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TESL Methodology: An Overview

TESL Methodology: An Overview. Spring 2001. TESL Methodology: Values. 1. For teachers to reflect that can aid teaching and to think what underlies their actions. 2. Methods offer teachers alternatives to what they currently think and do.

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TESL Methodology: An Overview

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  1. TESL Methodology: An Overview Spring 2001

  2. TESL Methodology: Values • 1. For teachers to reflect that can aid teaching and to think what underlies their actions. • 2. Methods offer teachers alternatives to what they currently think and do. • 3. Teachers join a community practice with a knowledge of methods. • 4. Methods keep teachers’ teaching alive-helps prevent it from becoming stale and routinized.

  3. TESL Methodology: Values(continue…) • 5. A knowledge of methods helps expand a teacher’s repertoire of techniques. • 6. Methods serve as models of the integration of theory (principles) and practice (techniques). • 7. Study of methods can encourage continuing education in the lifelong process of learning to teach.

  4. Theories influencing TESL methods • Linguistics • Applied Linguistics • Psychology • Biology • Neurology • Ethnography • Computer Science • Sociology • Social Works • Anthropology • Education

  5. Approach: assumptions, beliefs, and theories about the nature of language & language learning Method: an umbrella term for specification and interrelation of theory and practice Technique: specific activity manifested in the classroom that are consistent with a method and therefore in harmony with an approach Design: relationship of theories to classroom materials and activities Procedure: techniques and practice derived from one’s approach and design Glossary of Terms

  6. Traditional : Grammar Translation Direct Method Audiolingual Method Innovative: Community language teaching Suggestopedia Silent Way Total Physical Responses Communicative language teaching Methodology Overview

  7. Grammar Translation • Time: 19c. • Focus: grammatical rules, memorization of vocabulary, translation of texts and doing written exercises • Weakness: can’t speak and understand even after memorizing the entire grammar book

  8. Direct Method • Time & Theory: end of 19c., Charles Berlitz in Germany, compare SLA to 1st language acquisition • Focus: only target language, oral communication • Weakness: not take well in public education due to budget limit, lack of NS teachers and practices

  9. Audiolingual Method • Time & Theory: 1940s~1950s, Structrual linguistics and Behavioristic psychologiest, conditioning and habit formation-stimulus, responses, reinforcement • Focus: target-like pronunciation and pattern drills • Weakness: ultimate failure to teach long-term communicative proficiency

  10. Community Language Teaching • Time & Theory: Charles Curran (1972), Chomskyan deep structure and psychologist’ affective and interpersonal nature • Focus: reduce affective factor, translation, non-directive • Weakness: translation isn’t easy, reliance on an inductive strategy of learning

  11. Suggestopedia • Time & Theory: Bulgarian psychologist-Georgi Lozanov • Focus: superlearning needs to stimulate alpha brain waves by making learners relaxed • Weakness: environment hard to get and relying on memorization

  12. Silent Way • Time & Theory: Caleb Gattegno (1972) • Focus: “Discovery Learning”-learners construct conceptual hierarchy on their own, problem-solving • Weakness: Teachers-too distant to encourage a communicative atmosphere, learners-too independent

  13. Total Physical Responses • Time & Theory: James Asher (1977), 1st language acquisition + physical responses • Focus: giving commands (no oral responses) • Weakness: more applicable to beginning learners

  14. Communicative Language Teaching • Learn to communicate through interaction in the target language • Authentic text • Focus on learning process • Use learner’s own personal experience • Try to link what’s been learned in the classroom to the outside

  15. Questions to consider in reviewing each teaching method: • 1. What are the goals of teachers who use the method? • 2. What is the role of the teacher? What is the role of the students? • 3. What are some characteristics of the teaching/learning process? • 4. What is the nature of student-teacher interaction? What is the nature of student-student interaction? • 5. How are the feelings of the students dealt with?

  16. Questions to consider in reviewing each teaching method: (continue…) • 6. How is the language reviewed? • 7. What areas of language are emphasized? What language skills are emphasized? • 8. What is the role of the students/ native language? • 9 How is evaluation accomplished? • 10. How does the teacher respond to student errors?

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