Introduction to Teaching English PDF

Introduction to Teaching English Approaches and methods in Language Teaching and Learning Prof. Dr. Petra Kirchhoff Lehrstuhl für Didaktik des Englischen  A very brief overview of some methods and approaches 20th century mainstream Current methods F...

Introduction to Teaching English Approaches and methods in Language Teaching and Learning Prof. Dr. Petra Kirchhoff Lehrstuhl für Didaktik des Englischen  A very brief overview of some methods and approaches 20th century mainstream Current methods Future methods methods The Audiolingual Method Communicative Language Computer-assisted language Grammar-Translation Method Teaching (CLT) learning with AI Methods are about HOW we teach and learn English in the classroom. 8 Practice: An adult English class in Canada Classroom video by Homan Hemmat Hamrah (non-native speaker teacher in Ontario Canada)  OVER TO YOU: How are the students supposed to learn the English phrases? What causes them problems? 9 A framework for describing and comparing methods Model by Richards and Rodgers (1986, 2002, 2014) THEORY PRACTICE Approach Design Procedure General teaching and Theories about learning aims, Classroom practices, e.g. leading language, e.g. its the competence models, group discussions, explaining and nature and structure curriculum or syllabus modelling content core of models competences, sequencing of Theories about Instructional concept activities, task variety, classroom language learning, in drawing on types of language, interactional patterns, particular the learning and teaching handling of errors, guidance and psycholinguistic and activities, teacher and concrete use of materials cognitive processes learner roles, materials Teaching and learning involved and media and forms of strategies in the classroom assessment 10 The Audiolingual Method Model by Richards and Rodgers (1986, 2002, 2014) language: patterns, structures, sounds approach language learning: habit formation in process of imitation and reinforcement teaching and learning activities: stimulus-response activities, avoidance of errors teacher and learner roles: teachers give input and students design imitate/respond, teachers reinforce and students practice intensively. materials and media: dialogues and key sentences for drilling and repetition, work in language laboratory assessment: on the product 1. listening to a dialogue (tape, teacher) 2. imitating line by line, singly and in chorus 3. immediate correction of errors sample lesson procedure 4. memorizing the dialogue, repetition 5. pattern drill of key structures 6. imitative writing 11 Communicative Language Teaching (CLT) Model by Richards and Rodgers (1986, 2002) Language is successful communication in which a number of speakers approach negotiate meaning. Language competence is developed in interaction. Aim: communicative competence Teaching and learning activities: interactive activities Teacher and learner roles: teachers and learners as partners in communication, teachers as instructors, as resource and as providers design of corrective feedback Materials and media: main function to fuel and support “real” communicative exchange Assessment: on all communicative competencies, with focus on fluency and/or accuracy English as a means and object of learning pro-cedure Information and opinion gap activities Interactive communicative activities in use Principle Task type Learner Activity Comparing, combining, ordering, completing, jigsaw Information describing, matching … gap Guessing, interviewing, asking and answering finding out questions … ranking Comparing, giving reasons … Arguing, stating one’s point of view, contradicting, Opinion gap discussing agreeing … problem solving Evaluating, analysing, making suggestions... acting Role play & mime, improvising … Imagination Inventing, finding associations … speculating gap creative writing Poems, stories, dialogues, posters, collages... Fußzeile bei Bedarf  Practice: Jigsaw activity Krantz et al. (2015). Navigate, pre-intermediate (B1) coursebook. Oxford: OUP. Practice: Information gap activity (finding out) Krantz et al. (2015). Navigate, pre- intermediate (B1) coursebook. Oxford: OUP. Practice: Ranking activity Who is and will be famous? 1. In pairs, agree on a list of four or five people who were famous in the 20th and early 21st century. Look at the picture for inspiration. Give reasons for your choice of people. 2. In groups of four, look at your lists of famous people. Which people are most likely to remain popular and become 20th century icons? Rank them from most popular to least popular, and be prepared to justify your order to the class.  A very brief overview of some methods and approaches 20th century mainstream Current methods Future methods methods The Audiolingual Method Communicative Language Computer-assisted language Grammar-Translation Method Teaching (CLT) learning with AI „ALTERNATIVE“ Approaches  Total Physical Response (Asher 1977) Key ideas: Focus on receptive skills, kinesthetic learning, no Methods are about L1, teacher dominant HOW we teach and  Content-based approaches (CLIL)/bilingual language teaching learn English in the (Brinton, Snow & Wesche 1989) Key idea: Integration of learning a language with the classroom. learning of other content  Task-based approaches (Willis 1996) Key ideas: Focus on tasks with perceived purpose and a clear outcome, language practiced is not predetermined 18 Practice: “Alternative“ teaching in primary school https://www.youtube.com/watch?v=bkMQXFOqyQA 20 Teachers’ positions on the use of methods # 2 Relativism: “Methods can not be exported #1 Absolutism: from one situation to the next.“ # 3 Pluralism: “One method is best.“ “There is some value to each method.“ # 5 Text-book based # 4 Post-method teaching teaching philosophy “I am required to follow “Methods are a product the text-book.“ of interested knowledge.“ „Research based on methodological comparisons has often been [...] inconclusive.“ (Larsen-Freeman 20002: 182) Anything goes? >> Principled eclecticism (Larsen-Freeman 2002: 183) >> Development of quality criteria (e.g., classroom managment, cognitive activation,constructive support, Klieme 2019, Lipowsky 2020 ) 21