What does this number mean?

1. What does this number mean? 36

2. Methods come … and methods go

3. Rescuing Babies! Alan Marsh

4. Don’t throw the baby out with the bathwater!

5. www.alanmarshelt.com

6. Translation Grammar-Translation The jaw of the jackass lies in the corner of the field La plume de ma tante Students learn grammatical rules and then apply them by translating sentences between the target language (L2) and the native language (L1) Vocabulary is taught in long lists of isolated words

7. At school in the sixties …

8. Some main disadvantages of grammar -translation • "Ave, Caesar, morituritesalutant" or … • "Hail, Caesar, those who are about to die salute you" - Practical needs of learners? - Focus on reading and writing - Over-emphasis on translation means learner cannot become emancipated from dependence on L1

9. Why don’t they learn what I teach them (sometimes)?

10. A learner’s interlanguage • A non-native speaker’s use of the foreign language at its current state of development

11. Noticing the gap Between my utterances in my interlanguage and … …how a native speaker would say/write the same thing

12. Consciousness-Raising: Switching on the light – creating ‘ah moments’

13. Noticing Activity: Translation 1: L2 to L1How would you say in your own language …? • a. I’ve been to Spain b. I went to Spain last year Maltese: a. (Diga) mortSpanja b. MortSpanja s-sena l-ohra Italian: a. Sono (gia) stato/a in Spagna b. Sonoandato/a in Spagnal’annoscorso 2 a. I’ll help you if I can b. I’d help you if I could Maltese a. Jekknistanighinek b. Kontnghinekkiekunista Italian a. Se possoaiutarti… b. Se potessi, tiaiuterei

14. Noticing: Translation 1L2 into L1 Present the new language Afterwards, write/project it up again on the board Ask a learner to come to the board and to translate into their own language. Some questions: Is it the same, more or less? Do the same kinds of things happen? Is it different? If so, in what way(s)?

15. Noticing Activity: Translation 1: More examples: L2 into L1 1 a. She works in London. b. She’s working in Spain this month. 2If I have time , I’ll do it. If I had time, I’d do it. 3 a. Have you beento Spain? b. When did you go? 4 a. I’m here for a month b. I’ve been here for a month. 5 a. I’ve been here for a month. b. I’ve been here since September. 6 a. He’s reading a book. b. He bought the book in London.

16. Noticing: Translation 2: From L1 into L2Learning Maltese Grammar-Translation The jaw of the jackass lies in the corner of the field Rabbit stew Opening hours The King of Spain Rabbit stew = Stuffattal-fenek Opening hours = Il-hinijiettal-ftuh The King of Spain = Ir-Re ta’ Spanja

17. AMario dejjemtard! B Nixtieq li jiġi / jasal fil-ħin, imqar għal-darba. A X’inhu n-numrutiegħu? B Nixtieq li kontnaf!

18. A Mario dejjemtard! B Nixtieq li jiġi / jasal fil-ħin, imqar għal-darba. A X’inhu n-numrutiegħu? B Nixtieq li kontnaf! A Mario’s always late! B I wish he’d arrive on time, just for once! A What’s his number? B I wish I knew!

19. ‘Noticing’ the gap • Take an item of language you intend to teach • Insert it into a short text/dialogue • Translate it into the learners’ language(s) • Ask learners to write out a translation into English (their interlanguage) • Ask learners then to compare their translation with your original English text. Ask: - Is anything strange, or unfamiliar, to you? - Is there anything you would like to ask about?

20. The Direct Method: No Translation!

21. The Direct Method: No translation! The basic premise: second language learning should be more like first language learning.  Included: No translation between first and second languages Little or no analysis of grammar rules

22. Advantages of Direct Method Exclusive use of L2 in the classroom encouraged thinking in L2 Emphasis on practice of new language items and language skills, rather than on language knowledge Emphasis on spoken language; special attention given to pronunciation and intonation Listening and speaking regarded as the basis of reading and writing: all four skills considered important

23. Disadvantages of Direct Method Learning your one L1 – same as learning L2 in a classroom? No explicit grammar explanation? Enough knowledge for learners to self correct?

24. Audio-Lingual Method Extension of Direct Method but based on research in linguistics and psychology Language learning consisted of imitated behaviour No explicit grammar instruction – everything is memorised in form Emphasised the teaching of speaking and listening before reading and writing Mother tongue discouraged in the classroom Dialogues used to present new language Focus on learning grammar – through pattern drills (stimulus and response) used as the main forms of practice

25. Audiolingualism: an example of a pattern drill • See a film • Have a meal • Hear a singer • Taste a wine • Go to a country • And the present perfect forms are …… • I’ve seen a film • I’ve had a meal • I’ve heard a singer • I’ve tasted wine • I’ve been to a country

26. Voice/Teacher: It was a great film, wasn’t it? Student transformation: Yes, the best I’ve ever seen. Voice/Teacher repeats so student can get immediate feedback. The exercise continues: It was a great meal, wasn’t it? Yes, the best I’ve ever had. She’s a great singer, isn’t she? Yes, the best I’ve ever heard. It’s a great wine, isn’t it? Yes, the best I’ve ever tasted. It’s a great country, isn’t it? Yes, the best I’ve ever been to .

27. Disadvantages of Audio-Lingual Method

28. Disadvantages of Audio-Lingual Method Theory weak: behaviourist theory held that language learning consisted of imitated behaviour; whereas we now know that humans learn language from underlying implicit knowledge of abstract rules Language-like behaviour, but not real communicative competence Eventual boredom Learners had no control over content, style or pace of learning The teacher dominates the class

29. Demand-high: can you say it better?Pronunciation upgrade Voice/Teacher: It was a great film, wasn’t it? Student transformation: Yes, the best I’ve ever seen. Voice/Teacher repeats so student can hear immediate feedback. The exercise continues: It was a great meal, wasn’t it? Yes, the best I’ve ever had. She’s a great singer, isn’t she? Yes, the best I’ve ever heard. It’s a great wine, isn’t it? Yes, the best I’ve ever tasted. It’s a great country, isn’t it? Yes, the best I’ve ever been to .

30. Some advantages of stimulus-response chants(oral pattern drills) • Highlights pronunciation • Automatiseslanguage chunks and frees the brain to deal with other bits in the whirlwind of fluency • Increases confidence, especially for shy, reluctant speakers • Is motivating: challenges learners (demand-high) and provides a change of pace • Is memorable

31. Ready-made exercises: in the course book or workbook

32. Interesting? Fascinating! • Blow-up of exercise

33. Match the adjectives hot fascinating good packed boiling interesting tired ancient crowded bad old fantastic awful exhausted

34. Gradable and extreme adjectives Hot Boiling! Good Fantastic! Crowded Packed! Interesting Fascinating! Tired Exhausted! Old Ancient! Bad Awful!

35. Was it hot? Hot??!! It was absolutely boiling! Was it good? Good??!! It was absolutely fantastic! Was it crowded? Crowded? It was absolutely packed! Was it interesting? Interesting? It was absolutely fascinating! Were you tired? Tired? I was absolutely exhausted! Was it old? Old? It was absolutely ancient! Was it bad? Bad? It was absolutely awful!

36. A Was it hot? Was it good? Was it crowded? B Was it interesting? Were you tired? Was it old? Was it bad?

37. The lexical approach: expand and enrich • Boiling • Sweltering …. • Fantastic • Great awesome amazing brilliant • Exhausted • Shattered worn out (knackered?) And what about …..? • Small • Big • Hungry • Thirsty………. • Dirty …..

38. Opposites of adjectives Is it good? No, it’s really awful! Is it easy? No, it’s really hard! Is it near? far! Is it cheap? expensive! Is it warm? cold! Is it clean? dirty! Is it safe? dangerous! Is it exciting? boring!