Language Teaching Methods

1
Language Teaching Methods
2
What is a method?

• Approach language description, learning theory
• Design objectives, syllabus, activities, roles
  of teachers/learners/materials
• Procedure classroom application
• (Richards and Rodgers, 2001 Ch. 2)
• -gt underlying theory practical techniques
• -gt actual practice tends to be eclectic

3
The Audiolingual Method

• Approach
• structuralism behaviourism
• Design
• dialogues drills (pattern practice)
• Procedure
• main focus accurate oral performance
• Never translate
• Hear, speak, read, write
• Immediate error correction

4
The Communicative Approach - 1

• Approach
• communicative competence cognitive/affective
  views
• Design
• strong (using to learn) vs. weak (learning
  to use) versions (see R R 155)
• part-skill vs. whole-task (Littlewood, 1992)
• problem-solving, information gap activities,
  games, role plays, simulations, project-work

5
The communicative approach - 2

• Procedure (weak version)
• pre-communicative -gt communicative activities
  (Littlewood, 1981 cf. Littlewood 2004)
• learner-centred (Nunan, 1999)

6
Other methods

• The Silent Way
• Suggestopedia
• Counselling/Community Language Learning
• Total Physical Response
• The Natural Approach

7
Conclusion

• The post-method condition (Kumaravadivelu)
• in order to help our learners learn, it is not
  the latest method that we need, but rather a
  fuller understanding of the language classroom
  and what goes on there. Allwright Bailey
  (1991 xviii)
• Assignment topic no. 2

8
SEMINAR

1. What reasons are there for studying language
   teaching methods?
2. What main advantages and disadvantages do you see
   each of the following as having
3. The Audiolingual Method
4. The Communicative Approach (weak or strong)

9
RECOMMENDED READING