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POST METHODS ERA
Approach
Method
Set of beliefs and principles as a basis for
teaching a language
Specific instructional design based on
particular theory
No specific set of prescription for
teaching
Detailed specification of content, teachers role, learners role, etc ..
Flexible FixedAllow for interpretation Little scope for
interpretation Long-shelf life Short-shelf life
However, since in approach there is no clear
application, there is no right or wrong way of teaching.
Methods are excellent for novice teachers since they don’t have many experiences.
Methods create a professional community with a common purpose, ideology, and vernacular.
In method, teachers have to accept the theory
underlying the method and apply it in classroom.
The role of the teacher is marginalized, he must submit himself to the method.
Learners are passive recipients of the method and must submit themselves to body of exercises & activities. In contrast, in learner-centeredness teaching must be flexible and adoptive to learners needs &interest.
THE TOP-DOWN CRITICISM
In trying to apply approaches or methods,
teachers sometimes ignore what is the starting point in language program design, namely, a careful consideration of the context in which teaching & learning occurs, including cultural context, political context, &local institutional context.
ROLE OF CONTEXTUAL FACTORS
Some traditional educational planning
decisions are: The careful examination, drawing on all
available sources of knowledge &informed judgment of the teaching objectives.
The development &trail use of those methods &materials.
The assessment of the extent to which the development work has achieved its objectives.
The feedback of all the experience gained.
THE NEED FOR CURRICULUM DEVELOPMENT PROCESS
The key figures of approaches and methods
claim that they present their theory based on full understanding of second language learning process.
With some exception such as Krashen, these proponents ignore to dispense prescriptions for teching based on the result of their research, because they know that current knowledge is tentative, partial, and changing.
LACK OF RESEARCH BASIS
It is very difficult for teachers to use
approaches and methods in ways that precisely reflect the underlying principles of the method.
Generally, methods are quite distinctive at the early, beginning stages of a language course, and rather indistinguishable from each other at a later stage.
There are no video convincing “demonstration” with intermediate or advanced learners.
SIMILARITY OF CLASSROOM PRACTICES
Mainstream approaches & methods get a large
amount of collective experience & practice. Approaches & methods can be usefully
studied & selectively mastered in order to: To learn how to use different approaches&
methods. To understand some of the issues To participate in language learning
experiences. To be aware of the rich set of activity
resources. To appreciate how theory & practice can be
linked.
BEYOND APPROACHES & METHODS
In developing a personal approach to
teaching, a primary reference point for the teacher is her personal belief and principles, regarding following
His or her role in the classroom. The nature of effective teaching and learning. The difficulties learners face. Successful learning activities. The structure of an effective lesson.
BEYOND APPROACHES & METHODS
An individual teacher may employ different
principles at different times; following are examples of such principles:
Develop learner responsibility. Be tolerant of learners mistake. Develop learners confidence. Teach learning strategies. Promote cooperation among learners. Address learners needs and interests.
BEYOND APPROACHES & METHODS
Some factors that have influenced language teaching trends
in the past and that be expected to continue in the future. Government policy directives. Trends in the profession. Guru-led innovations Responses to technology Influences from academic disciplines. Research influences. Learner-based innovations. Crossover educational trends. Crossover from other disciplines.
LOOKING FORWARD
Stern proposed two major weaknesses of
methods: 1)They represent a fixed combination of
language teaching beliefs. 2)Over-emphasis of single aspect as the
central issues of language teaching. Eclecticism is still based on the notion of a
conceptual distinctiveness of different methods, however, it is the distinctiveness of the methods as complete entities that is into question.
THE THREE-DIMENSIONAL FRAMEWORK
Refusing method concept, Stern introduced the “strategy concept” that consists of strategy& techniques
STRATEGY TECHNIQUES
Practical action Operate at
procedural level.
Intentional action Operate at policy
level Not another term for
method rather operate with flexible sets of concepts which embody useful lessons.
Stern strategy concept is based on 3 dimensions.1. The L1-L2 connection concerning the use or nonuse of first language in learning L22. The code-communication dilemma, concerning the structure-message relationship.
3.The explicit-implicit option, concerning the basic approach to language learning.
THE INTRALINGUAL-
CROSSLINGUAL DIMENSION
Intralingual Intracultural L2 as reference
system Immersion in L2/C2 Keeping L2 from L1 No translation Direct methodCoordinate bilingualism
Crosslingual Crosscultural L1 as reference
system Comparison between
L1&L2 Translation GTMCompound bilingualism
1. when we learn a new language, we always
begin from language from language we already know.
2. our first language offers a frame of reference system for L2.
3. our native language & culture are bound up with our personal lives. A new language & culture demand a personal adjustment.
Three reasons why L1 is useful
Stern emphasis both intra-lingual and cross-lingual are productive.
He agrees a judicious balance so that the learner does not rely too heavily on L1 support instead of taking the plunge & developing a new independent network of L2 verbal connection.
THE ANALYTIC-EXPERIENTIAL
DIMENSION
Analytic Focus on code Medium centered Observation Usage Focus on language Decontextualized Language practice Predictably of response Emphasis on accuracy Linguistic interaction
Experiential Focus on communicatin Message centered Participation Use Focus on topic/purpose Contextualized Language use Information gap Emphasis on fluency Interpersonal intraction
THE EXPLICIT-IMPLICIT DIMENSION
Explicit Rational/formal Conscious learning Deliberate Analysis Cognitivism Inferencing Rationalist approach Systematic study
Implicit Intuitive Subconscious Incidental Global understanding Behaviorism Mimicry & memory Empiricist approach Exposure to language
in use
FOUR TYPES OF SYLLABUS1. The language syllabus2. The communicative syllabus3. The cultural syllabus4. The general language education.
HE ADVISED TEACHERS TO:1. Recognize that the 4 syllabus complement each
other.2. Build bridges from syllabus to syllabus3. To develop & use teaching materials that cut
across the syllabus division.4. Start from one syllabus & work toward the other.5. Establish the longitudinal proportional pattern of
content.
Exploratory teaching is to find out what makes
the tried and trusted idea successful. The principles of exploratory practice: 1. the quality of life 2. ensuring our understanding of the quality of
classroom life is important than improved technique
3. understanding such a quality is a social, not asocial matter.
THE EXPLORATORY PRACTICE FRAMEWORK
Step1: identifying a puzzle Step2: reflecting upon the puzzle Step3: monitoring Step4: taking direct action to generate data Step5: considering the out comes reached so
far, and deciding what to do next. Step6: moving on Step7: going public
THE PRACTICE OF EXPLORATORY PRACTICE
Think globally, act locally, think locally We feel we have largely discovered
Exploratory Practice in teachers current practice, rather than invented it out of the blue for teachers.
Global thinking is simply multiple context-bound, rather than in any strong sense context-free
THE GLOBAL AND THE LOCAL
Teachers are seen both as creaters of learning
opportunities & utilizers of learning opportunities
It entails a willingness for teacher to modify their lesson plans based on given feedback.
Teachers simply as teachers and learners simply as learners are both managers of learning.
A difficulty of one learner may be a difficulties of other learners in a homo-genous.
MAXIMIZE LEARNING OPPORTUNITIES
It is refers to meaningful learner-learner,
learner-teacher interaction in class where the learners have the freedom and flexibility to initiate and navigate talk.
Learners need to provided with opportunities for negotiated interaction in order to accelerate their comprehension and production.
FACILITATE NEGOTIATED INTERACTION
MINIMIZE PERCEPTUAL MISMATCH
Ten sources that lead to mismatch:
1. Cognitive 2. Communicator 3. Linguistic 4. Pedagogic 5. Strategic
6. Cultural 7. Evaluative 8. Procedural 9. Instructional 10Attitudes
One way of activating the intuitive heuristic of
the learner is to provide enough textual data so that the learner can infer certain underlying rules of the form and function.
Also self-discovery plays a crucial role in learner comprehension and retention regardless of the learners language ability.
ACTIVATE INTUITIVE HEURISTIC
Language awareness refers to the deliberate
attempt to draw attention to the formal properties of their L2 in order to increase the degree of explicitness required to promote L2 learning.
Language awareness is based on strategies that emphasize understanding, general principles, and operational experience.
Learners need to develop critical language awareness for the aim of maintain a social & political power structure.
FOSTER LANGUAGE AWARENESS
The features of language as discourse call for
contextualization of linguistic input so that learners can benefit from the interactive effects of systematic as well as discoursal components of language.
It is thus essential to bring to the learners attention the integrated nature of language.
CONTEXTUALIZE LINGUISTIC INPUT
We know that the nature of L2 learning
involves not merely an integration of linguistic components of language but also an integration of language skills.
Language skills are essentially interrelated and mutually reinforcing.
The learning and use of any one skill can trigger cognitive and communicative associations with other skills.
INTEGRATE LANGUAGE SKILLS
Post-method learner is an autonomous learner. Language learning is an autonomous activity-
because of this promoting learners autonomy is important. It involves helping learners learn how to learn, equipping them with the metacognitive, cognitive, social, and effective strategies necessary to self-direct their own learning, improve their language abilities.
PROMOTE LEARNER AUTONOMY
Social relevance refers to the need for teachers to be
sensitive to the social, political, economic, and educational environment in which L2 education take place.
Social issues include 1)the motivation for L2 learning 2)the goal of L2 learning, 3)the function L2 , 4) the
availability of input to the learner, 5) the variation in the input, 6)the norms of proficiency.
Learning purpose and language use are the most crucial in determining the social relevance of an L2 program.
ENSURE SOCIAL RELEVENCE
Culture teaching is an integral part of L2
teaching. Traditionally, it is aimed at creating in the L2
learner awareness of and empathy toward the culture of the L2 community.
These days global cultural consciousness is important and we should treat learner as a cultural informant.
RAISE CULTURAL CONSCIOUNESS
Micro-strategy are classroom procedures to
realize the objective of a particular macro-strategy.
Each macro-strategy can have any number, any type of micro-strategies, depending on the local learning and teaching situation; however they are limited by the national, regional, local language policy, curricular objectives.
MICRO-STRATEGY