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Teaching Techniques and Strategies in Foreign Languages
Presented by
Dr. G. Sakinah Abdur-Rashied,
Assistant Professor of
Modern Foreign Languages
Jackson State University
Teaching Techniques and Strategies in Foreign Languages
Best Practices in Foreign Language
Teaching and Learning
Methodologies in Foreign Language Teaching
Grammar-Translation Method (1890-1930)Cognitive Approach (1940 – 1950)Audio-Lingual Method (1950-1960)The Direct Method (1970)The Natural/Communicative Approach
(1960 – 2000)
Methodologies Continued
Total Physical Response/TPR (1960– 2000)
The Silent Way (1960 – 2000)Suggestopedia (1960 – 2000)Community Language Learning/CLL:
(1960 – 2000)Total Immersion Technique
Grammar CognitiveTranslation Approach
Use of dictionaries
Grammar explanationsExercise drills
Little opportunity for second-language acquisition existed
Introduction for the first time of the four skills
ListeningSpeakingReadingWriting
Audio-Lingual Direct Method Method
Audio tapes and lab Mimic native speakers Dialogues recited and
Memorized Repetition and
substitution Transformation and
translation
Discussion in the language
Teacher/student interaction
Accuracy in pronunciation and oral expression became the main intention
Natural Total Communicative Physical Approach Response Tracy Terrell and
Stephen Krashen says Acquisition-focused
approach progresses through three stages:
1. Aural comprehension
2. Early speech production
3. Speech activities
TPR founded by James Asher
Language and body movement are synchronized through imperative commands
Kinetic movement vs.
rote memorization Speech is delayed
The Silent Way
Introduced by Dr. CalebGattegno of Alexandria,Egypt Production before
meaning Color-coded phonetics No pronunciation model Ability to draw students
out orally
Teacher takes a back seat Small group or round-
table required No textbook, syllabus in
initial phase The silent way truly gives
students a spoken facility
Suggestopedia Method
Based on the Bulgarian medical doctor, hypnotist, psychology professor Dr. Georgi Lozanov and his techniques of superlearning This
Avant-garde method is subconscious & subliminal melodic and artistic Background classical orBaroque music Soft lights, pillowsCushions on floor
Low/no stress focus Maximizes natural
holistic talents Low/no stress focus Breathing exercises to lead into the “alpha state”
Derivative Programs1. Donald Schuster (SALT)2. Lynn Dhority (ACT)3. Suzuki Method of Music
learning
Community Language Learning/CLL
Designed and elaborated by Charles Curran
Eases the learner into gradual independence and self-confidence in the target language
S A R D1. S = Security to foster
student confidence2. A = Attention or
aggression ( involvement and frustration)
3. R = retention and reflection (what is
internalized and ultimately reflected upon)
4. D = discrimination (the learner can now discriminate through classifying a body of material, seeing how one concept interrelates to another previously presented structure)
Total Immersion Technique
This technique in foreign language pedagogy “immerses” or “submerges” the student directly into the target language from the first opening day or hour of class. There are basically two types:
1. Effective – begins in hour one wherein the teacher speaks the foreign language slowly, clearly, and uses understandable comprehensible cognates( pictures/photo/TPR
2. Ineffective – begins in hour one wherein the teacher speaks rapidly at native speed as if the students were residing within the target culture.
“the superior teacher has regularly gotten superior results regardless of the method.” (Lozanov)
Strategies in Foreign language Learning and Teaching
Definition of Strategies:1. Wenden and Rubin (1987) defines strategies
as…”any set of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information.”
2. Richards and Platt (1992) state that learning strategies are “intentional behavior and thoughts used by learners during learning so as to better help them understand, learn or remember new information.”
Strategies Continued
According to Rubin (1987) there are three types of strategies:
1. Learning strategies
2. Communication strategies
3. Social strategies
Learning Strategies
Cognitive Learning Strategies
Steps or operations used in learning that require direct analysis, transformation, or synthesis
Six main cognitive strategies:
1. Clarifying/Verifying
2. Guessing / Inductive Inferencing
3. Deductive Reasoning
4. Practice
5. Memorization
6. Monitoring
Learning Strategies Cont’d
Communication strategies
Related to the process of participation in a conversation and getting meaning across or clarifying what the speaker intended
Social strategies
Those activities that learners engage in to be exposed to and to practice their language knowledge
Teacher Role in Strategy Training
Teacher should learn about students
1. Interests2. Goals3. motivations4. Learning styles5. Purpose for learning
a language
The most important teacher role in foreign language teaching is the provision of a wide range of tasks to match the needs of all students possessing different learning styles, motivations etc. (Hismanoglu)
Application of Techniques
Language mastered more meaningfully when instructors utilize:
1. Sounds2. Patterns3. Gestures4. Symbols5. And multimedia
Computers and interactive multimedia learning are creating meaningful learning environment in foreign language pedagogy
(Jacobs,1992)
Techniques continued
Good teaching means that the teacher must:1. Be knowledgeable in
discipline2. Show enthusiasm 3. Emphasize concepts and
critical thinking4. Encourage questions
from students5. Be caring to
students(Ali, 2005)
Creativity and Art as a constructivist technique which allows student to make personal discoveries through student centered learning: with the freedom to choose how to learn, what to learn, when to learn, and to become an active member of the community of learners
Effective Teaching and Effective Learning Process
Teacher Student
Planning and stategies
Methodology
Preparation
Presentation
Promote thinking skills
Technology integration
Satisfaction
Motivation
Result
Evaluation
Group Work
Attitude & perception
Critical thinking
Willingness to learn
Cooperative learning
Goal orientation
State of the mind
Self-regulated
Reason application
Accountability
Factors Effecting Learning Outcome
Student’s attitude
Learning environment
Student’s interaction
Learning instruction
Teacher’s attitude
Social environment
Classroom management
Student-teacher interaction
Techniques of Positive Teaching
Storytelling + surprises
Use reasoning
Use communications
Relevancy
Use left-right brain
Connections
Techniques of Positive Teaching Continued
Presentations
Using fewer facts
Media integration
Emphasize Concepts
Experience
Encourage questions
Learning Process
M otiva t ion E ngagem en t G roup Lea rn ing
Learn ing P rocess
References
Faryadi, Q., (2007). Techniques of Teaching Arabic as a Foreign Language through Constructivist Paradigm: Malaysian Perspective
Hadley, A. (2001). Teaching Language in Context, Third Edition, Heinle & Heinle Publishers
Hismanoglu, M. (2000). Language Learning Strategies in Foreign Language Learning and Teaching. TESL Journal Vol. VI, No.8, http://itesl.org/ retreived August 8, 2009.
Lozanov, G. (1999). Methodologies in Foreign Language Teaching: a brief historical overview.
Pufahl, I., Rhodes, N. & Christina, D. (2001). What We can Learn from Foreign Language Teaching in Other countries. Center for Applied Linguistics.
Richards, J. & Platt, J. (1992).Longman Dictionary of Language Teaching and Applied Linguistics
Wenden, A. & Rubin, J., (1987). Learner Strategies in Language Learning, Prentice Hall.