correct habit It stresses on much use of tapes, language labs, and visual aids. It stresses on pronunciation, little use of the mother tongue, producing error-free utterances and successful responses are immediately reinforced.

The humanist Approach

Total Physical Response (TPR, raised by
James Asher( ) in 1960s in America)

The silent Way(raised by Caleb Gattegno(

) in early 1970s in America)

Suggestopedia(, raised by Georgi

Lozanov() in early 1970s in Bulgaria)

Community Language Learning(raised by

Charles Curran() in the mid-1970s in America)

The Approaches after 1980s

The immersion approach() It The whole Language approach The content-based approach

Course Design
Different kinds of syllabus Needs analysis Teacher development

Different kinds of syllabus

Grammatical syllabus vs. functional-notional syllabus
The grammatical syllabus takes the accumulated view of language learning-language consists of a finite set of rules which can be combined in various ways to make meaning and can be learned one by one in an additive fashion. With the grammatical syllabus, input is selected and graded according to grammatical notions of simplicity and complexity. However, the functional-notional syllabus provides for the teaching of everyday real world language. It sets realistic learning tasks. Within the functional-notional syllabus, input is sequenced in terms of functions.

Different kinds of syllabus

Structural syllabus
Structural syllabuses are designed on the assumption that it is internalization of grammar coupled with the exercise of linguistic skills in motor-perceptual manipulation (usage) which affords the most effective preparation for the reality of communicative encounters (use). ()

Procedural syllabus
Procedural syllabus is organized around tasks, rather than in terms of grammar or vocabulary. It provides a purpose for the use and learning of a language other than simply learning language items for their own sake.

Different kinds of syllabus

Task-based syllabus
chooses the use of tasks as the point of departure. It treats tasks as a more salient( ) unit of planning for teachers than objectives.

Different kinds of books

Traditional textbooks
(1) Emphasis more on forms, patterns of language, grammar than communicative functions of language. (2) Focus on reading and writing activities rather than listening and speaking activities. (3) Use L1 as the medium of instruction (4) Emphasize the importance of fluency (5) Focus rather narrowly on syllabus and examination. (6) Easy to use and highly examination-oriented, so often attractive to some teachers

Different kinds of books

Communicative textbooks
Emphasize the communicative functions of language Try to reflect the students needs and interest Emphasize skills in using the language, activity-based A good balance among the four language skills. Emphasize listening and speaking more than traditional textbooks Both content and methods reflect the authentic/real language of everyday life. Encourage work in groups and pairs Demanding on the teachers organizational abilities Focus on fluency, not just accuracy

Teachers task in using textbooks

The teachers task usually include
to assume the students aims, and learning styles, their likes and dislikes, their strengths, and their weaknesses to decide what methods and materials are most appropriate, given the aims of the syllabus to decide whether to use, adapt, replace, omit or supplement the methods and materials used in the textbook.