Advanced Methodology for TESOL1

1
Advanced Methodology for TESOL-1

• Session 2
• What do we mean by methodology?

2
What do we mean by methodology?

• Aims
• In this session we will explore the meaning of
  methodology , and consider different
  methodological frameworks for TESOL. We will look
  also at the Post-method condition and what
  effects does it have on language teaching?

3
Methods, Approaches, Procedures

• Task 1
• What does methodology mean to you? What words,
  images, and ideas come to mind when you think of
  methodology? If someone asked you to describe
  your own preferred methodology, what would you
  say?
• In groups of 3-4 discuss your ideas for few
  minutes, then we will take some feedback as a
  whole group.

4
Methods, Approaches, Procedures

• These terms are miss-used in the literature.
  (Pennycook, 1989)
• These terms are somewhat vague.
• Prabhu (1990) thought of a method as both
  classroom activities and the theory that informs
  them.

5
Anthony (1963)concept of method

• Approach a set of assumptions dealing with the
  nature of language, learning, and teaching.
• Method an overall plan for systematic
  presentation of language based on a selected
  approach.
• Techniques specific classroom activities
  consistent with a method, and therefore in
  harmony with an approach as well.

6
Richards and Rogers (1986)

• They revised and extended the original Anthonys
  method and technique.
• A method is theoretically related to an approach,
  is organisationally determined by a design, and
  is practically realised in procedure.
• Method is seen as an umbrella term to capture
  redefined approaches, designs, and procedures .

7
Methods, Approaches, Procedures

• Approach refers to 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 reasons for doing
  them.
• Method is the practical realisation of an
  approach.
• Procedure is an ordered sequence of techniques

8
Popular and traditional methods

• Grammar-translation method.
• Audio-lingual method.
• Communicative language teaching.
• Task-based language learning.
• Lexical approach

9
Failing Methods

• Despite their diversity, all methods have one
  thing in common. They all assume that there is a
  single set of principles which will determine
  whether or not learning takes place. Thus, they
  all propose a single set of precepts for teacher
  and learner classroom behaviour, and assert that
  if these principles are faithfully followed, they
  will result in learning for all.

10
Why are methods no longer the milestone?

• Brown (2002, p. 10)
• Methods are too prescriptive, assuming too much
  about a context before the context has been
  identified.
• Methods are quite distinctive at the early stage
  and rather indistinguishable from each other at
  later stages
• One cannot determine which one is best through
  empirical research
• Methods are often the creation of the powerful
  center and become vehicles of linguistic
  imperialism

11
The Post Method Era

• Kumaravadivelu (1994, 2006) suggests what is
  needed is not alternative methods, but an
  alternative to method
• He suggests 10 macrostrategies as broad
  guidelines, based on which teachers can generate
  their own situation-specific, need-based
  microstrategies or classroom techniques.

12
Post Method Era

• Maximize learning opportunities
• Facilitate negotiated interaction
• Minimize perceptual mismatches
• Activate intuitive heuristics
• Foster language awareness
• Contextualize linguistic input
• Integrate language skills
• Promote learner autonomy
• Raise cultural consciousness
• Ensure social relevance

13
Next week

• Frameworks for TESOL , 3 Ps
• Reading from J. Willis (1996) challenge and
  change in language teaching
• CLT,
• Reading from Richards and Rogers (1985)
• And Stephan Bax , the end of CLT (2003)
• These will be available on the website