Lecture 3 DESIGN AND PROCEDUREPrepared by: Ms. Mahaya Ahmad

METHOD

Design Approach

Procedure

Beliefs and theories about language, language learning, and teaching that underlie a method.

Language:Structural View Interactional ViewFunctional ViewLanguage Learning:ProcessCondition

i. Objectives of a methodii. How language content is selected

and organizediii. Types of learning tasks and

activitiesiv. Role of learnersv. Role of teachersvi. Role of instructional material

Techniques and practices employed in the classroom as consequences of particular approaches and design.

Process OrientedProduct Oriented – accuracy proficiency

How content of selectedUse of target language.Direct or indirect decisions on the

selection of language items. E.g.: words, sentence patterns, tenses, and constructions

Subject Matter vs. Linguistic Matter

Subject Matter-What to talk about. E.g.: ESP coursesSequencing is according to learners’

communicative needs.

Linguistic Matter-How to talk about it. E.g.: Audio-

lingual Method ,Situational Language Teaching.

Sequencing is according to difficulty or frequency.

Syllabus- Contents of a course of instructions

and the order in which they are taught.

Associated with methods that are product oriented.

Less used in process based.

7 basic syllabus types: Yalden (1987), Long & Crookes (1992), and Brown (1995)Syllabus Methods

Structional Audio-lingual

Situational Oral/ Situational

Topical

Functional Communicative Language Teaching

Notion Communicative Language Teaching

Skills-based

Task-based Task based

Instructional processOrganized and directed interaction of

teachers, learners, and materials.

I. Differences in methods will reflect on the difference in kinds of learning and teaching activities in the classroom.

II. E.g.: Teaching activities that focus on grammatical accuracy is different from that of communicative skills.

III. E.g.: Audio-lingual- uses dialogue and pattern practice

Silent Way- problem solving activities use special charts and rods.

Different theories of language dictate the use of different kinds of activities for use with different activity types.

E.g.: Games used in Audio-lingual for motivation.

Difference in activity types result in different arrangement and grouping of learners.

E.g.: A method that stresses on oral chorus by drilling will require different groupings of learners.

Due to different underlying beliefs about learning processes, syllabuses, learning activities, therefore methods, roles and functions of learners, teachers, and instructional materials also differ.

How learners are regarded.A method reflects responses to

questions by learners, learners contribution to the learning process.

Seen in types of activities learners carry out,

Control over the content of learning,Patterns of learner groupings,Degree to which learners influence

the learning of others,View of learner as processor,

performer, initiator, and problem solver.

E.g.: Audio-lingual – learner roles are limited

- learners seen as stimulus-response

- learning is a result of repetitive practice.

Newer / recent methods – learner roles are more significant.

Johnson & Paultston (1976) define learner roles as:

a)Learners plan own learning, assume responsibility for what they do in classroom

b)Learners are members of a group, learn big interacting with others

c)Learners monitor and evaluate progressd)Learners tutor other learnerse)Learners learn from teachers, other

learners, and from teaching sources

Related to assumptions about language and language learning

Some methods are totally dependent of teacher

Some methods see Teachers as catalysts, consultant, and guide

Teacher and learner roles define the type of interaction

What are expected of teachers?a)Types of functions teachers are

expected to fulfill?b)Control over how learning takes placec)Degree to which teacher is

responsible to determine the content of what is taught

d)Interactional patterns that develop between learners and teachers

E.g.: Audio-lingual Method: Teacher is regarded as the

primary source of language and language learning.

Counseling Learning: Teacher as a psychological

counselor – warm, sensitive, accepting

Teacher & learner roles/relationships Assymmetrical e.g.: conductor- orchestra

member, doctor- patient, coach- player Symmetrical e.g.: friend- friend,

teammate- teammate. ROLE OF TEACHER: reflect the

objectives of the method and learning theory, success of a method depends on whether the teacher can provide the content and create conditions for successful language learning.

Is specified by objectives, syllabus, learning activities, learner and teacher roles

Define day-to-day learning objectivesFurther specify subject matterDefines linguistic contents to

determine language skills that need to be taught – listening, speaking, reading or writing

Form of Materialso Textbooko Audiovisualso Computer software

The use of teaching activities to present new language. E.g.: drills, dialogues, information

Ways that teaching activities are used for practicing language

Procedures & techniques in giving feedback.

SILENT WAY (STEVICK 1980)

1. The teacher points at meaningless symbols of the spoken language. The students read the sounds aloud, first in chorus and then individually.

2. After the students can produce the sounds, the teacher moves to a second set of charts containing words frequently used in the language, including numbers. The teacher leads the students to pronounce long numbers.

3. The teacher uses colored rods together with charts and gestures to lead the students into producing the words and basic grammatical structures needed.

FUNCTIONAL- NOTIONAL ( FINOCCHIARO AND BRUMFIT 1983)

1. Presentation of a brief dialogue or several mini-dialogues.

2. Oral practice of each utterance in the dialogue.

3. Questions and answers based on the topic and situation in the dialogue.

4. Questions and answers related to the student’s personal experience but centered on the theme of the dialogue.

5. Study of the basic communicative expressions used in the dialogue or one of the structures that exemplify the function.

6. Learner discovery of generalizations or rules underlying the functional expression of structure.

7. Oral recognition, interpretative procedures.

8. Oral production activities, proceeding from guided to freer communication.

Method:Approach – a theory of the nature of

language 1.- an account of the nature of

language proficiency 2.- an account of the basic units of

language structure

Design: The general and specific objectives of the method A syllabus model1. Criteria or the selection and organization of linguistic and/or subject-matter

content Types of learning and teaching activities1. Kinds of tasks and practice activities to be employed in the classroom and in

materials Learner roles 1. Types of learning tasks set for learners2. Degree of control learners have over the content of learning3. Patterns of learner groupings that are recommended or implied4. Degree to which learner groupings influence the learning of others5. The view of the learner as a processor, performer, initiator, problem solver, etc. Teacher roles 1. Types of functions teachers fulfill2. Degree to which the teacher determines the content of learning3. Types of interaction between teachers and learners The role of instructional materials1. Primary function of materials2. The form materials take (e.g., textbook, audiovisual)3. Relation of materials to other input4. Assumptions made about teachers and learners

Procedure Classroom techniques, practices, and

behaviors observed when the method is used

1.Resources in terms of time, space, and equipment used by the teacher

2.Interactional patterns observed in lessons3.Tactics and strategies used by teachers

and learners when the method is being used