Popular Methodology Jeremy Harmer Group: Cinara Neemias Najla Sonia
Popular Methodology Jeremy Harmer <ul><li>Approach – Theories about the nature of language and language learning that ...
<ul><li>Procedure – ordered sequence of techniques. It can be described in terms like First you do this, then you do t...
Methods, procedures, approaches (and models) that influence the current state of English teaching. <ul><li>Audio-lingualis...
<ul><li>Communicative Approach/Communicative Language Teaching (CLT): Focus on language functions rather than grammar and...
<ul><li>(TPR) Total Physical Response: It comes from the premise that adult second language learning could have similar d...
<ul><li>What methodology ? </li></ul><ul><li>There are many different teaching methods available, it is hard for the tea...
<ul><li>(continuing) </li></ul><ul><li>T2: Yeah, in english we say too expensive. </li></ul><ul><li>S3: I can’t say costly...
<ul><li>Dialogue points: </li></ul><ul><li>The teacher is left to fall back his explanation that “ more often we say expen...
<ul><li>Further Analysis </li></ul><ul><li>Where there are differing beliefs or expectations, the teaching-learning exchan...
<ul><li>Some conclusions that can be drawn: </li></ul><ul><li>Exposure to language </li></ul><ul><li>Input </li></ul><ul><...
<ul><li>“ For teachers who wish to grow and develop as they teach,practice should be constantly scrutinized to see if they...
<ul><li>THE END! </li></ul>
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Popular methodology group

Published on: Mar 4, 2016
Published in: Education      Technology      
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Transcripts - Popular methodology group

  • 1. Popular Methodology Jeremy Harmer Group: Cinara Neemias Najla Sonia
  • 2. Popular Methodology Jeremy Harmer <ul><li>Approach – Theories about the nature of language and language learning that serve as the source of practices and principles in language teaching. </li></ul><ul><li>Method – Practical realisation of an approach. Methods include procedures and techniques. </li></ul>
  • 3. <ul><li>Procedure – ordered sequence of techniques. It can be described in terms like First you do this, then you do that. </li></ul><ul><li>Technique – a single activity rather than a sequence. </li></ul><ul><li>Model – describes typical procedures or sets of procedures, usually for teachers in training . </li></ul><ul><li>Pedagogical use, NOT a method. </li></ul>
  • 4. Methods, procedures, approaches (and models) that influence the current state of English teaching. <ul><li>Audio-lingualism: Stimulus > Response > Reinforcement. </li></ul><ul><li>Example! </li></ul><ul><li>Presentation, Practice and Production (PPP): Language is presented practice through repetition/cue-response drills > use of new language. </li></ul><ul><li>Alternatives to PPP </li></ul><ul><li>ARC (Authentic use, Restricted use, Clarification) </li></ul><ul><li>OHE (Observe, Hypothesise, Experiment) </li></ul><ul><li>III ( Illustration, Interaction, Induction) </li></ul><ul><li>ESA (Engage, Study, Activate) </li></ul>
  • 5. <ul><li>Communicative Approach/Communicative Language Teaching (CLT): Focus on language functions rather than grammar and vocabulary, accuracy is less important than achievement of the communicative task being performed. **** Use of role-play , realistic conversations and simulation. </li></ul><ul><li>Task-based learning (TBL): “ PPP upside down”. Pre-task > Task cycle > Language focus. </li></ul><ul><li>Community Language Learning: Students sit in a circle and they decide what they want to talk about. </li></ul><ul><li>Example!!!! </li></ul><ul><li>The Silent Way: The teacher says as little as possible. S/he models sounds while pointing to a phonemic chart > students imitates and teacher indicates (silently) if it’s correct. </li></ul><ul><li>Example!!! </li></ul>
  • 6. <ul><li>(TPR) Total Physical Response: It comes from the premise that adult second language learning could have similar developmental patterns to that of child language acquisition. ***Language is thus connected with physical action. </li></ul><ul><li>Example!!!! </li></ul><ul><li>Suggestopaedia: By ensuring that the students are comfortable, confident and relaxed, the environment enhances the learning. </li></ul><ul><li>Example!!! </li></ul><ul><li>Humanistic Teaching: Use of the students’ own lives and feelings in the classroom in order to make them feel good and remember happy times while at the same time, practicing grammar items. </li></ul><ul><li>The Lexical Approach: It comes from the idea that language is formed not by the traditional grammar and vocabulary, but by multi-word prefabricated chunks. </li></ul>
  • 7. <ul><li>What methodology ? </li></ul><ul><li>There are many different teaching methods available, it is hard for the teacher to know what to choose. </li></ul><ul><li>It is necessary to take into consideration the cultural implications of the methods we use </li></ul><ul><li>Example : Dialogue between two students and a teacher. </li></ul><ul><li>S1: The price... </li></ul><ul><li>S2: A little costly.. </li></ul><ul><li>T1: (helping out) Too expensive. </li></ul><ul><li>S2: No... Not a little costly? </li></ul><ul><li>T2: Ok, so you won’t choose that because it is too expensive... </li></ul><ul><li>S2: I think it is costly. </li></ul>
  • 8. <ul><li>(continuing) </li></ul><ul><li>T2: Yeah, in english we say too expensive. </li></ul><ul><li>S3: I can’t say costly? </li></ul><ul><li>T: (long pause) Costly is ok, but more often... probably we say expensive... </li></ul><ul><li>S3: OK, you are my teacher (laughs). </li></ul><ul><li>T: No, you don’t have to agree with me .. </li></ul><ul><li>S: I don’t have to? </li></ul>
  • 9. <ul><li>Dialogue points: </li></ul><ul><li>The teacher is left to fall back his explanation that “ more often we say expensive”. </li></ul><ul><li>The student gives up the fight, but the teacher is not so sure about his authority, believing that teachers and students are equal. </li></ul>
  • 10. <ul><li>Further Analysis </li></ul><ul><li>Where there are differing beliefs or expectations, the teaching-learning exchange can be problematic. </li></ul><ul><li>When the student is subjected to uncomfortable methods ,or when they are not just prepared for them, knowledge acquisition can also become a problem. </li></ul><ul><li>Teaching and learning is a contract between two parties for which they both need to agree the terms. It can be considered a kind of “ bargain”. </li></ul>
  • 11. <ul><li>Some conclusions that can be drawn: </li></ul><ul><li>Exposure to language </li></ul><ul><li>Input </li></ul><ul><li>CLT </li></ul><ul><li>The affective variable </li></ul><ul><li>Discovery </li></ul><ul><li>Grammar and lexis </li></ul><ul><li>Methodology and culture </li></ul>
  • 12. <ul><li>“ For teachers who wish to grow and develop as they teach,practice should be constantly scrutinized to see if they are working and why and why not.” ( Harmer, page 97). </li></ul>
  • 13. <ul><li>THE END! </li></ul>