Teaching Methodology I PDF

Teaching Methodology I 目录 Contents 1 Grammar-Translation Method 2 Direct method 3 Silent Way 4 Total Physical Response 5 Situational Language Teaching Lead in ▪ Recall how your English teachers taught you Engli...

Teaching Methodology I 目录 Contents 1 Grammar-Translation Method 2 Direct method 3 Silent Way 4 Total Physical Response 5 Situational Language Teaching Lead in ▪ Recall how your English teachers taught you English when you were in the primary school, the middle school and the college. ▪ 1. What did you do in class? ▪ 2. How did your teacher teach you? ▪ 3. What kind of textbooks did you use? ▪ 4. How did the teachers assess your learning?  1. The Grammar-Translation Method (1840s - 1940s) ▪ Scenario 内陆高中英语教学 ▪ Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language. ▪ Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening. ▪ Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization. ▪ The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method. ▪ Accuracy is emphasized. Students are expected to attain high standards in translation. ▪ Grammar is taught deductively – that is, by presentation and study of grammar rules, which are then practiced through translation exercises. ▪ The student’s native language is the medium of instruction. Comments ▪ What do you think of these teaching methods? ▪ This resulted in the type of Grammar-Translation courses remembered with distaste by thousands of school learners, for whom foreign language learning meant a tedious experience of memorizing endless lists of unusable grammar rules and vocabulary and attempting to produce perfect translations of stilted or literary prose. ▪ Although the Grammar-Translation Method often creates frustration for students, it makes few demands on teachers. It is still used in situations where understanding literary texts is the primary focus of foreign language study and there is little need for a speaking knowledge of the language. The theory ▪ What language theory can be the basis for grammar- translation method? Cognitive model ▪ A cognitive view of language is based on the idea that language reflects properties of the mind. ▪ Example: Chomsky’s theory of universal grammar ▪ According to UG theory, our minds contain a mental grammar that consists of universal principles that are common to all languages. ▪ The Grammar-Translation Method reflects the idea that the learner has built up knowledge of the principles of language by abstracting its rules through the study of grammar and through translation-based activities. Cognitive-code learning ▪ language learning was a cognitive process depending on both deductive and inductive learning as well as meaningful practice. ▪ Students are taught grammatical rules which they then apply in practice. Learning is seen to depend on cognitive processing and mental effort. ▪ What can you do with this video? ▪ Debate: Given language should follow consistent rules Pro: Language Use Should Be Prescriptive Con: Language Use Should Be Descriptive 2. Direct method（1920s）/ Natural Approach ▪ Scenario 小班外教 for beginners ▪ Acquisition is the “natural” way, paralleling first language development in children. ▪ Acquisition refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. ▪ Learning, by contrast, refers to a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge. ▪ Formal teaching is necessary for “learning” to occur, and correction of errors helps with the development of learned rules. Key features ▪ Classroom instruction was conducted exclusively in the target language. ▪ Only everyday vocabulary and sentences were taught. ▪ Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. ▪ Grammar was taught inductively. ▪ New teaching points were introduced orally. ▪ Concrete vocabulary was taught through demonstration, objects, and pictures ▪ Abstract vocabulary was taught by association of ideas. ▪ Both speech and listening comprehension were taught. ▪ Correct pronunciation and grammar were emphasized. Theory ▪ Behaviorism: This theory emphasizes learning through repetition and reinforcement. The Direct Method relies on immersive practices, where students learn language through direct exposure and practice without translation, reinforcing correct usage through repetition. ▪ Communicative Language Theory: Focuses on the importance of communication and real-life language use, aligning with the Direct Method’s emphasis on speaking and listening in context. 3. Silent Way ▪ Scenario ▪ The Silent Way was developed by Caleb Gattegno, a mathematician and educator, in the 1960s. He believed that learners could be more engaged and effective when they were encouraged to explore and discover language concepts on their own rather than being directly taught by the instructor. ▪ The Silent Way emphasizes learner autonomy and discovery. In this method, the teacher remains mostly silent, acting as a facilitator rather than a direct instructor. This encourages students to explore language rules and structures independently. Key features Cuisenaire Rods: These colored rods are used to represent different language concepts, helping visualize grammar and vocabulary. Self-Correction: Students are encouraged to self-correct, fostering independence and critical thinking about language use. Focus on Pronunciation: The method often emphasizes accurate pronunciation and intonation from the beginning. Learner-Centered: Students’ needs and interests drive the learning process, making it highly personalized. Theory Cognitivism: This theory highlights the importance of mental processes in learning. The Silent Way promotes learner autonomy and critical thinking, allowing students to discover language rules independently. Constructivist Theory: It emphasizes learning as a process of discovery, where students build knowledge through exploration and interaction. ▪ The Direct Method focuses on teaching language through speaking and listening without using the native language, emphasizing immersion. ▪ The Natural Approach prioritizes communication and comprehension in a low-stress environment, emphasizing exposure to language in context. ▪ The Silent Way encourages learners to discover language rules independently, with the teacher often remaining quiet to promote student autonomy.  4. Total Physical Response ▪ Total Physical Response (TPR) is a language teaching method that integrates physical movement into language learning. Developed by James Asher in the 1960s, TPR is based on the idea that the body can help reinforce language acquisition by connecting words with actions. ▪ Total Physical Response, or TPR is based on the silent way. TPR requires students to demonstrate understanding through a physical response rather than a verbal one. ▪ Speech directed to young children consists primarily of commands which children respond to physically before they begin to produce verbal responses. ▪ Example 1: The teacher says, “Jump” while jumping. ▪ Example 2: “Touch your toes” or “Turn around.” Key Features Listening and Response: Initially, learners listen to commands in the target language and respond with physical actions. For example, if the teacher says, "Jump," students physically jump. Physical Engagement: The method emphasizes kinesthetic learning, making it especially effective for beginners and young learners who may find it easier to learn through movement. Comprehension Before Production: TPR allows students to understand language before they are expected to speak it. They build confidence by responding non-verbally. Contextual Learning: Actions are often linked to vocabulary in context, making it easier for students to remember words and phrases. Gradual Increase in Complexity: As students become more comfortable, commands can become more complex, incorporating new vocabulary and structures. 5. Situational Language Teaching (1950s and 1960s) Europe ▪ Scenario （hotel，banks, airport, canteen，shops） ▪ 1. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form. ▪ 2. The target language is the language of the classroom. ▪ 3. New language points are introduced and practiced situationally. ▪ 4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. ▪ 5. Items of grammar are graded following the principle that simple forms should be taught before complex ones. ▪ 6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. The PPP lesson format ▪ Presentation. A text, audio, or visual is used by the teacher to present the grammar in a controlled situation. ▪ Practice. A controlled practice phase follows where the learner says the structure correctly, using such activities as drills and transformations, gap-fill or cloze activities, and multiple-choice questions. ▪ Production. In the production phase, the learner transfers the structure to freer communication through dialogues and other activities, where there is more than one correct answer. Comments ▪ Please comment on this teaching method ▪ PPP lessons seem very teacher-centered. Critics have argued that not all learners effectively manage this transfer and that controlled practice does not prepare them adequately for freer production. ▪ Explanation is discouraged, and the learner is expected to deduce the meaning of a particular structure or vocabulary item from the situation in which it is presented. 谢 谢！