Chapter 6: Popular Chapter 6: Popular MethodologyMethodology

““The Practice of ELT”, Jeremy The Practice of ELT”, Jeremy Harmer, 2001.Harmer, 2001.

Departamento de Lenguas Extranjeras Facultad de Ciencias Humanas UNLPamPractice II, Prof. Braun (2011)Practice II, Prof. Braun (2011)

APPROACH:APPROACH:

““Theories about theTheories about the nature of language nature of language and language learning that serve as and language learning that serve as the source of practices and principles the source of practices and principles in language teaching”,in language teaching”,Richards and Richards and Rodgers 1986:16.Rodgers 1986:16.

How do people acquire languages?How do people acquire languages? Which conditions will promote successful Which conditions will promote successful

language learning?language learning?

METHODMETHOD

Juan Amos Comenio (1592-1670)Juan Amos Comenio (1592-1670) ““A method is the practical realization of A method is the practical realization of

an approach”, (Harmer 2011)an approach”, (Harmer 2011)

Decisions need to be made:Decisions need to be made: Roles of teachers and learners, types of Roles of teachers and learners, types of

activities, syllabus organization,useful activities, syllabus organization,useful materials.materials.

PROCEDURE:PROCEDURE:

It is an ordered sequence of It is an ordered sequence of techniques.techniques.

First you do this, then you do that…First you do this, then you do that… Eg. How to write a poem as agroup.Eg. How to write a poem as agroup.

TECHNIQUE:TECHNIQUE:

TPR. Silent viewing. Finger technique, TPR. Silent viewing. Finger technique, etc.etc.

DISCUSS:DISCUSS:Why should teachers study about Why should teachers study about

Methods?Methods?

MODELS:MODELS:

Teaching models offer sets of Teaching models offer sets of procedures, usually for teachers in procedures, usually for teachers in training.They influence the current training.They influence the current state of ELT.state of ELT.

AUDIOLINGUALISMAUDIOLINGUALISM

Behaviourism: modle of learningBehaviourism: modle of learning Stimulus,Response,Reinforcement.Stimulus,Response,Reinforcement. Audio-lingual method: Drills/ Audio-lingual method: Drills/

Repetition, errors were banned.Repetition, errors were banned.

(*) I. PRESENTATION-PRACTICE-(*) I. PRESENTATION-PRACTICE-PRODUCTION.PRODUCTION.

Stage 1: Stage 1: Presentation with pictures.Presentation with pictures. Stage 2: Stage 2: Choral-Individual repetition.Choral-Individual repetition. Stage 3: Stage 3: Immediate creativity.Immediate creativity. (+) It may be appropriate for beginner and (+) It may be appropriate for beginner and

elementary students.elementary students. (-) Criticism: It seems to assume that learners (-) Criticism: It seems to assume that learners

learn in “straight lines”.It is teacher-centered. learn in “straight lines”.It is teacher-centered. Tessa Woodward, Michael Lewis, Jim Tessa Woodward, Michael Lewis, Jim Scrivener.Scrivener.

More criticismMore criticism

““It only describes one kind of lesson; it It only describes one kind of lesson; it is inadequate as a general proposal is inadequate as a general proposal concerning approaches to language in concerning approaches to language in the classroom. It entirely fails to the classroom. It entirely fails to describe the many ways in which describe the many ways in which teachers can work when, for example, teachers can work when, for example, using courseboks, or when adopting a using courseboks, or when adopting a task-based approach”.task-based approach”.From Scrivener J. From Scrivener J. (1996:79).(1996:79).

II. Variation in PPP and alternatives to it:II. Variation in PPP and alternatives to it:

ARC:ARC: Put forth by Scrivener (1994b), it stands Put forth by Scrivener (1994b), it stands

forfor AUTHENTIC USEAUTHENTIC USE RESTRICTED USERESTRICTED USE CLARIFICATION AND FOCUSCLARIFICATION AND FOCUS We may use it as CRA or CACACR.We may use it as CRA or CACACR.

OHEOHE

According to Michael Lewis students According to Michael Lewis students should be allowed to should be allowed to ObserveObserve (read or (read or listen to the language). This will lead them listen to the language). This will lead them to to HypothesizeHypothesize about how language about how language works.works.

Finally, they will Finally, they will ExperimentExperiment on the basis on the basis of those hypothesis.of those hypothesis.

IIIIII

Also in line with McCarthy and Carter Also in line with McCarthy and Carter (1995).They use (1995).They use Illustration Illustration (e.g. (e.g. transcripts of conversations)and then transcripts of conversations)and then discoverydiscovery activities and questions about activities and questions about the language (e.g. ways of agreeing and the language (e.g. ways of agreeing and disagreeing politely), then disagreeing politely), then InteractionInteraction as as a result of which, noticing a certain a result of which, noticing a certain routine , students will grasp new facts routine , students will grasp new facts about language use ( about language use ( Induction).Induction).

(*) ESA (Harmer, 1998). (*) ESA (Harmer, 1998).

STUDYSTUDY ENGAGEENGAGE ACTIVATEACTIVATE

The point of departure may vary.The point of departure may vary. Boomerang effect.Boomerang effect.

Summary of Methods from the 1970’s Summary of Methods from the 1970’s

onwards:onwards: The Communicative Approach.The Communicative Approach. Task-Based Learning.Task-Based Learning. Four methods from the 1970’s-80’s:Four methods from the 1970’s-80’s: Community language learning.Community language learning. The Silent Way.The Silent Way. Suggestopaedia.Total Physical Response.Suggestopaedia.Total Physical Response. Humanistic teaching.Humanistic teaching. The Lexical Approach.The Lexical Approach.

MAKING CHOICES: MAKING CHOICES:

Which approaches and Methods are best and/or most Which approaches and Methods are best and/or most appropriate for our own teaching situations?appropriate for our own teaching situations?

Remember key aspects:Remember key aspects: Exposure to language.Exposure to language. Input.Input. CLT.CLT. The affective variable.The affective variable. Discovery.Discovery. Noticing.Noticing. Grammar and lexis.Grammar and lexis. Methodology and Culture.Methodology and Culture.