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Welcome
1. Quiz – open notes 2. Audio Lingual Method3. Materials – Discussion and Activity 4. Audio-Lingual Activity5. Comparing Traditional Methods6. Alternative Methods Presentation
The Audio-Lingual Method
Oral based approach
Vocabulary acquisition through modeling situations
Grammar sentence patterns acquired through dia-logue and techniques
Over-learning – learn to answer without stopping to think
The Audio-Lingual Method
Charles Fries (1945) University of Michi-gan
Principles from behavioral psychology used B. F. Skinner (1957) Conditioning – learners respond correctly to
stimuli through shaping and reinforcement Skinner Box
Typical Classroom Activities
Activities Repetition drill (read and repeat after teacher) Backwards build up Chain drill 2 students perform dialogue Picture cues Substitution drills / Transformation drill
Does this remind you of any class you took (or taught) in the past?
Thinking about the Experi-ence
Teacher uses only target language But does this always happen in Korea?
Dialogues are repeated several times Habit formation Errors lead to bad habits
The teacher uses positive reinforcement
Reviewing the Techniques
Dialogue memorization Question and answer drill Use of minimal pairs
Thigh/thy Bin/bean
Complete the dialogue Grammar Game
Supermarket Alphabet Game p.41
Pimsleur Language Learning System Do you think I can learn how to speak
Korean this way? Why or why not?
What kind of materials do you recom-mend I get in addition to this CD?
The birth of Alternative Approaches and Methods
1970-1980 major shift in language teaching Growing interest in communicative ap-
proaches shift from grammar to communication focus alternative methods include ones devel-
oped outside mainstream language teaching main methods discussed in second half of
course (Part III of textbook)
Origins of Alternative Methods
Developed around particu-lar theories of learners and learning
Total Physical Response Silent Way Counseling Learning Suggestopedia Neurolinguistic programingMultiple Intelligences
Based on al-ternative grammar model
Lexical Approach
From main-stream edu-cation
Whole language Competency-based instruc-tion
Alternative Approaches and Methods Project
Presentations will be 5-7min Feel free to make a PPT, poster, make handouts, etc. Bonus points for creativity (make a skit, do an interview)
You must cover The method’s background and theory Design Procedure Any special notes (including it’s popularity and use today,
usefulness for Korean English education, etc.)
Optional: Pretend you are a salesperson for the method.Individually or in groups of 2, pick one approach/method and try to convince the class it’ll be great for our students!
Rubric
Content 30 points Visual Aids 10 points Preparedness 5 points Time (5-7 minutes) +5
points___
=50 points
Background
Training philosophy and set of training tech-niques
First developed by John Grindler and Richard Bandler
Mid 1970s as an alternative form of therapy Techniques use to
build rapport with clients gather information of their in/external view help achieve goals and bring personal changes
What is Neurolinguistics?
“NLP is… a collection of techniques, patterns, and strategies for assisting effective communica-tion, personal growth and change, and learning. It is based on a series of underlying assump-tions about how the mind works and how people act and interact.” (Revell and Norman 1997:14)
- NLP have been applied in variety of fields:- management training- sports training- communications sales- Marketing- language teaching
NLP refer to attitudes to life, people, self discovery and awareness
Humanistic approaches- focuses on developing one’s sense of self-actualization and self-awareness
Approach: Theory of Language and Learning
Neuro: beliefs about the brain Linguistic: theory of communication
Programming: observable patterns of thought and behavior
Demonstration of NLP ---------
Design: Objectives, syllabus, learning activities, roles of learners, teachers and materials
4 key principles Outcomes: know what you want Rapport: establish rapport with yourself and
then with others Sensory activivity: use your senses. Look
at, listen to, and feel what is actually hap-pening
Flexibility: Keep changing what you do until you get what you want
Design: Objectives, syllabus, learning activities, roles of learners, teachers and materials
13 presuppositions
1. Mind and body are interconnected2. The map is not the territory3. There is no failure, only feedback4. The map becomes the territory5. Knowing what you want helps you get it6. The resources we need are within us7. Communication is nonverbal as well as verbal8. The non-conscious mind is benevolent9. Communication is non-conscious as well as conscious10. All behavior has a positive intention11. The meaning of my communication is the response I get12. Modeling excellent behavior leads to excellence13. In any system, the element with the greatest flexibility will have the
most influence on that system.
Procedure
To help students become aware at a feeling level of conceptual mean-ing of a grammatical structure (Primary focus of the sequence is awareness)
Alternative approaches and methods (pg.129-130)
Conclusion
NLP is not a language teaching method. More of a humanistic philosophy and a set of beliefs and suggestions. NLP practitioners believe that language teachers who adopt and use principles of NLP become more ef-fective teachers.
“need not be accepted as the absolute truth, but acting as if they were true can make a world of dif-
ference in your life and in your teaching” (1997:15).