Methodology 1.

approach

Theories about the nature of language and language learning which are the source of the way things are done in the classroom and which provide the reasons for doing them.

method

Practical realisation of an approach.

procedure

Ordered sequence of techniques. (Method > procedure > technique)

Grammar-translation method

Examples of individual points of grammal, sentences had to translated from the target language to first language and vice-versa.

Direct method

Sentence is the main object of interest, only the target language used in the classroom.

Audiolingualism

Stimulus.response.reinformócement, choral repetition, individual repetition, cue-response drills.

PPP

Presentation, practice, production.

Deep-end strategy

Keith Johnson, immediate production

ESA

Engagae, Study, Activate

Boomerang procedure

EAS order

Patchwork lessons

Variety of sequences of ESA

Community language learning (method)

'knower' stands outside a circle of students and helps the students say what they want to say by translating, suggesting or amending the students' utterances

Suggestopedia (method)

concerned with the physical environment, infantilisation, traumatic topics avoided, music, seven minuted of silence

Total physical response (method)

When the students can all respond to commands of the teacher correctly, one of them can then start giving instructions to other classmates.

Silent Way (method)

teacher who, rather than entering into conversation with the students, says as little as possible; Cuisenaire rods,

Communicative Language Teaching (approach)

Meaning focus communicate tasks, realistic communication
Prejudiced in favour of native-speaker teachers

Task based learning

if students are focused on the completion of a task, they are just as likely to learn language as they are if they are focusing on language forms. Instead of a language structure or function to be learnt, students are presented with a task they have to perform or a problem they have to solve. (Pre-task, task, planning, report and reading, language focus)

4 different learner styles (2 variations)

enthusiast, oracular, participator, rebel
Convergers, conformists, concrete learners, communicative learners

Neuro-Linguistic Programming

Primary representational systems: VAKOG = Visual, auditory, kinaesthetic, olfactory, gustatory

C-zone

Zone of congruence: students and teacher interact

R-zone

zone of student resistance

MI theory

Multiple intelligences: musical/rhythmical, verbal/linguistic, visual/spatial, bodily/kinaesthetic, logical/mathematical, intreperonal/interpersonal (naturalistic, emotional)

Advantages of whole class grouping

reinforces a sense of belonging among the group members
Teacher is acting as a controller
'gauge the mood' of the class in general

Disadvantages of whole class grouping

Favours the group not the individual

do not have much of a chance to say anything on their own.

Students are disinclined to participate

May not encourage students to take responsibility for their own learning

Not the best way to organise communicative language teaching

Advantages of individualised learning

Less stressful for students

Learner autonomy and promote skills of self-reliance

Diasadvantages of individualised learning

Not help a class to develeop a sense of belonging

Not encourage cooperation

More preparation for the teacher

Advantages of pairwork

Increases speaking time/person

Interact independently

'Two heads are better than one’

Quick and easy to organise

(Have to use engage-instruct-initiate’ sequence)

Disadvantages of pairwork

Noise

Veer away from the point of an exercise

Choice of partner can be problematic

Advantages of groupwork

Increases the talking time/person

Personal relationships are less problematic

Broader skills of cooperation and negotiation, more private than working in front of the whole class

Promotes learner autonomy

(Have to use engage-instruct-initiate’ sequence)

Disadvantages of groupwork

Noisy

Roles can become fossilised

Takes longer to organise than pairs

Jigsaw listening

different students listen to different parts of a text so that they can then reassemble the whole text in groups

sociogram

Can be used for creating groups (making sure friends will be together)

Only the teacher can see, the students write on a piece of paper the names of people they like and on the other side the names of people they don’t → with that the teacher creates the sociogram

streaming

according to abilities

+: stronger students don’t get frustrated, weaker students don’t fall behind

-: differentiation is possible, mixture of stronger and weaker students, explaining each other, weaker groups might become demoralised, predispose them to stay in this category

differentiation

Individual students with different abilities in the same class, help the students accordingly

'Wheels' scenario:

half of the class stand in a circle facing outwards, and the other half of the class stand in an outer circle facing inwards. The outer circle revolves in a clockwise direction and the inner circle revolves in an anti-clockwise direction. When they are told to stop, students work with the person facing them

ESP-PWOFP

Sue Murray

English for the Sole Purpose of doing Pair Work with One Fixed Partner

monitoring

where we go round the class, watching and listening to specific pairs and groups either to help them with the task or to collect examples of what they are doing for later comment and work

Troubleshooting

Monitoring pairs and groups, deciding whether to intervene, and problems which we can relosve on the spot or in the future
- finishing first → task related extensions

• Awkward groups → changing

Learner autonomy

Students not only learn on their own, but also take responsibility for their learning

Democratic teacher

Shares some of the leadership with the students

controller

• One of the teachers’ roles

• They are in charge of the class and the activity

• +: inspire though their knowledge and charisma

  • - : lack of variety and classroom atmosphere

prompter

• One of the teachers’ roles

  • In situations we want to help, but don’t want to take charge

    • Sensitively, encouraginly, discretion

participiant

• One of the teachers’ roles

• +: can liven things up from the inside

• -: can easily dominate the proceedings

  • 
    

Resource

• One of the teachers’ roles

• Guidance as to where students can go look for that information

• Encourage students to use resource materials for themselves and to become more independent in their learning

  • 
    

Tutor

• One of the teachers’ roles

• Prompter+resource

  • Engagae → instruct (demonstrate) → initiate → organise feedback

rapport

The relationship that the students have with the teacher and vice versa

• Confidence in the teacher + successful interaction

Characteristics of successful interaction

• Recognising students: knowing their names and about them

• Listening to students

• Respecting students: demotivating/’praise junkies’, criticism of student → counter-productive

• Being even-handed

Teacher as a teaching aid

mime and gesture, don’t point, but include!

Teacher as a language model

dialogues, reading aloud

STT

Student talking time

TTT

Teacher talking time

planning paradox

Makes no sense to go into any situation wo/ having thought about what we are going to do. But if we pre-determine what is going to happen, we might miss what is happening in front of us, and closing off avenues of possible evolution and development.

resolved by: implementation and adaptation of a plan: interaction between the plan and the changing reality once the lesson has started

pre-planning

considering the students ans coming up with ideas from a variety of different sources

who we are teaching: group, individuals, level

‘jungle path’ lesson

• Jim Scrivener

  • a situation where the teacher has no idea what they are going to do before the lesson starts and as a result, the lesson is created moment by moment

corridor planning

planning in their head as they walk to do class

door into / door out of the lesson

written plans act as a useful record of what we had hoped to do and we ammend these records after the lesson to see what actually happened → can use for action research

magic moment

• something you can’t prepare for

• students want to talk about a topic, but it falls outside the plan

• recognise these and see how these can be used (if don’t, we are not really listening to them)

sensible diversion

• something you can’t prepare for

• we take a diversion and teach what we had not intended to teach

unforseen problems

• something you can’t prepare for

‘can do’ statements from the Council of Europe

ascertain what all different individuals want

summarative assessment

to find out how well thigns have done

formative evaluation

for reasons of future course planning and professional teacher development

grammatical syllabus

• a type of syllabus

• list of items, sequences of topics

functional syllabus

• a type of syllabus

• ex. apologising, inviting

situational syllabus

• a type of syllabus

• based around situations

types of syllabuses

grammatical, functional, situatinal, lexical, based on lists of tasks, multi-syllabus syllabus

multi-syllabus syllabus

interlocking set of parameters for any particular level/form of study which includes skills and pronunciation too

lesson stages

how one activity leads into another

aims

• most important element of any plan

• the outcomes which all our teaching will try to achieve

• SMART: specific, measurable, achievable, realistic, timed

class profile

class description tells us who the students are and what can be expected of them

assumptions

on which the lesson will be based

we assume the student know and can do

personal aims

we seek to try something out that we have never done before or decide to try to do better at something which has eluded us before

skills and language focus

what language and skills the students are going to be focusing on in the aims that we detail

timetable fit

where the lesson fit s ina asequence of classes - what happens before and after

potential learner problems and possible solutions

potential pitfalls + ways dealing with them

success indicators

how they will know whether their students have been successful

background elements of formal plan

• aims

• class profile

• asumptions

• personal aims

• skills and language focus

• timetable fit

• potential lerner problems and possible solutions

• success indicators

meaning of symbol: T

teacher

meaning of symbol: S

individual student

meaning of symbol: T→ C

teacher working with the whole class

meaning of symbol: S, S, S

students working on their own

meaning of symbol: S ← → S

students working in pairs

meaning of symbol: SS ← → SS

pairs of students in discussion with other pairs

meaning of symbol: GG

students working in groups

+ coursebook

coherent syllabus, language control, motivating texts, extra resource material, material which teachers can have confidence in,detailed teacher’s guides, powerful stimulus for methodological development, foster the perception of progress, can go back for revision, can have a powerfully engaging effect

- coursebook

impose learning styles and content on classes, PPP (presentation, practice, production) is the methodological prodecure, demotivated by the sameness, bland, culturally inapropriate

‘do -it-yourself’ approarch

lesson-by-lesson basis to what is happening in the class, exciting and creative involvement with texts and tasks, but have to become syllabus designers in their own right

coursebooks as springboard for lessons

• omit and replace (irksome if happens too often)

• change: add, re-write, replace activities, re-order, reduce

board usage

note-pad, explanation aid, picture frame, public workbook, game board, noticeboard

usage of the Internet

mousepals/keypals (constant attention), chatting, Hot Potatoes (can design our own web-based material), making their own website, email, VLEs

VLE

virtual lerner environment, ex. moodle, EduNation

task-based learning (TBL, task-based instruction=TBI)

performance of meaningful tasks is central to the learning progress

the curriculum should be based on tasks, and learning should emerge from the tasks rather than preceding them

focus-on-form

• pre-task: introduction to the topic and the task

• task cycle: task, planning, report

• language focus: analysis, practice

Lexikal approach

• Dave Willis, Michael Lewis

• fluency is the result of a large store of fixed and semi-fixed pre-fabricated items

• archetyoical utterances

• don’t know how these can be implemented into the understanding of a language system

pedagogy of bare essentials

• teacher and students engage in a dialogic relationship

• students learn because they get to express what they want to say instead of taking their cue for their coursebooks and syllabus

• favours native teachers

TESOL

Teaching English to SPeakers of Other Languages

10 macrostrategies

instead of one method

ex. maximise learning opportunities, facilitate negotiation,promote learner autonomy

explanatory practice

teachers should determine and undestand the classroom quality of life → solving a puzzle multiple ways to know what’s wrong

what do students need

affect, input, output, cognitive effort, grammar and lexis, how why and where

A,R,C

Authentic Use, Restricted Use, Clarification and focus

J Scrivener

norm of mediocrity

norm which says that being too good in lessons is not desirable or appropriate