Teaching Methodology III PDF

Teaching Methodology II 目录 Contents 1 Multiple Intelligences 2 Suggestopedia 3 Community Language Learning 4 Content-Based Instruction 5 The Lexical Approach Lead in ▪Listen to the music and describe in English...

Teaching Methodology II 目录 Contents 1 Multiple Intelligences 2 Suggestopedia 3 Community Language Learning 4 Content-Based Instruction 5 The Lexical Approach Lead in ▪Listen to the music and describe in English what you have heard, use your imagination as much as possible. ▪Musical intelligence Multiple Intelligences (Differentiated Instruction) ▪Multiple Intelligences (MI) refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. ▪The Multiple Intelligences (MI), developed by Howard Gardner in 1983, is advocated as part of Differentiated Instruction when educators aim to address the diverse learning needs and abilities of students. ▪This approach recognizes that students learn in different ways and have varying strengths across different "intelligences," and it encourages the use of varied teaching methods to accommodate those differences.  Classifications (Berman, 2002) ▪ Linguistic intelligence: word-building games ▪ Logical/mathematical intelligence: logical-sequential analysis ▪ Visual/spatial intelligence: pictures/ draw a picture/bring real objects or videos ▪ Bodily/kinesthetic intelligence: relaxation exercises TED Video ▪ Musical intelligence: English song ▪ Interpersonal intelligence: brainstorming discussion/brainstorming for group work ▪ Intrapersonal intelligence: brainstorming (plan for writing in a test) ▪ Naturalist intelligence: background music in the form of sounds created in the natural world Scenario Theory ▪ Multiple Intelligences Theory (Howard Gardner, 1983) ▪ Multiple Intelligences Theory supports differentiated instruction by recognizing that students have diverse strengths, learning styles, and intelligences. Differentiated instruction tailors teaching methods to accommodate these differences, providing varied pathways for students to learn effectively. ▪ Gardner's model promotes a broader, more inclusive understanding of human potential, moving beyond traditional academic skills to recognize a range of human capacities. ▪ The theory has significant implications for education, suggesting that teaching methods should be varied to cater to different kinds of intelligences in students.  Suggestopedia （ 1970s ） ▪ Suggestopedia is a teaching method developed by Georgi Lozanov in the 1970s. The method is based on the idea that learning can be accelerated by creating a relaxed, suggestive environment in which students are highly receptive to the material being taught. ▪ Suggestopedia incorporates psychological, social, and artistic elements to enhance language acquisition, and it draws on principles of suggestive communication, relaxation, and music. ▪ The most conspicuous characteristics of Suggestopedia are the decoration, furniture, and arrangement of the classroom, the use of music, and the authoritative behavior of the teacher. ▪ Music is an especially important element of Suggestopedia, and both intonation and rhythm are coordinated with a musical background, which helps to induce a relaxed attitude. ▪ Gaston (1968) defines three functions of music in therapy: to facilitate the establishment and maintenance of personal relations; to bring about increased self-esteem through increased self-satisfaction in musical performance; and to use the unique potential of rhythm to energize and bring order. ▪ For example, the use of concert reading fosters a comfortable learning environment, particularly for those students who feel shy. The Suggestopedia method is suitable for all levels and allows for lots of creativity and fun. Theory of Learning ▪ The theory of learning behind Suggestopedia is based on humanistic psychology and accelerated learning, emphasizing that the brain is capable of much more than traditional teaching methods typically utilize. ▪ Suggestopedia believes that learners can overcome psychological barriers to learning by being placed in an optimal mental state through suggestion, relaxation, and positive reinforcement. ▪ Lozanov believed in engaging the whole person—emotionally, physically, and intellectually. The method uses drama, role-playing, and art to involve learners in the learning process fully, stimulating both hemispheres of the brain and making learning a multisensory experience. Community Language Learning ▪ Within the language teaching tradition, CLL is sometimes cited as an example of a “humanistic approach.” ▪ humanistic techniques engage the whole person, including the emotions and feelings (the affective realm) as well as linguistic knowledge and behavioral skills. Comparison of the information-transmission model (left) and the social-process model (right) of communication ▪ The social-process view of language is then elaborated in terms of six qualities or subprocesses that include verbal and nonverbal messages: ▪ 1. The whole-person process ▪ 2. The educational process ▪ 3. The interpersonal process ▪ 4. The developmental process ▪ 5. The communicative process ▪ 6. The cultural process Content-Based Instruction & Content and Language Integrated Learning (CLIL) (1990s) ▪ Scenario ▪ Content-Based Instruction （ CBI ） - North America ▪ Content and Language Integrated Learning (CLIL) – Europe ▪ Content-Based Instruction (CBI) refers to an approach to second language teaching in which teaching is organized around the content or subject matter that students will acquire. ▪ The method focuses on content more than language itself. In fact, language is seen as an enabler that allows students to use target structures within a given context. ▪ CLIL curriculum may originate in the language class, whereas CBI tends to have as its starting point the goals of a content class. ▪ CLIL does not represent an immersion program in an ESL setting, but rather the development of English language skills in those who will use English as a lingua franca (a language or mixture of languages used as a medium of communication by people whose native languages are different). Core principles ▪ People learn a second language more successfully when they use the language as a means of understanding content, rather than as an end in itself. ▪ Content-Based Instruction better reflects learners’ needs for learning a second language. ▪ Content provides the basis for activating both the cognitive and the interactional processes that are the starting point for second language learning. ▪ 通识教育课程 ▪ 全英语专业课程 Theory ▪ The major theory behind CBI and CLIL is the Communicative Language Theory (CLT), which is reinforced by Cognitive Learning Theory and Constructivist principles. These theories together create a framework where language is learned through authentic, meaningful communication in real- world contexts, with a strong emphasis on cognitive engagement and social interaction in the learning process. Genre model ▪ English for Specific Purposes & English for Academic Purposes (Paltridge 2006). ▪ Genre refers to an area of human activity where there are norms of language usage, such as in science, business, medicine, literature. ▪ The main concepts of this model of language can be summarized as follows (Feez 1998: 5): ▪ -Language is a resource for making meaning. ▪ -The resource of language consists of a set of interrelated systems. ▪ -Language users draw on this resource each time they use language. ▪ -Language users create texts to create meaning. ▪ -Texts are shaped by the social context in which they are used. ▪ -The social context is shaped by the people using language. The Lexical Approach ▪ Scenario ▪ The lexical approach is a way of analyzing and teaching language based on the idea that it is made up of lexical units rather than grammatical structures. ▪ The units are words and chunks formed by collocations and fixed phrases. ▪ A lexical approach in language teaching thus seeks to develop proposals for syllabus design and language teaching founded on a view of language in which multi-word units, or chunks, play the central role. Types of learning and teaching activities ▪ Awareness activities: ▪ These are activities that facilitate the noticing of chunks. An example is the use of corpora. ▪ Training in text chunking ▪ “This involves asking students to highlight or underline word strings in an authentic text that they consider to be multiword units (e.g., strong collocations)” (Boers & Lindstromberg, 2009: 89). ▪ Memory-enhancing activities (termed by Boers and Lindstromberg (2009) as elaboration) can, for instance, consist in thinking about a term’s spelling, pronunciation, grammatical category, meaning, and associations with other words as well as thinking which involves the formation of visual and motoric images related to the meaning of the term. The more of these dimensions that are involved, the more likely it is that the term will be entrenched in long-term memory. ▪ Retelling ▪ After studying a text with a particular focus on the chunks that appear in it, students take part in retelling activities, where they summarize or retell what they have read but attempt to use the same chunks that appeared in the text. ▪ example Theory of language ▪The Lexical model: ▪The Lexical View of Language is a linguistic theory that emphasizes the importance of lexis (vocabulary) and lexical chunks (phrases, collocations, and patterns) in understanding and producing language. ▪Rather than seeing lexis and grammar as discrete, they are viewed as being intrinsically related (Schmitt 2004; O’Keefe, et al. 2007). ▪The model arose as a response to more traditional views of language that often placed grammar at the center of language teaching and learning, treating vocabulary as supplementary. 谢 谢！