TFL 613 Week 1 PDF

TFL 613- Trending Approaches in TEFL: CLIL and PBL Course instructor: Ph.D., Kymbat SMAKOVA What were the past trends in TEFL (in the 20th century)?  Grammar-Translation; Direct Method; Audio-lingual Method; Community Language Learning; The Silent Way; Suggestopedia; T...

TFL 613- Trending Approaches in TEFL: CLIL and PBL Course instructor: Ph.D., Kymbat SMAKOVA What were the past trends in TEFL (in the 20th century)?  Grammar-Translation; Direct Method; Audio-lingual Method; Community Language Learning; The Silent Way; Suggestopedia; Total Physical Response; Natural Approach; Communicative Language Teaching  What does the term ‘method’ imply for the language class? What are the differences between “approach”, “method’, ‘methodology’ and “ techniques”?  A method is an application of an approach in the context of language teaching. At the level of a method, a theory is put into practice. It includes decisions about: (a) The particular skills to be taught (LSRW), (b) The roles of the teacher and the learner in language teaching and learning, (c) The required procedures and techniques, (d) The content to be taught, (e) And the order in which the content will be presented. Methodology is a system of practices and procedures that a teacher uses to teach. It will be based on beliefs about the nature of language, and how it is learnt.  An approach describes the theory or philosophy underlying how a language should be taught; Provides the theoretical foundation and principles about language and language learning. a methodology : The study and analysis of the methods and practices informed by the approach. Method: The practical plan and techniques derived from the methodology and approach, a way of implementing the approach (syllabus, progression, kinds of materials); techniques describe specific practical classroom tasks and activities. For example:  Syllabus: The organized content and objectives that are sequenced and taught using the methods. METHOD = an umbrella term referring to a broader relationship between theory and practice 1 Principles of the method 2 Typical activities 3 Major problems 4 Demonstrate one activity / a part of the lesson  In traditional teaching methods, classrooms are teacher-centric. Teachers are the main source of knowledge in the traditional method of teaching. They take the responsibility of knowledge dispensers, not the facilitators. In traditional teaching methods, chalk and talk methods are highly used. Regimented classrooms are the focus of the traditional method of teaching. As the traditional method of teaching is teacher-centric, it shows a lack of collaboration and group learning among students. Teachers give lectures and students learn. In traditional teaching, the main motive of teachers is to prepare students for exams than teach them and make them understand the concept and syllabus. Students learn just to pass the exam and get good results. There is no proper alignment that can be seen between objectives, activities and assessments in traditional teaching.  Community Language Learning, The Silent Way, and Suggestopedia TPR  The Chomskyan revolution in linguistics Linguists and language teachers to the “deep structure” of language, Psychologists took account of the affective and interpersonal nature of learning  What was common for the designer’s methods?  Affective-humanistic approach and Designer methods are fully synonymous (Molina et al, 2006: 20–24) the so-called designer methods came to the fore in the 1970s and the 1980s (these have been labelled designer methods by Nunan (1989)), and they included more innovative methods such as Total Physical Response (TPR) and Community Language Learning  – The feelings of students and teachers and the issues of respect and self- respect are emphasized – Students’ personal involvement and personal experience should become part of the classroom communication – Interactive procedures such as pair and small-group work are widely used (announcing CLT) – The class atmosphere is more important than materials or methods  TASK 1. Describe the common features of traditional language classes. Beliefs and values of traditional language teachers about: What the primary view on the language is (When you learn an additional language, what is it that you actually and primarily learn?) How a second/foreign language is learned (What is the theory of learning a second/foreign language?) What the relationships between the teacher and students are like (What are typical teacher roles and student roles?) What the typical language teaching materials and learning resources are. (What kind of teaching resources are primarily considered as essential?) What the typical language teaching classroom activities are (What kind of activities are frequently used?)  TASK 2. Make a list of the new 21st century trends in TEFL/TESOL What are popular and commonly applied strategies, approaches, policies, values, principles and techniques in foreign language learning and teaching that have significantly changed for the past 25 years?  TASK 3. Describe the common features of contemporary language classes. How did the new trends in TEFL/TESOL change the nature of teacher-student relationships, roles, competencies, management and learning styles, the content to be learned and expectations of all stakeholders, teaching materials and equipment, assessment of learning and teaching?  Which methods had certain features that are probably still suitable?  Why was the search for the best method of foreign language teaching over (in 1990s and afterwards)?  Dead Poets Society(1989) Общество мертвых поэтов (1989)  Is there any problem with all these methods? Grammar-Translation; Direct Method; Audio-lingual Method; Community Language Learning; The Silent Way; Suggestopedia; Total Physical Response; Natural Approach; Communicative Language Teaching