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Methods Methods of of

Language TeachingLanguage TeachingBoonsiri AnantasateBoonsiri Anantasate

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Method Concept in Method Concept in Language TeachingLanguage Teaching (T. (T.

Rogers, 2001)Rogers, 2001)

The notion of a systematic set The notion of a systematic set of teaching practices based on of teaching practices based on a particular theory of language a particular theory of language and language learningand language learning

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Method Concept in Method Concept in Language TeachingLanguage Teaching

The quest for better methods The quest for better methods pursued by teachers and pursued by teachers and applied linguistsapplied linguists

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Methods and ApproachesMethods and Approaches

• Methods=fixed teaching systems Methods=fixed teaching systems with prescribed techniques and with prescribed techniques and practicespractices

• Approaches=language teaching Approaches=language teaching philosophies that can be philosophies that can be interpreted and applied in a interpreted and applied in a variety of different ways in the variety of different ways in the classroomclassroom

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Theory Methodology Theory Methodology PracticePractice

What Various design Actual What Various design Actual teachingteaching

language features of and learninglanguage features of and learningis and how language practicesis and how language practiceslanguage is instructionlanguage is instructionlearnedlearned e.g. e.g. -objectives-objectives -syllabus-syllabus -materials-materials -types of activities-types of activities -roles of teachers-roles of teachers and studentsand students

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The Age of Methods The Age of Methods (1950s-1980s)(1950s-1980s)

Situational Language Audio-Situational Language Audio-LingualismLingualism

Teaching (UK)Teaching (UK) (Am)(Am)

Silent WaySilent Way SuggestopediaSuggestopedia Community Language LearningCommunity Language Learning Total Physical ResponseTotal Physical Response

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Communicative Language Communicative Language Teaching Teaching

(CLT) (1980s ………)(CLT) (1980s ………)

1.1. Learners learn a language Learners learn a language through using it to communicate.through using it to communicate.

2.2. Authentic meaningful Authentic meaningful communication should be the goal communication should be the goal of classroom activities.of classroom activities.

3.3. Fluency is an important dimension Fluency is an important dimension of communication.of communication.

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Communicative Communicative Language Teaching Language Teaching

(Contd.)(Contd.)4.4. Communication involves the Communication involves the

integration of different integration of different language skills.language skills.

5.5. Learning is a process of Learning is a process of creative construction and creative construction and involves trial and error.involves trial and error.

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Communicative Spin-off Communicative Spin-off ApproachesApproaches

• The Natural ApproachThe Natural Approach• Cooperative Language Cooperative Language

LearningLearning• Content-based TeachingContent-based Teaching• Task-based TeachingTask-based Teaching

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Teacher RolesTeacher Roles

Audio-Lingual Method, Natural Audio-Lingual Method, Natural Approach, TPR, and SuggestopediaApproach, TPR, and Suggestopedia

Teacher = ideal language model and Teacher = ideal language model and commander of classroom activitycommander of classroom activity

Communicative Language Teaching Communicative Language Teaching and Cooperative Language Learningand Cooperative Language Learning

Teacher = background facilitator and Teacher = background facilitator and learning partner learning partner

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First Language and First Language and Second Language Second Language

AcquisitionAcquisitionTPR and Natural ApproachTPR and Natural Approach

Second languageSecond language pedagogy must model pedagogy must model itself on first language acquisitionitself on first language acquisition

Silent Way and SuggestopediaSilent Way and Suggestopedia

Adults learn language in a fashion different Adults learn language in a fashion different from children. (due to different brains, from children. (due to different brains, different interests, different background different interests, different background knowledge, different timing constraints, knowledge, different timing constraints, beliefs, values, attitudes, needs,……)beliefs, values, attitudes, needs,……)

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Perception VS. Perception VS. ProductionProduction

Audio-Lingual Method, Silent WayAudio-Lingual Method, Silent Way and and Community Language LearningCommunity Language Learning

Learners should begin to communicate to Learners should begin to communicate to use a new language actively on first use a new language actively on first contact.contact.

Natural ApproachNatural Approach

An initial and prolonged period of reception An initial and prolonged period of reception (listening and reading) should precede (listening and reading) should precede any attempts at production (speaking and any attempts at production (speaking and writing).writing).

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What’s now? What’s What’s now? What’s Next?Next?

1.1. Teacher/Learner CollaboratesTeacher/Learner Collaborates

Matchmaking techniques will be developed which Matchmaking techniques will be developed which will link learners and teachers with similar styles will link learners and teachers with similar styles and approaches to language learning.and approaches to language learning.

2.2. Method SynergisticsMethod Synergistics

Crossbreeding elements from various methods Crossbreeding elements from various methods into a common program of instruction seems an into a common program of instruction seems an appropriate way to find those practices which appropriate way to find those practices which best support effective learning. One might call best support effective learning. One might call such an approach “Disciplined Eclecticism.”such an approach “Disciplined Eclecticism.”

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What’s Now? What’s Next? What’s Now? What’s Next? (Contd.)(Contd.)

3. 3. Content-BasicsContent-Basics

Content-based instruction assumes that Content-based instruction assumes that language learning is a by-product of focus on language learning is a by-product of focus on meaning and that content topics should be meaning and that content topics should be chosen to best match learner needs and chosen to best match learner needs and interests and to promote optimal development interests and to promote optimal development of second language competence.of second language competence.

4. 4. MultintelligenciaMultintelligencia

Gardner (1983) proposed eight intelligence Gardner (1983) proposed eight intelligence types that language educators have later made types that language educators have later made use of in designing classroom language-rich use of in designing classroom language-rich task types.task types.

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Intelligence Types and Intelligence Types and Appropriate Educational Appropriate Educational

ActivitiesActivities• Linguistic:Linguistic: lectures, worksheets, lectures, worksheets,

word games, journals, debatesword games, journals, debates• Logical: Logical: puzzles, estimations, puzzles, estimations,

problem solvingproblem solving• Spatial:Spatial: charts, diagrams, graphic charts, diagrams, graphic

organizers, drawing, filmsorganizers, drawing, films• Bodily:Bodily: hands-on, mime, craft, hands-on, mime, craft,

demonstrationsdemonstrations

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Intelligence Types and Intelligence Types and Appropriate Educational Appropriate Educational

Activities (Contd.)Activities (Contd.)• Musical: singing, poetry, Jazz chants,

mood music• Interpersonal: group work, peer

tutoring, class projects• Intrapersonal: reflection, interest

centers, personal value tasks• Naturalist: field trips, show and tell,

plant and animal projects (Adapted from Christenson, 1998)

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What’s Now? What’s Next?What’s Now? What’s Next? (Contd.)(Contd.)

5. Total Functional Response5. Total Functional Response New leads in discourse and genre analysis, New leads in discourse and genre analysis,

schema theory, pragmatics and schema theory, pragmatics and systemic/functional grammar are gaining systemic/functional grammar are gaining popularity again among applied linguists and popularity again among applied linguists and teachers.teachers.

6. Strategopedia6. Strategopedia ““Learning to learn” is the key theme in an Learning to learn” is the key theme in an

instructional focus on language learning strategies. instructional focus on language learning strategies. Research findings suggest that strategies can be Research findings suggest that strategies can be taught to language learners, that learners will taught to language learners, that learners will apply them in language learning tasks and such apply them in language learning tasks and such application does produce significant gains in application does produce significant gains in language learning.language learning.

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What’s Now? What’s Next? What’s Now? What’s Next? (Contd.)(Contd.)

7. O-Zone Whole Language7. O-Zone Whole Language

WholeWhole language proponents have language proponents have claimed that one way to increase claimed that one way to increase learner awareness of how language learner awareness of how language works is through a course of study works is through a course of study that incorporates broader that incorporates broader engagement with language, engagement with language, including authentic content, process including authentic content, process writing, and learner collaboration.writing, and learner collaboration.

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Promising Teaching and Promising Teaching and Learning MethodsLearning Methods

• Cooperative Language LearningCooperative Language Learning• Experiential LearningExperiential Learning• Content-based LearningContent-based Learning• Problem-based LearningProblem-based Learning• Task-based LearningTask-based Learning

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I hear and I forget.I hear and I forget.

I see and I remember.I see and I remember.

I do and I understand.I do and I understand.

ConfuciusConfucius

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The Brain–Based Learning TheoryThe Brain–Based Learning Theory

Learning process is very important.Learning process is very important.

Emotions are critical to learningEmotions are critical to learningHow learners feel is very How learners feel is very important to their learning important to their learning process. If a learner is process. If a learner is enthusiastic and doesn’t feel enthusiastic and doesn’t feel stressed, learning will take place. stressed, learning will take place. If the conditions are negative and If the conditions are negative and the learner doesn’t feel safe, the learner doesn’t feel safe, learning will not take place. learning will not take place.

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Learning can be meaningful as the Learning can be meaningful as the learner is engaged in learning by learner is engaged in learning by doing.doing.

The student brain of today is quite The student brain of today is quite different from the one of 15 years different from the one of 15 years ago.ago.

Today’s children spend much more Today’s children spend much more time with TV. and electronic media time with TV. and electronic media than with their parents.than with their parents.

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Social Social constructivismconstructivism

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Vygotsky (1896-1934)

1

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4

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Inter CommunicationInter Communication

Experientialism: The Learner and the Experientialism: The Learner and the MediationMediation

(TALKs, TASKs, TEXTs: Donato 2005)(TALKs, TASKs, TEXTs: Donato 2005)

- Teachers and Teaching Assistants Teachers and Teaching Assistants

- Peers in the team, the class, the Peers in the team, the class, the learning community, Special Interest learning community, Special Interest Group-SIGGroup-SIG

- Media: books, journals, websites, Media: books, journals, websites, e-communication e-communication

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Intra CommunicationIntra Communication

Reflection: The process to react or reflect Reflection: The process to react or reflect the student’s thoughts and attitudes on the student’s thoughts and attitudes on something. something.

- Reaction to talks, tasks, texts and Reaction to talks, tasks, texts and other things: pictures, photos, maps, other things: pictures, photos, maps, charts, tables, facts and figures by charts, tables, facts and figures by writing or speaking.writing or speaking.

- What do you see? - What do you see?

- Can you tell me about it? - Can you tell me about it?

- Describe it as you see. - Describe it as you see.

- How do you think about it? Why?- How do you think about it? Why?

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DialecticDialecticTo be mixing with people of different To be mixing with people of different

experiences, different backgrounds, different experiences, different backgrounds, different

attitudes, different schools of thoughts. attitudes, different schools of thoughts.

Real World Situation: You cannot choose your Real World Situation: You cannot choose your

partners or members of the team. We are not partners or members of the team. We are not

always compatible, but we can always work it always compatible, but we can always work it

out.out.

- Learning to work as a dialectic dynamic Learning to work as a dialectic dynamic

team. team.

- Bringing out the best of your team Bringing out the best of your team

members.members.

- Thinking more thoroughly and making Thinking more thoroughly and making

decision more cautiously. There is always a decision more cautiously. There is always a

BUT about it.BUT about it.

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Zone of Proximal Development – Zone of Proximal Development – ZPDZPD

(From ASD to PSD)(From ASD to PSD) Every being is a potential learner. One starts Every being is a potential learner. One starts from his own Actual Stage of Development-ASD from his own Actual Stage of Development-ASD and will move towards his Potential Stage of and will move towards his Potential Stage of Development-PSD.Development-PSD.

- From ASD to PSD, one can monitor and be From ASD to PSD, one can monitor and be monitored to develop.monitored to develop.

- If the being learns to learn, s/he will seek for If the being learns to learn, s/he will seek for nourishing learning environments that will nourishing learning environments that will help them sustain and retain the ability to help them sustain and retain the ability to learn.learn.

- The learning retention will help them to The learning retention will help them to reach their ideal stage of development.reach their ideal stage of development.

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Motivation and Language Motivation and Language LearningLearning

According to educational psychologists, According to educational psychologists, there are three major sources of motivation there are three major sources of motivation in learning (Fisher, 1990).in learning (Fisher, 1990).

1. the learner’s natural interest: intrinsic 1. the learner’s natural interest: intrinsic satisfaction satisfaction

2. the teacher/institution/employment: 2. the teacher/institution/employment: extrinsic reward extrinsic reward

3. success in the task: the combination of 3. success in the task: the combination of

satisfaction and reward (self-esteem satisfaction and reward (self-esteem and a sense of competence as crucial and a sense of competence as crucial factors affecting motivation) factors affecting motivation)

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• High achievementHigh achievement• Improvement in abilityImprovement in ability• Greater effortGreater effort• High motivationHigh motivation• Positive self–perceptionPositive self–perception

I can do it.I can do it.

I can’t do it.I can’t do it.• Poor self-perception (of low ability)Poor self-perception (of low ability)• Low motivationLow motivation• Low effortLow effort• Low achievementLow achievement

Self-esteem and a sense of Self-esteem and a sense of competence as crucial factors competence as crucial factors affecting motivationaffecting motivation

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Attribution theoryAttribution theory

(Weiner, 1986)(Weiner, 1986)

In order to take responsibility for our In order to take responsibility for our own learning, we must believe that we own learning, we must believe that we have control over learning success and have control over learning success and failure. Four causes of the learner’s failure. Four causes of the learner’s success and failure are:success and failure are:

1. Ability (internal and stable)1. Ability (internal and stable)

2. Task difficulty (external and stable)2. Task difficulty (external and stable)

3. Effort (internal, changeable and 3. Effort (internal, changeable and under under the learner’s control) the learner’s control)

4. Luck (external, changeable but not 4. Luck (external, changeable but not under the learner’s control) under the learner’s control)

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If you’re not motivated to do If you’re not motivated to do

something you know you need to do, something you know you need to do,

just keep telling yourself, “If a thing is just keep telling yourself, “If a thing is

worth doing, it’s worth doing badly.”worth doing, it’s worth doing badly.”

Take action Take action now.now.

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KeyKey features of Experiential features of Experiential EnglishEnglish1. Learning is an active process 1. Learning is an active process

(learning by doing)(learning by doing)

2. Learning is experiential (first-hand).2. Learning is experiential (first-hand).“Learn to use and use to learn”“Learn to use and use to learn”

3. 3. Focus is on the process.Focus is on the process.

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Key features Key features (continued)(continued)

4. Constructing meaning is mental 4. Constructing meaning is mental

reflective activity.reflective activity.

5. Learning is a social activity and 5. Learning is a social activity and

contextual. contextual.

6. One needs knowledge to learn. 6. One needs knowledge to learn.

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Key features Key features (continued)(continued) 7. It takes time to learn. For significant 7. It takes time to learn. For significant

learning, we need to revisit, ponder learning, we need to revisit, ponder

new ideas, try them out, and play with new ideas, try them out, and play with

as well as use them.as well as use them.

8. Motivation is essential for learning.8. Motivation is essential for learning.

9. Evaluation is conducted through 9. Evaluation is conducted through

formative continuous assessment.formative continuous assessment.

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Learning by doingIndividual project

Emergent grammar

Information search

Class activities

Homework assignmentsReflections

Group project

Self/peer editing

Use of dictionary Language

functions

Schema building

Oral presentations

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55001115500111Course Objectives :Course Objectives :

By the end of the course, students should be By the end of the course, students should be able to do the following:able to do the following:

1.1. Communicate effectively in daily life using Communicate effectively in daily life using the four language skillsthe four language skills

2.2. Collect information from various kinds of Collect information from various kinds of sources, analyze and synthesize the sources, analyze and synthesize the information to broaden existing knowledge information to broaden existing knowledge and present important issues in oral and/or and present important issues in oral and/or written form. written form.

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Skills involved:Skills involved:

-Team skills

- Language skills

- Computer skills

- Information search skills

- Planning / problem solving skills

- Interpersonal / intrapersonal sills

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Skills involved: Skills involved: (contd.)(contd.)- Time management skills

- Personality development

- Self-discipline

- Ability to learn from others and their own experiences

- Self-appraisal

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Ranking of Students’ Ranking of Students’ Attitudes towards the Attitudes towards the

coursecourse1. Abilities to work in groups2. Creativity3. Classroom activities

promoting self-learning

4. Problem-solving5. Application of language skills6. Learning through reflections7.More active roles of learners

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EducatioEducationnTraditional

beliefsNon-traditional

beliefsTransmission of information

Production & shaping students

Products are made.

Dialogue or conversation

Helping students grow

Growth occurs.

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The Theory of Social ContextThe Theory of Social Context(Carl Rogers, 1969)(Carl Rogers, 1969)

The theory stresses:The theory stresses:

1.1. mutual respectmutual respect

2.2. shared responsibility for shared responsibility for learning and mutual learning and mutual commitment to goalscommitment to goals

3.3. effective communication and effective communication and feedbackfeedback

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4. co-operation and willingness 4. co-operation and willingness to negotiate conflictsto negotiate conflicts

5. sense of security in the 5. sense of security in the classroomclassroom

The Theory of Social Context The Theory of Social Context (Carl Rogers, 1969)(Carl Rogers, 1969) Contd.Contd.

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Maslow’s Hierarchy of Needs Maslow’s Hierarchy of Needs (Source: Kotler and Armstrong, (Source: Kotler and Armstrong, 2002)2002)

(5) Self-Actualization

needs

(4) Esteem needs

(3) Social needs

(2) Safety needs

(1) Physiological needs

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Maslow’s hierarchy of needs Maslow’s hierarchy of needs are:are:

1.1. physiological, the basic needs physiological, the basic needs for food, water and shelterfor food, water and shelter

2.2. safety or survival needs, such safety or survival needs, such as the needs for security and as the needs for security and protectionprotection

3.3. social, such as the need for a social, such as the need for a sense of belonging or lovesense of belonging or love

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4. esteem, such as the need for 4. esteem, such as the need for self- esteem, recognition and self- esteem, recognition and statusstatus

5. self-actualization, which is the 5. self-actualization, which is the highest order and includes highest order and includes needs needs for self-development and for self-development and realizationrealization

Maslow’s hierarchy of needs are:Maslow’s hierarchy of needs are:

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Seven Principles of Good Seven Principles of Good Practice in Undergraduate Practice in Undergraduate EducationEducation

The effective teacher The effective teacher

1.1. encourages contacts between encourages contacts between students and faculty.students and faculty.

2.2. develops reciprocity and co-develops reciprocity and co-operation among students.operation among students.

3.3. uses active learning uses active learning techniques.techniques.

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4. gives prompt feedback.4. gives prompt feedback.

5. emphasizes time on task.5. emphasizes time on task.

6. communicates high 6. communicates high expectations.expectations.

7. respects diverse talents and 7. respects diverse talents and ways of learning.ways of learning.

(Chickering and Gamson, 1989 (Chickering and Gamson, 1989 cited by R.G Tiberius and J.M. cited by R.G Tiberius and J.M. Billson, 1991)Billson, 1991)

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What he hopes for in a What he hopes for in a classroom: A six-point summary classroom: A six-point summary (Stevick, 1996)(Stevick, 1996)Three hopes for studentsThree hopes for students

1.1. He wants students to be He wants students to be involved.involved.

2.2. He wants students to feel He wants students to feel comfortable while involved.comfortable while involved.

3.3. He wants students to be He wants students to be listening to one another as well listening to one another as well as to the teacher.as to the teacher.

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Three hopes for the teacherThree hopes for the teacher

1.1. He wants the teacher to be in He wants the teacher to be in general control.general control.

2.2. He wants the teacher to allow He wants the teacher to allow and encourage originality in and encourage originality in students.students.

3.3. He wants the teacher to look He wants the teacher to look relaxed, matter-of-factly giving relaxed, matter-of-factly giving information about information about appropriateness and appropriateness and correctness rather than correctness rather than criticizing or praising.criticizing or praising.

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What is learning ?What is learning ? Boonsiri AnantasateBoonsiri Anantasate

L L == Learning personality, Learning personality, Little by little, Learning Little by little, Learning strategies, Lovestrategies, Love

E E == Emotions, Engagement, Emotions, Engagement, Enthusiasm, Enjoyment, Enthusiasm, Enjoyment, Exercise, Endless Effort, Exercise, Endless Effort, Exposure, Exposure, Empowerment, Empowerment, EncouragementEncouragement

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A A == Attitude, Attention, Attitude, Attention, Action, Activities, Action, Activities, Assurance, Assurance, Achievement, Achievement, AssessmentAssessment

R R == Realistic goals, Realistic goals, Responsibility, Regular Responsibility, Regular Reflections, Review, Reflections, Review, Recycling, RewardsRecycling, Rewards

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N N == Never give up, Never give Never give up, Never give

in.in.

I I == Interests, Inspiration, Interests, Inspiration,

Involvement, Involvement,

Interpretation, IT Interpretation, IT

knowledge, Insightsknowledge, Insights

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N N == Now, Never postpone Now, Never postpone

learning., Never learning., Never

stop learning.stop learning.

G G == Guts, Go for it !!Guts, Go for it !!

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MY LEARNINGMY LEARNING

PERSONALITYPERSONALITY

IMMEDIATEIMMEDIATE

ACTIONACTION

CAREFULCAREFUL

PREPARATIONPREPARATION

INDUCTI

VE

INDUCTI

VE

D

EDUCTI

VE

DED

UCTIVE

AUTHORITATIVEAUTHORITATIVE

IN

DIVID

UALIST

IC

INDIV

IDUALI

STIC

COLLABORATIVE

COLLABORATIVE

SYSTEMATIC

SYSTEMATIC

SPONTANEOUS

SPONTANEOUS

DETAILDETAIL

ORIENTEDORIENTED

PATTERNPATTERN

SEEKINGSEEKINGINNO

VATIVE

INNO

VATIVE

TRADIT

IONAL

TRADIT

IONAL

EXPERIENTIAL LEARNINGEXPERIENTIAL LEARNING

VISUAL

VISUAL

LEARNIN

G

LEARNIN

G

LINGUIS

TIC

LINGUIS

TIC

LEARNIN

G

LEARNIN

G

LEARNING

LEARNING

OVER TIM

E

OVER TIM

E CRAMM

ING

CRAMM

ING

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Google for more Google for more informationinformation

Learning strategies:Learning strategies:• Anita WendenAnita Wenden• Rebecca OxfordRebecca Oxford• Sara CotteralSara Cotteral• Hayo ReindersHayo Reinders

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Questions for Questions for BrainstormingBrainstorming

1.1. How have we teachers learned How have we teachers learned the target language?the target language?

2.2. What learning strategies have What learning strategies have we used?we used?

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Questions for Questions for BrainstormingBrainstorming

3.3. How have we taught English?How have we taught English?

4.4. Have we made used of the Have we made used of the Strategies-based Instruction or Strategies-based Instruction or SBI?SBI?