TOTAL PHYSICAL RESPONSE
Total Physical Response (TPR), which is an ESL methodology developed by James J. Asher, has been in use for nearly thirty years. The method became popular in the 1970's and attracted the attention or allegiance of some teachers. While other methods have come and gone, Total Physical Response (TPR) is still a valuable tool when teaching newly-arrived ESL students. Despite the wealth of materials available to us, nothing is more useful with a newcomer than this very direct and visual instruction.
The method relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement. TPR is primarily intended for ESL teacher, although the method is used in teaching other languages as well.
How can I use TPR in class?
In the classroom the teacher plays the role of parent. She starts by saying a word ('jump') or a phrase ('look at the board') and demonstrating an action. The teacher then says the command and the students all do the action. After repeating a few times it is possible to extend this by asking the students to repeat the word as they do the action. When they feel confident with the word or phrase you can then ask the students to direct each other or the whole class.
It is more effective if the students are standing in a circle around the teacher and you can even encourage them to walk around as they do the action.
Teaching Steps in TPR
Step I The teacher says the commands as he himself performs the action.
Step 2 The teacher says the command as both the teacher and the students then perform the action.
Step 3 The teacher says the command but only students perform the action
Step 4 The teacher tells one student at a time to do commands
Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6 The teacher and student allow for command expansion or produces new sentences.
When should I use TPR?
TPR can be used to teach and practise many things.
Vocabulary connected with actions (smile, chop, headache, wriggle)
Tenses past/present/future and continuous aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)
Classroom language (Open your books)
Imperatives/Instructions (Stand up, close you eyes)
Story-telling
PRINCIPLES
The goals of the teacher are s/he reduces the stress of the students.The teacher encourages the learners. Teacher makes the students enjoy their experiences in learning second language.
The role of the teacher is s/he is the director and guide of all the students’ behaviour. S/he becomes a movie director who guides actors - the students.
According to Total Physical Response, teacher’s attitude towards errors is s/he must believe that it a inevitable real that the students make mistakes during the education.Their making mistakes is completely normal and it show they have learned.It is wrong that they are forced not to make wrong.The teacher must be tolerant to the mistakes and s/he must correct only the important mistakes.While correcting,she must not be hurtfull.
In TPR, there is not a test evaluation.Teachers have an opinion about the student’s level observing their behaviours, answers and attitudes.(process-based evaluation).If there is a need to an evaluation, then teacher gives them some comment and wants them to do.
In T.P.R word and grammer are the most important skills. They are taught with imperatives. Imperatives can consist of one word or sentences.The reason of using the imperatives in T.P.R is that they are often used in mother language learning,speaking language is over the writing language.Firstly speaking,then reading.
One of the TPR’s aims fort he feelings of students is to decrease the stress of the students during the language learning.So when the student feels ready for speaking himself/herself, he/she must speak. The teacher must wait him/her. Otherwise it can cause anxiety and fear. During this time,they can make mistake. The most important thing is that they must be corrected properly.In order to decrease the stress of the students,the language learning must be done amusingly. For example, the teacher can use humorous imperative sentences. It increases self confidence of the students.
The teacher is in interaction with the whole group and individual students. The instructor, like a caring parent, is sensitive to whether the students are receiving the messages. The body movements of each student will signal immediately how comfortable they feel. If there is hesitation, for instance, the skillful instructor will slow down and continue to work with a routine in a compassionate manner until each student feels confident enough to act alone in response to the instructor's directions.
TECHNIQUES
Using Commands to Direct Behavior : This is the main technique of TPR. Teacher should prepare the commands before the lesson. During the application she should change the order of commands to prevent memorization
Role Reversal : Students can give commands to their classmates and teacher.
Action Sequence : Many commands can be given consecutively which are related to each other.
ADVANTAGES
It is fun and easy. Students will enjoy getting up out of their chairs and moving around.
Simple TPR activities do not require a great deal of preparation on the part of the teacher. However, some other more complex applications might.
"TPR is aptitude-free." according to Asher. It is inclusive working well with a mixed ability class.
It is good for kinæsthetic learners who need to be active in the class.
It is a good tool for building vocabulary.
It is memorable. Actions help strengthen the connections in the brain.
Class size is not a problem. It works well with mixed-ability classes. It involves both left and right-brained learning.
"TPR seems to work effectively for children and adults. There is no age barrier." according to Asher.
It won’t take a lot of time to get ready
DISADVANTAGES
While it can be used at higher levels TPR is most useful for beginners. It is also at the higher levels where preparation becomes an issue for the teacher.
Students are not generally given the opportunity to express their own thoughts in a creative way.
It is easy to overuse TPR. "Any novelty, if carried on too long, will trigger adaptation." Asher writes, "No matter how exciting and productive the innovation, people will tire of it."
The teacher may find that it is limited in terms of language scope. Certain target languages may not be suited to this method.
It can be a challenge for shy students.
Work-cited
www.wikipedia .net
www. encyclopedia.thefreedictionary.com
www.ingilizceogretmenligi.com
www.tpr-world.com
www.coe.sdsu.edu
www.ingilizceogretmenleri.com
www.everythingesl.net
www.britishcouncil.org
Monday, December 14, 2009
Tuesday, December 8, 2009
Suggestopedia
TECHNIQUES IN SUGEESTOPEDIA
Classroom Set-up: A classroom doesnot look like a normal classroom. Teacher should create a classroom environment which is bright and cheerful. It should be a quiet room which is full of light and fresh air. The chairs are arranged in a semi-circle. There are plants in the corners and posters on the walls.
Peripheral Learning: We perceive much more in our environment than that to which we conciously attend. Ss can absorb information effortlessly when it is perceived as a part of environment, rather than the material ‘ to be attended’. It is claimed that, putting posters containing grammatical information about the target language on the classroom walls, will enable ss to absorb the necessary facts effortlessly. The posters are changed from time to time to provide grammatical information that is appropriate to what the ss are studying. A student can learn from what is present in the environment, even if his attention isnot directed to it.
Positive Suggestion: Teacher is the crucial point. It is teacher’s responsibility to create the suggestive factors in a learning situation so that s/he can help ss break down the barriers to learning that they bring with them.
Teachers can do this through direct and indirect means;
conscious (direct) ‘you will be successful’
subconcious (indirect) ‘to want is to be able to’ (the teacher can bring a text titled with encouraging statements to activate the subconscious part of the students.)
Choose a new identity: Ss choose a target language name and a new occupation. They create imaginary biographies about their fictional selves. They wear hats. From now on, it is the character who talks and makes the mistake not the student himself. Role
Play: Ss take a new identity and perform a role using the target language. Ss are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. And they introduce themselves.They feel less inhibited since their performance is really that of a different person.That gives impression that learning is pleasent and easy and it creates a relaxed group atmosphere.
Primary Activation: Ss reread the target language dialog out loud as individual or in groups.
Creative Adaptation
: The focus is not on the liguistic message, just communicative intent is important. There are some activities such as singing, dancing, dramatizations, games(ball game),question-answer exercise
Visualization: Ss are asked to close their eyes and visualize scenes and events. Teacher invites ss to take a mental trip which activates imagination. It helps learning.
Music:ıt activates the subconcious part. Intonation with the music is an essential element for being influential on both planes; conscious and unconscious.
NO HOMEWORK!!!!!!!!!!!!
Students just read the dialogs at night before they go to bed and in the morning when they wake up.
Optimal learning
They are evaluated through in-class performance. Formal tests create a threat to the relaxed atmosphere which is considered essential for accelerated learning.
WHAT ARE THE ADVANTAGES AND THE DISADVANTAGES OF SUGGESTOPEDIA?
ADVANTAGES
Cheerful learning environment, thinking highly of students’ feeling,humanistic arouse students’ interests and potential to memorize
Activate ‘paraconscious’ part
The emphasis of interaction
The treatments to students’ mistakes
Speaking communicatively Vocabulary
Autonomous learner
No anxiety, no fear
Long term memory Motivation
Success
WHAT IS THE ROLE OF THE SS AND THE TEACHER?
TEACHER
Authority
Guide
Prompter
Encourage
Desuggesting the psychological barriers
Creativity
Be confident and trustable
Create a cheerful atmosphere
Freeman, Diane Larsen. ‘ Desuggestopedia’. Techniques and Principles in Language Learning. Eds. Russell N. Campbell and
br.con.org/professionals.htm www.wikipedia.net www.nuveform.com
DISADVANTAGES
Absence of tests
Different characteristics between students
Diffuciulty in applying in each situation
Economic factors
No homework
Music??
STUDENT
Respect and trust
Security
Relaxed
Confident
Spontaneous
Less inhibited
Following instructions easily
PREPARED BY PELİN DOĞAN
SİBEL YÜZÜK
RAHİME ÇOKAY
Classroom Set-up: A classroom doesnot look like a normal classroom. Teacher should create a classroom environment which is bright and cheerful. It should be a quiet room which is full of light and fresh air. The chairs are arranged in a semi-circle. There are plants in the corners and posters on the walls.
Peripheral Learning: We perceive much more in our environment than that to which we conciously attend. Ss can absorb information effortlessly when it is perceived as a part of environment, rather than the material ‘ to be attended’. It is claimed that, putting posters containing grammatical information about the target language on the classroom walls, will enable ss to absorb the necessary facts effortlessly. The posters are changed from time to time to provide grammatical information that is appropriate to what the ss are studying. A student can learn from what is present in the environment, even if his attention isnot directed to it.
Positive Suggestion: Teacher is the crucial point. It is teacher’s responsibility to create the suggestive factors in a learning situation so that s/he can help ss break down the barriers to learning that they bring with them.
Teachers can do this through direct and indirect means;
conscious (direct) ‘you will be successful’
subconcious (indirect) ‘to want is to be able to’ (the teacher can bring a text titled with encouraging statements to activate the subconscious part of the students.)
Choose a new identity: Ss choose a target language name and a new occupation. They create imaginary biographies about their fictional selves. They wear hats. From now on, it is the character who talks and makes the mistake not the student himself. Role
Play: Ss take a new identity and perform a role using the target language. Ss are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. And they introduce themselves.They feel less inhibited since their performance is really that of a different person.That gives impression that learning is pleasent and easy and it creates a relaxed group atmosphere.
Primary Activation: Ss reread the target language dialog out loud as individual or in groups.
Creative Adaptation
: The focus is not on the liguistic message, just communicative intent is important. There are some activities such as singing, dancing, dramatizations, games(ball game),question-answer exercise
Visualization: Ss are asked to close their eyes and visualize scenes and events. Teacher invites ss to take a mental trip which activates imagination. It helps learning.
Music:ıt activates the subconcious part. Intonation with the music is an essential element for being influential on both planes; conscious and unconscious.
NO HOMEWORK!!!!!!!!!!!!
Students just read the dialogs at night before they go to bed and in the morning when they wake up.
Optimal learning
They are evaluated through in-class performance. Formal tests create a threat to the relaxed atmosphere which is considered essential for accelerated learning.
WHAT ARE THE ADVANTAGES AND THE DISADVANTAGES OF SUGGESTOPEDIA?
ADVANTAGES
Cheerful learning environment, thinking highly of students’ feeling,humanistic arouse students’ interests and potential to memorize
Activate ‘paraconscious’ part
The emphasis of interaction
The treatments to students’ mistakes
Speaking communicatively Vocabulary
Autonomous learner
No anxiety, no fear
Long term memory Motivation
Success
WHAT IS THE ROLE OF THE SS AND THE TEACHER?
TEACHER
Authority
Guide
Prompter
Encourage
Desuggesting the psychological barriers
Creativity
Be confident and trustable
Create a cheerful atmosphere
Freeman, Diane Larsen. ‘ Desuggestopedia’. Techniques and Principles in Language Learning. Eds. Russell N. Campbell and
br.con.org/professionals.htm www.wikipedia.net www.nuveform.com
DISADVANTAGES
Absence of tests
Different characteristics between students
Diffuciulty in applying in each situation
Economic factors
No homework
Music??
STUDENT
Respect and trust
Security
Relaxed
Confident
Spontaneous
Less inhibited
Following instructions easily
PREPARED BY PELİN DOĞAN
SİBEL YÜZÜK
RAHİME ÇOKAY
Monday, December 7, 2009
The Silent Way
The silent way (SW), a method of language teaching, originated in the early 1970s and introduced by Caleb Gattegno who is well known for the use of coloured sticks called cuisenaire rods and for his approach to the teaching of initial reading in which sounds are taught by colours.(1)
Principles
1-“Teaching should be subordinated to learning.”(Caleb Gattegno)
2-“The teacher works with the students while the students work on the language.”(Caleb Gattegno)
3-The silence of teacher is important and as much as possible s/he ecourage the students to produce language.
4-The learners are responsible what they learn.
5-Only the necessary help should be given by the teacher. Silence helps learners to think about what is to be learned next.
6-To reach a successful learning responsibility of the learner for language acqusition with using silent awareness and then active trial is required.
7-“Inner criteria” is acquired by the learners.
8-As a key learning device in the way of learning errors are seen natural part of the process and important.
9-Becoming independent, autonomous and responsible is expected from students.
10-The students show the teacher where they have problems with understanding. In the teacher’s point of view progress is more important than perfection. Effective learning needs time. The teacher has to take into account the students’ individual differences.
11-The students begin to learn a foreign language by the pronunciation of different sounds. They practise the target language structure without repetition.
12-It is necessary for the students to be able to form their own inner criteria for correctness.
13-The students should help each other and themselves during the learning process. The teacher keeps silent and that encourages group cooperation.
14-The teacher should create such a relaxing atmosphere that leads the students to take risk and facilitate learning. The teacher is only a neutral observer so he doesn’t interfere in the students’ learning process.
15-The students should be able to express themselves in the target language and it is a necessity for the students to develop their independence from the teacher and their own inner criteria for correctness.16-The teacher should give them only what they absolutely need to promote their learning. Students’ feedback is very important for the teacher. The students develop their own responsibility. The learning process continues even while we are sleeping.
17-When the students are not brave enough to take part in the activities, the teacher should find ways to encourage them. In the end of the lesson the students have the opportunity to express their feelings and opinions about the lesson through feedback.
Techniques
1-Sound-Colour Chart > The teacher refers students to a colour-coded wall chart depicting individual sounds in the target language - students use this to point out and build words with correct pronunciation.
2-Teacher's Silence > Teacher is generally silent, only giving help when it is absolutely necessary.
3-Peer Correction > Students encouraged to help each other in a cooperative and not competitive spirit.
4-Rods > Rods are used to trigger meaning, and to introduce or actively practice language. They can symbolize whatever words are being taught and be manipulated directly or abstractly to create sentence.
5-Self-correction Gestures >Teacher uses hands to indicate that something is incorrect or needs changing - eg. using fingers as words then touching the finger/word that is in need of correction.
6-Word Chart > Words are depicted on charts, the sounds in each word corresponding in colour to the Sound-Colour Chart.
7-Fidel Chart > A chart that is colour-coded according to the sound-colour chart but includes the various English spellings so that they can be directly related to actual sound.
8-Structured Feedback > Students are invited to make observations about the day's lesson and what they have learned.
Advantages
1-Independent Learners are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language.
2-Autonomous Learners choose proper expressions in a given set of circumstances and situations.
3-Responsible Learners know that they have free will to choose among any set of linguistic choices, the ability to choose intelligently and carefully is said to be evidence of responsibility.
4-The students are free while expressing themselves and developing their own criteria for correctness.
5-There is a positive and relaxed atmosphere in the classroom.
Disadvantages
1-The students consider with the syntax and neglect cultural input through the language.
2-The teacher’s not speaking leads the students absence of the correct pronunciation and the students are lack of accurate usage of the target language.
3-It is not economic for both the teachers and the students because they need lots of materials such as the sound-colour chart, etc.
4-There are no examples given by the teacher and he doesn’t correct the students’ errors.
5-It is not applicable in large groups.
6-The learning is far from the authentic language but it is artificial.
7-It is teacher-based because he gives the instructions.
References:
· http://www.englishraven.com/method_silent.html
· http://uneeducationpourdemain.org/en/index.php?option=com_content&view=article&id=194&Itemid=53&lang=en
· http://pagesperso-orange.fr/une.education.pour.demain/articlesrrr/sw/pate.htm
· http://www.scribd.com/doc/21291391/The-Silent-Way
Serap Akbıyık >Tuğrul Kardaş > Alexandra Stefan > Ali Sucu
Principles
1-“Teaching should be subordinated to learning.”(Caleb Gattegno)
2-“The teacher works with the students while the students work on the language.”(Caleb Gattegno)
3-The silence of teacher is important and as much as possible s/he ecourage the students to produce language.
4-The learners are responsible what they learn.
5-Only the necessary help should be given by the teacher. Silence helps learners to think about what is to be learned next.
6-To reach a successful learning responsibility of the learner for language acqusition with using silent awareness and then active trial is required.
7-“Inner criteria” is acquired by the learners.
8-As a key learning device in the way of learning errors are seen natural part of the process and important.
9-Becoming independent, autonomous and responsible is expected from students.
10-The students show the teacher where they have problems with understanding. In the teacher’s point of view progress is more important than perfection. Effective learning needs time. The teacher has to take into account the students’ individual differences.
11-The students begin to learn a foreign language by the pronunciation of different sounds. They practise the target language structure without repetition.
12-It is necessary for the students to be able to form their own inner criteria for correctness.
13-The students should help each other and themselves during the learning process. The teacher keeps silent and that encourages group cooperation.
14-The teacher should create such a relaxing atmosphere that leads the students to take risk and facilitate learning. The teacher is only a neutral observer so he doesn’t interfere in the students’ learning process.
15-The students should be able to express themselves in the target language and it is a necessity for the students to develop their independence from the teacher and their own inner criteria for correctness.16-The teacher should give them only what they absolutely need to promote their learning. Students’ feedback is very important for the teacher. The students develop their own responsibility. The learning process continues even while we are sleeping.
17-When the students are not brave enough to take part in the activities, the teacher should find ways to encourage them. In the end of the lesson the students have the opportunity to express their feelings and opinions about the lesson through feedback.
Techniques
1-Sound-Colour Chart > The teacher refers students to a colour-coded wall chart depicting individual sounds in the target language - students use this to point out and build words with correct pronunciation.
2-Teacher's Silence > Teacher is generally silent, only giving help when it is absolutely necessary.
3-Peer Correction > Students encouraged to help each other in a cooperative and not competitive spirit.
4-Rods > Rods are used to trigger meaning, and to introduce or actively practice language. They can symbolize whatever words are being taught and be manipulated directly or abstractly to create sentence.
5-Self-correction Gestures >Teacher uses hands to indicate that something is incorrect or needs changing - eg. using fingers as words then touching the finger/word that is in need of correction.
6-Word Chart > Words are depicted on charts, the sounds in each word corresponding in colour to the Sound-Colour Chart.
7-Fidel Chart > A chart that is colour-coded according to the sound-colour chart but includes the various English spellings so that they can be directly related to actual sound.
8-Structured Feedback > Students are invited to make observations about the day's lesson and what they have learned.
Advantages
1-Independent Learners are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language.
2-Autonomous Learners choose proper expressions in a given set of circumstances and situations.
3-Responsible Learners know that they have free will to choose among any set of linguistic choices, the ability to choose intelligently and carefully is said to be evidence of responsibility.
4-The students are free while expressing themselves and developing their own criteria for correctness.
5-There is a positive and relaxed atmosphere in the classroom.
Disadvantages
1-The students consider with the syntax and neglect cultural input through the language.
2-The teacher’s not speaking leads the students absence of the correct pronunciation and the students are lack of accurate usage of the target language.
3-It is not economic for both the teachers and the students because they need lots of materials such as the sound-colour chart, etc.
4-There are no examples given by the teacher and he doesn’t correct the students’ errors.
5-It is not applicable in large groups.
6-The learning is far from the authentic language but it is artificial.
7-It is teacher-based because he gives the instructions.
References:
· http://www.englishraven.com/method_silent.html
· http://uneeducationpourdemain.org/en/index.php?option=com_content&view=article&id=194&Itemid=53&lang=en
· http://pagesperso-orange.fr/une.education.pour.demain/articlesrrr/sw/pate.htm
· http://www.scribd.com/doc/21291391/The-Silent-Way
Serap Akbıyık >Tuğrul Kardaş > Alexandra Stefan > Ali Sucu
DYNAMICS OF METHODOLOGICAL CHANGES
LANGUAGE ORIGINS
Language is a system of symbols, with several levels of organization, at least phonetics (the sounds), syntax (the grammar), and semantics (the meanings) By age four, most humans have developed an ability to communicate through oral language. By age six or seven, most humans can comprehend, as well as express, written thoughts.
The linguist Charles Hockett provided some features,which distinguish human speech from other communication systems.The features are :
1.Displacement:the ability to talk about the things remote in space and time;
2.Productivity:the capacity to say things never before said or heard which are yet understandable and acceptable by others;
3.Traditional transmission:by which linguistic conventions are carried on through teaching and learning;
4.Pattern duality:the enormous store of words is represented by small combinations of a still smaller stock distinguishable sounds,themselves meaningless(tack,cat,act are sementically distinct) (Edward,1994:32)
LANGUGE AND LANGUAGE FAMILIES
A language family is a group of languages related by descent from a common ancestor, called the proto-language of that family. All languages change with time. A comparison of Chaucer's English, Shakespere's English and Modern English shows how a language can change over several hundred years.
If two groups of people speaking the same language are separated, in time their languages will change along different paths. One of the best examples in Western history occurred after the Roman Empire collapsed in the 4th Century AD. Latin was the language of that empire. All the Latin speakers in different parts of Europe (Italian Peninsula, Gaul, Iberian Peninsula, Carpathia) became isolated from each other. Their languages evolved along independent rotes to give us the modern languages of Italian, French, Spanish, Portuguese and Romanian.
WHAT IS MULTILINGUALISM?
Multilingualism is the ability to speak more than one language, which is a widespread global phenomenon.
‘ During the last 100 years, there have been two great changes. In the first place, many more people have learnt an internationally useful foreign language, in Europe and in many other parts of the world. In the second place, there was a choice among several languages a century ago, but now the foreign language (or the first foreign language) that is learnt is almost always English.’
‘ As a matter of fact, language contacts are becoming frequent everywhere.For example, The United States now has a significant Spanish-speaking minority that did not exist thirty years ago. Britain has had considerable immigration from many countries, and contacts with the European Union are more extensive than earlier.’
THE CONSEQUENCES OF BABEL
*Languages of Wider Communication
‘After Latin, several other languages have achieved lingua franca status.French,for example, was a powerful link language throughout Europe and beyond by the 18th century.It had particular influence at the higher levels of society (John Edwards,Multilingualism,1994:40).’
Today there is no doubt that English is the most important global variety and thus has the greatest status as a world lingua franca.Chinese is spoken by more people than any other language.
*Pidgins and Creoles
‘A pidgin language is a simplified language that develops as a means of communication between two or more groups that do not have a language in common, in situations such as trade, or where both groups speak languages different to the language of the country in which they reside (but there is no common language between the groups).’
‘A 'pidgin' language is not the native language of any speech community, but is instead learned as a second language.A 'Pidgin' language may be built from words, sounds, or body language from multiple other languages / cultures.’
Pidgin languages usually have low prestige with respect to other languages.There are many pidgins in use.Their vocabulary and grammar are restricted, yet allow simple communication and pidgins shows linguistic creativity.
‘Pidgins become ‘creole’ languages when a generation whose parents speak pidgin to each other teach it to their children as their first language. Creoles can then replace the existing mix of languages to become the native language of a community (John Edwards,Multilingualism,1994:42).’
‘For example; ‘Krio’ in Sierra Leone and ‘Tok Pisin’ in Papua New Guinea.However, not all pidgins become creole languages; a pidgin may die out before this phase would occur.’
*Constructed Languages
‘The third category of lingua franca is the artificial or constructed language.A planned or constructed language is a language whose phonology, grammar, or vocabulary have been consciously devised by an individual or group, instead of having evolved naturally(Edwards,1994:44).’
*Translation
‘A second broad approach to bridging language gaps is translation.It is obvious that using a translator or interpreter has practical benefits;it is perhaps less obvious that psychological disadvantages may present themselves.The translator is one whose linguistic competence gives entry to two language communities and there may be apprehension (Edwards,1994:48).’
MULTICULTURALISM
Multiculturalism means being more than one culture surviving somehow together in a community.The number of multicultural countries has been rising especially after the INDUSTRIAL REVOLUTION.However; there are several reasons behind it such as poverty,lack of job, diseases… Of course; when the others come, their culture comes so.That is; a multicultural society turns out like this.
In such a society there are many advantages and disadvantages.For example; one can learn a variety of different habits,another language(s),or some unusual customs.Yet, you can corrupt your own nation’s traditions by mixing or trying to combine one to another which is the most dangerous one i think.Up to now,such societies have made regulations to reshape or melt down the others.On the other hand; when we have look on the effects of multiculturalism in our country, it can be regarded enormous as for language.Especially the teenagers’ language is really hard to understand.They try to mix the words up and create something different.The authorities should be very very careful about this,neither to despise anyone nor to punish.They should co-operate with the public itself about the precautions.
Another important topic is the sexual discrimination.From ancient times women have been seen inferior to men in a lot of societies.They were seen as workers: cleaning,washing the dishes,daily works… As a result they couldn’t contribute anything to the society.Only men tried to give something but especialy in the field of language there has been big gaps when we take a look.In developedcountries,this situation is at the lowest level and because of this we call those as developed.You can not isolate women from the society because if everyone lives together,eveyone needs to take action together.If you do so,you will be eternally stay at the same level.Progressively in every part of the world this becomes more aware.
In conclusion,the criteria must be to take action contemplating every little detail since the topic is very crucial.
Zehra DEMİR, Fatma ÇALIŞKAN, Emrah TÜRKKAYA
Language is a system of symbols, with several levels of organization, at least phonetics (the sounds), syntax (the grammar), and semantics (the meanings) By age four, most humans have developed an ability to communicate through oral language. By age six or seven, most humans can comprehend, as well as express, written thoughts.
The linguist Charles Hockett provided some features,which distinguish human speech from other communication systems.The features are :
1.Displacement:the ability to talk about the things remote in space and time;
2.Productivity:the capacity to say things never before said or heard which are yet understandable and acceptable by others;
3.Traditional transmission:by which linguistic conventions are carried on through teaching and learning;
4.Pattern duality:the enormous store of words is represented by small combinations of a still smaller stock distinguishable sounds,themselves meaningless(tack,cat,act are sementically distinct) (Edward,1994:32)
LANGUGE AND LANGUAGE FAMILIES
A language family is a group of languages related by descent from a common ancestor, called the proto-language of that family. All languages change with time. A comparison of Chaucer's English, Shakespere's English and Modern English shows how a language can change over several hundred years.
If two groups of people speaking the same language are separated, in time their languages will change along different paths. One of the best examples in Western history occurred after the Roman Empire collapsed in the 4th Century AD. Latin was the language of that empire. All the Latin speakers in different parts of Europe (Italian Peninsula, Gaul, Iberian Peninsula, Carpathia) became isolated from each other. Their languages evolved along independent rotes to give us the modern languages of Italian, French, Spanish, Portuguese and Romanian.
WHAT IS MULTILINGUALISM?
Multilingualism is the ability to speak more than one language, which is a widespread global phenomenon.
‘ During the last 100 years, there have been two great changes. In the first place, many more people have learnt an internationally useful foreign language, in Europe and in many other parts of the world. In the second place, there was a choice among several languages a century ago, but now the foreign language (or the first foreign language) that is learnt is almost always English.’
‘ As a matter of fact, language contacts are becoming frequent everywhere.For example, The United States now has a significant Spanish-speaking minority that did not exist thirty years ago. Britain has had considerable immigration from many countries, and contacts with the European Union are more extensive than earlier.’
THE CONSEQUENCES OF BABEL
*Languages of Wider Communication
‘After Latin, several other languages have achieved lingua franca status.French,for example, was a powerful link language throughout Europe and beyond by the 18th century.It had particular influence at the higher levels of society (John Edwards,Multilingualism,1994:40).’
Today there is no doubt that English is the most important global variety and thus has the greatest status as a world lingua franca.Chinese is spoken by more people than any other language.
*Pidgins and Creoles
‘A pidgin language is a simplified language that develops as a means of communication between two or more groups that do not have a language in common, in situations such as trade, or where both groups speak languages different to the language of the country in which they reside (but there is no common language between the groups).’
‘A 'pidgin' language is not the native language of any speech community, but is instead learned as a second language.A 'Pidgin' language may be built from words, sounds, or body language from multiple other languages / cultures.’
Pidgin languages usually have low prestige with respect to other languages.There are many pidgins in use.Their vocabulary and grammar are restricted, yet allow simple communication and pidgins shows linguistic creativity.
‘Pidgins become ‘creole’ languages when a generation whose parents speak pidgin to each other teach it to their children as their first language. Creoles can then replace the existing mix of languages to become the native language of a community (John Edwards,Multilingualism,1994:42).’
‘For example; ‘Krio’ in Sierra Leone and ‘Tok Pisin’ in Papua New Guinea.However, not all pidgins become creole languages; a pidgin may die out before this phase would occur.’
*Constructed Languages
‘The third category of lingua franca is the artificial or constructed language.A planned or constructed language is a language whose phonology, grammar, or vocabulary have been consciously devised by an individual or group, instead of having evolved naturally(Edwards,1994:44).’
*Translation
‘A second broad approach to bridging language gaps is translation.It is obvious that using a translator or interpreter has practical benefits;it is perhaps less obvious that psychological disadvantages may present themselves.The translator is one whose linguistic competence gives entry to two language communities and there may be apprehension (Edwards,1994:48).’
MULTICULTURALISM
Multiculturalism means being more than one culture surviving somehow together in a community.The number of multicultural countries has been rising especially after the INDUSTRIAL REVOLUTION.However; there are several reasons behind it such as poverty,lack of job, diseases… Of course; when the others come, their culture comes so.That is; a multicultural society turns out like this.
In such a society there are many advantages and disadvantages.For example; one can learn a variety of different habits,another language(s),or some unusual customs.Yet, you can corrupt your own nation’s traditions by mixing or trying to combine one to another which is the most dangerous one i think.Up to now,such societies have made regulations to reshape or melt down the others.On the other hand; when we have look on the effects of multiculturalism in our country, it can be regarded enormous as for language.Especially the teenagers’ language is really hard to understand.They try to mix the words up and create something different.The authorities should be very very careful about this,neither to despise anyone nor to punish.They should co-operate with the public itself about the precautions.
Another important topic is the sexual discrimination.From ancient times women have been seen inferior to men in a lot of societies.They were seen as workers: cleaning,washing the dishes,daily works… As a result they couldn’t contribute anything to the society.Only men tried to give something but especialy in the field of language there has been big gaps when we take a look.In developedcountries,this situation is at the lowest level and because of this we call those as developed.You can not isolate women from the society because if everyone lives together,eveyone needs to take action together.If you do so,you will be eternally stay at the same level.Progressively in every part of the world this becomes more aware.
In conclusion,the criteria must be to take action contemplating every little detail since the topic is very crucial.
Zehra DEMİR, Fatma ÇALIŞKAN, Emrah TÜRKKAYA
Cooperative Learning,Learning Strategy Training, Multiple İntelligences
LEARNING STRATEGY TRAINING
What is learning strategy?
Learning strategies are the tecniques or devices which a learner may use to acquire knowledge.
In 1970s,the students were responsible for their own learning.In 1975 Rubin researched that good language learners had to help themselves in their own learning.And from this investigation, she identified some techniques and devices which the students can use in acquiring knowledge.
Students of foreign language are being encouraged to learn and use a lot of language learning strategies that can be used throughout the learning process. This approach is based on the belief that learning will be made easier by making students aware of lots of strategies from which they can choose during language learning and use.
What are the goals of strategy training?
- Self-diagnose their strengths and weaknesses in language learning
- Become aware of what helps them to learn the target language most efficiently
- Develop a broad range of problem-solving skills
- Experiment with familiar and unfamiliar learning strategies
- Make decisions about how to approach a language task
- Monitor and self-evaluate their performance
- Transfer successful strategies to new learning contexts
Metacognitive strategies (Chamot&O’Malley)
According to Chamot and O’Malley, metacognitive strategies are strategies used to plan,monitor and evaluate a learning task.They identified metacognitive strategies in two categories: cognitive and social/affective strategies - Cognitive strategies: Learners interact and manipulate what is to be learned. (repetition,summarizing,using keywords…)
- Social/affective strategies: cooperation: working with fellow-students on language. (group working)
COOPERATIVE LEARNING
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. In cooperative learning, each member of a team is responsible not only for learning what is taught but also for helping teammates learn. This situation creates an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. The students work for a mutual benefit so they take care of each other’s efforts.(Your success benefits me and my success benefits you.). The students recognize that all group members share a common fate. (We all sink or swim together here.) The students know that one's performance is mutually caused by oneself and one's team members. (We can not do it without you.) The students feel proud and commonly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!).
ELEMENTS OF COOPERATIVE LEARNING
I)Positive Interdependence (sink or swim together): Each group member's efforts are required and obligatory for group success. Each group member has a unique contribution to common effort because of his or her resources and task responsibilities.
II) Face-to-Face Interaction (promote each other's success): This element of cooperative learning includes orally explaining how to solve problems , teaching one's knowledge to other , checking for understanding, discussing concepts being learned,connecting present with past learning .
III) Individual & Group Accountability (no hitchhiking! no social loafing): This includes keeping the group “small” as possible, giving an individual test to each student, examining students orally, observing each group and recording the frequency with which each member-contributes to the group's work. It includes also assigning one student in each group the role of checker.(The checker asks other group members to explain group answers)and having students teach what they learned to someone else.
IV) Interpersonal &Small-Group Skills :Social skills must be taught: Leadership ,decision-making ,trust-building ,communication, conflict-management skills.
V) Group Processing: Group members discuss how well they are achieving their goals and maintaining effective working relationships.They describe what member actions are helpful and not helpful, and make decisions about what behaviors to continue or change.
MULTIPLE INTELLIGENCE
TYPES OF INTELLIGENCES ACCORDİNG TO GARDNER;
- Verbal/Linguistic intelligence ("word smart")
- Logical-mathematical intelligence ("number/reasoning smart")
- Visual/Spatial intelligence ("picture smart")
- Bodily-Kinesthetic intelligence ("body smart")
- Interpersonal intelligence ("people smart")
- Intrapersonal intelligence ("self smart")
- Musical/Rhytmic intelligence ("music smart")
Implications of MI theory in foreign language education;
1-Each person possesses all seven intelligences. In each person the seven intelligences function together in unique ways. Some people have high levels of functioning in all or most of the seven intelligences; a few people lack most of the basic aspects of intelligence. Most people are somewhere in the middle, with a few intelligences highly developed, most modestly developed, and one or two underdeveloped.
2- Intelligences can be developed. Gardner suggests that everyone has the capacity to develop all eight intelligences to a reasonably high level of performance with appropriate encouragement, enrichment, and instruction.
3- Intelligences work together in complex ways. No intelligence really exists by itself in life. Intelligences are always interacting with each other. For example, to cook a meal, one must read a recipe (linguistic), perhaps double it (logical-mathematical), and prepare a menu that satisfies others you may cook for (interpersonal) and yourself (intrapersonal).
How can applying MI theory help students learn better?
- Students begin to understand how they are intelligent. In Gardner's view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin to manage their own learning and value their individual strengths .
- Teachers understand how students are intelligent as well as how intelligent they are.Knowing which students have the potential for strong interpersonal intelligence, for example, will help you create opportunities where the strength can be fostered in others. However, multiple intelligence theory is not intended to provide teachers with new IQ-like labels for their students.
- Students approach understanding from different angles. The problem, "What is sand?" has scientific, poetic, artistic, musical, and geographic points of entry.
- Students that exhibit comprehension through rubrics, portfolios, or demonstrations come to have an authentic understanding of achievement
Ümmü Diken,Hilal Açıkyıldız,İkbal Çağla İris
Sunday, December 6, 2009
Communicative Language Teaching
What is communication?
Interaction
Collaborative creation of meaning
Negatiotion of meaning
Learning by using feedbacks
Paying attention language one hears and creating new forms
Being more active
Being based on real life situations
CLT is as a broad approach to teaching, rather than as a teaching method.Why?
HISTORY OF CLT
In 1970s there is an observation. Linguistic/ gramatical structures are superior to performance in use of language.(Freeman, 121). It becomes clear that communication required that students perform certain functions as well, such as promising, inviting and declining invitation within a social context (Wilkins 1976). So we should focus on communicative competence, so we can know what , whom to say and how to say.(Freeman, 121)
Until Communicative Approach, there is Situational Language Teaching by a British linguist, D. A. Wilkins (1972) in which communicative proficiency is important. In Situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities. Wilkins's contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language which is known as context of situation.
In the late 1970s and early 1980s there is Communicative Approach superior to linguistic-centered approach. The teachers should create real or real-like situations in which the language can be used. (Freeman, 121)
Chomsky's theory of competence, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language.
Hymes’ (1972) communicative competence, linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use.
In 1990 Communicative Approach is widely implemented. In current communicative language teaching theory and practice has different paradigms and traditions. There are diverse sources. There is no agreed ones but general principles agreed upon a set of practice. (Freeman, 121)
Strong version: It is 'using English to learn it.' It is a question of activating an existing knowledge of the language, and of stimulating the development of the language system itself. (1984: 279)
Weak version: It is 'learning to use English.'
Opponents; Derek Bickerton; Robert O'Neill,
Bax (2003) proposes that CLT should be abandoned since the methodology fails to take into account the context of language teaching. This article argues that the dominance of CLT has led to the neglect of one crucial aspect of language pedagogy, It argues that it is time to replace CLT as the central paradigm in language teaching with a Context Approach which places context at the heart of the profession.
Supporters; Liao (2004) suggests that CLT is best. He denies that China’s teacher shouldn’t adopt western CLT. The State Educational Development Commission (SDEC) started teaching English for communication1992 and task based language teaching in 2001 in China.
Stephen Krashen
Second Language Acquisition,
Acquisition- Learning Hypothesis
Monitor Hypothesis
Effective Filter Hypothesis
Natural order Hypothesis
Input Hypothesis
Krashen sees acquisition as as an unconscious development of the target language system. On the other hand, learning is the conscious representation of grammatical knowledge that has resulted from instruction, and it cannot lead to acquisition.So in communicative learning, there is acquisition of language.
Codeswitching
The most of the bilinguals can’t keep their two languages completely seperate. It is blending of two well-known languages,
Korean immigrants who live in England learn Korean at home; English at school. They mix the languages. However each child strategically chooses his languages to accomplish specific social and communicative purposes. English is the prefferred language among the children in light of their self-perceived linguistic and cultural identity. It is like a pressure of society in which they live, their parents also feel these pressures. This is Language Shift. (Shin, 80- 81)
Automata Theory
In this theory it is advocated that while people are learning socond language the similarities of input and the native language is important. If they are similar and the input is easier than native language, the second language is learnt much easier. For example a French learns English or German easier. But if they are different and the input is harder than native language, the language learning becomes much harder. For example an English learns French or German harder. (Shallit, 4- 5 )
Characteristics of CLT
-Focus on communication rather than structure
-Emphasis on functional uses of language in different social settings
-Use of classroom activities that relate language forms with functions
-Focus on meaningful tasks
-Collaboration
-Purposeful interaction
-Focus on the whole learner
-Teacher is a guide, counselor, organizer, facilitator
-Provides learners with opportunities to share and explore their attitudes, feelings and opinions
-Use of authentic, from-life materials
-Creates a genuine, realistic learning situations
-Creates a secure, non-threatening learning atmosphere
-Uses a variety of materials, topics, activities and ways of interacting
-Emphasis on acquisition of cultural knowledge
-A tolerance of errors
-Goal of fluency
According to David Nunan; this method has five basic features:
-An emphasis on learning to communicate through interaction in the target language.
- The introduction of authentic texts into the learning situation.
- The provision of opportunities for learners to focus, not only on the language but also on the learning process itself.
-An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.
- An attempt to link classroom language learning with language activation outside the classroom.
Authentic materials:
-Provide cultural information about the target language
-Provide exposure to real language
-Relate more closely to learners’ needs
-Support a more creative approach to teaching
Activities & Strategies
-Images (pictures/photos)
-Poetry, Music ,Drama
-Internet and other forms of technology
-Generative questions
-Media literacy
-Social formulas and dialogues
-Community oriented tasks
-Problem-solving activities
-Role-play
The goal of the Teacher;
students to communicate in the target language
Teacher roles
facilitate
act as an independent participant
needs analyst
counselor
group process manager
Teachers' Attitudes
Positive attitudes
work-centered atmosphere
High but realistic expectations ; attainable tasks
securing learning
The effective use of audio-visual aids
Thoughtful lesson planning
avoid low expectations
How does the teacher respond to student errors?
tolerate
See as a natural outcome
return to them later with an accuracy-based activity
Teacher-Student Interaction
opportunity to practise communicating.
Minimum TTT
The classroom should be learner centred
Disadvantages
The communicative approach focuses on the use of language in everyday situations, or the functional aspects of language, and less on the formal structures.
There must be a certain balance between the two.
The requirements are difficult. Not all classrooms can allow for group work activities and for teaching aids and materials
It gives priority to meanings and rules of use rather than to grammar and rules of structure.
WHAT ARE THE PROCESSES OF STUDENT’S IN CLT?
Learner-Centered The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.The teacher still sets up exercises and gives direction to the class, but the students do much more speaking than in a traditional classroom. This responsibility to participate can often lead to an increased sense of confidence in using the language. ‘Learners often work co-operatively in groups’ Activities involving the whole class together and closely controlled by the teacher are necessary and valuable for introducing, reinforcing or clarifying elements of language However, to learn to use the language spontaneously, learners need frequent opportunities to work with each other on suitable tasks.Learners become increasingly independent in their work :Using language in unrehearsed situations.--Using a range of sources to get linguistic and factual information. ---Deciding on aspect to be studied and end product to be presented. Learners acquire a good accent :Early attention to pronunciation is important. Frequent exposure and use of the target language is essential. Pupils acquire a good range of vocabulary:Much time is spent in class on introducing or reinforcing vocabulary. The essential skills:Communication skills are the foundation for language learning. Information skills are developed as students organise and analyse information, interpret different points of view, and distinguish fact from opinion.They develop their self-management skills and competitive skills through activities that encourage them to take responsibility for their own learning, and through taking up opportunities to monitor their own progress and better their own achievements over time.For effective language learning and successful communication, students need to develop social and co-operative skills. The pair and group activities that are fundamental to modern language learning are based on the development of these skills. Students' work and study skills can be developed and reinforced through activities that encourage self-motivated and self-directed learning, and through an emphasis on their developing ability to record and monitor their own learning.
ADVANTAGES: CLT is a holistic approach. It doesn’t focus only on the traditional structural syllabus. It takes into consideration communicative dimension of language.* CLT provides vitality and motivation within the classroom.* CLT is a learner centered approach. It capitalizes on the interests and needs of the learner.*usage the skills of listening, speaking, reading and writing*.Independent learning *Participation *Errors are part of language learning
REFERANCES
Freeman, Diana Larsen. Techniques and Principles in Language Teaching.
Shin, Sarah J. Develophing in two languages.
Shallit, Jeffrey. A Second Course in Formal Languages and Automata Theory
http://eltj.oxfordjournals.org/cgi/content/abstract/61/3/193
http://www2.vobs.at/ludescher/
http://www.aber.ac.uk/~mflwww/clteach.html
PREPARED BY
SEVGİ EROLUR
HATİCE KILIÇ
MÜŞERREF KIVCI
Z. DERYA TÜFEKÇİ
Interaction
Collaborative creation of meaning
Negatiotion of meaning
Learning by using feedbacks
Paying attention language one hears and creating new forms
Being more active
Being based on real life situations
CLT is as a broad approach to teaching, rather than as a teaching method.Why?
HISTORY OF CLT
In 1970s there is an observation. Linguistic/ gramatical structures are superior to performance in use of language.(Freeman, 121). It becomes clear that communication required that students perform certain functions as well, such as promising, inviting and declining invitation within a social context (Wilkins 1976). So we should focus on communicative competence, so we can know what , whom to say and how to say.(Freeman, 121)
Until Communicative Approach, there is Situational Language Teaching by a British linguist, D. A. Wilkins (1972) in which communicative proficiency is important. In Situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities. Wilkins's contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language which is known as context of situation.
In the late 1970s and early 1980s there is Communicative Approach superior to linguistic-centered approach. The teachers should create real or real-like situations in which the language can be used. (Freeman, 121)
Chomsky's theory of competence, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language.
Hymes’ (1972) communicative competence, linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use.
In 1990 Communicative Approach is widely implemented. In current communicative language teaching theory and practice has different paradigms and traditions. There are diverse sources. There is no agreed ones but general principles agreed upon a set of practice. (Freeman, 121)
Strong version: It is 'using English to learn it.' It is a question of activating an existing knowledge of the language, and of stimulating the development of the language system itself. (1984: 279)
Weak version: It is 'learning to use English.'
Opponents; Derek Bickerton; Robert O'Neill,
Bax (2003) proposes that CLT should be abandoned since the methodology fails to take into account the context of language teaching. This article argues that the dominance of CLT has led to the neglect of one crucial aspect of language pedagogy, It argues that it is time to replace CLT as the central paradigm in language teaching with a Context Approach which places context at the heart of the profession.
Supporters; Liao (2004) suggests that CLT is best. He denies that China’s teacher shouldn’t adopt western CLT. The State Educational Development Commission (SDEC) started teaching English for communication1992 and task based language teaching in 2001 in China.
Stephen Krashen
Second Language Acquisition,
Acquisition- Learning Hypothesis
Monitor Hypothesis
Effective Filter Hypothesis
Natural order Hypothesis
Input Hypothesis
Krashen sees acquisition as as an unconscious development of the target language system. On the other hand, learning is the conscious representation of grammatical knowledge that has resulted from instruction, and it cannot lead to acquisition.So in communicative learning, there is acquisition of language.
Codeswitching
The most of the bilinguals can’t keep their two languages completely seperate. It is blending of two well-known languages,
Korean immigrants who live in England learn Korean at home; English at school. They mix the languages. However each child strategically chooses his languages to accomplish specific social and communicative purposes. English is the prefferred language among the children in light of their self-perceived linguistic and cultural identity. It is like a pressure of society in which they live, their parents also feel these pressures. This is Language Shift. (Shin, 80- 81)
Automata Theory
In this theory it is advocated that while people are learning socond language the similarities of input and the native language is important. If they are similar and the input is easier than native language, the second language is learnt much easier. For example a French learns English or German easier. But if they are different and the input is harder than native language, the language learning becomes much harder. For example an English learns French or German harder. (Shallit, 4- 5 )
Characteristics of CLT
-Focus on communication rather than structure
-Emphasis on functional uses of language in different social settings
-Use of classroom activities that relate language forms with functions
-Focus on meaningful tasks
-Collaboration
-Purposeful interaction
-Focus on the whole learner
-Teacher is a guide, counselor, organizer, facilitator
-Provides learners with opportunities to share and explore their attitudes, feelings and opinions
-Use of authentic, from-life materials
-Creates a genuine, realistic learning situations
-Creates a secure, non-threatening learning atmosphere
-Uses a variety of materials, topics, activities and ways of interacting
-Emphasis on acquisition of cultural knowledge
-A tolerance of errors
-Goal of fluency
According to David Nunan; this method has five basic features:
-An emphasis on learning to communicate through interaction in the target language.
- The introduction of authentic texts into the learning situation.
- The provision of opportunities for learners to focus, not only on the language but also on the learning process itself.
-An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.
- An attempt to link classroom language learning with language activation outside the classroom.
Authentic materials:
-Provide cultural information about the target language
-Provide exposure to real language
-Relate more closely to learners’ needs
-Support a more creative approach to teaching
Activities & Strategies
-Images (pictures/photos)
-Poetry, Music ,Drama
-Internet and other forms of technology
-Generative questions
-Media literacy
-Social formulas and dialogues
-Community oriented tasks
-Problem-solving activities
-Role-play
The goal of the Teacher;
students to communicate in the target language
Teacher roles
facilitate
act as an independent participant
needs analyst
counselor
group process manager
Teachers' Attitudes
Positive attitudes
work-centered atmosphere
High but realistic expectations ; attainable tasks
securing learning
The effective use of audio-visual aids
Thoughtful lesson planning
avoid low expectations
How does the teacher respond to student errors?
tolerate
See as a natural outcome
return to them later with an accuracy-based activity
Teacher-Student Interaction
opportunity to practise communicating.
Minimum TTT
The classroom should be learner centred
Disadvantages
The communicative approach focuses on the use of language in everyday situations, or the functional aspects of language, and less on the formal structures.
There must be a certain balance between the two.
The requirements are difficult. Not all classrooms can allow for group work activities and for teaching aids and materials
It gives priority to meanings and rules of use rather than to grammar and rules of structure.
WHAT ARE THE PROCESSES OF STUDENT’S IN CLT?
Learner-Centered The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.The teacher still sets up exercises and gives direction to the class, but the students do much more speaking than in a traditional classroom. This responsibility to participate can often lead to an increased sense of confidence in using the language. ‘Learners often work co-operatively in groups’ Activities involving the whole class together and closely controlled by the teacher are necessary and valuable for introducing, reinforcing or clarifying elements of language However, to learn to use the language spontaneously, learners need frequent opportunities to work with each other on suitable tasks.Learners become increasingly independent in their work :Using language in unrehearsed situations.--Using a range of sources to get linguistic and factual information. ---Deciding on aspect to be studied and end product to be presented. Learners acquire a good accent :Early attention to pronunciation is important. Frequent exposure and use of the target language is essential. Pupils acquire a good range of vocabulary:Much time is spent in class on introducing or reinforcing vocabulary. The essential skills:Communication skills are the foundation for language learning. Information skills are developed as students organise and analyse information, interpret different points of view, and distinguish fact from opinion.They develop their self-management skills and competitive skills through activities that encourage them to take responsibility for their own learning, and through taking up opportunities to monitor their own progress and better their own achievements over time.For effective language learning and successful communication, students need to develop social and co-operative skills. The pair and group activities that are fundamental to modern language learning are based on the development of these skills. Students' work and study skills can be developed and reinforced through activities that encourage self-motivated and self-directed learning, and through an emphasis on their developing ability to record and monitor their own learning.
ADVANTAGES: CLT is a holistic approach. It doesn’t focus only on the traditional structural syllabus. It takes into consideration communicative dimension of language.* CLT provides vitality and motivation within the classroom.* CLT is a learner centered approach. It capitalizes on the interests and needs of the learner.*usage the skills of listening, speaking, reading and writing*.Independent learning *Participation *Errors are part of language learning
REFERANCES
Freeman, Diana Larsen. Techniques and Principles in Language Teaching.
Shin, Sarah J. Develophing in two languages.
Shallit, Jeffrey. A Second Course in Formal Languages and Automata Theory
http://eltj.oxfordjournals.org/cgi/content/abstract/61/3/193
http://www2.vobs.at/ludescher/
http://www.aber.ac.uk/~mflwww/clteach.html
PREPARED BY
SEVGİ EROLUR
HATİCE KILIÇ
MÜŞERREF KIVCI
Z. DERYA TÜFEKÇİ
Tuesday, December 1, 2009
Audio-Lingual Method
The History of Audio-lingual Method
“The outbreak of World War II heightened the need for Americans to become orally proficient in the languages of their allies and enemies alike. To this end, bits and pieces of the Direct Method were appropriated in order to form and support this new method, the "Army Method," which came to be known in the 1950s as the Audiolingual Method.
The Audiolingual Method was based on linguistic and psychological theory and one of its main premises was the scientific descriptive analysis of a wide assortment of languages. On the other hand, conditioning and habit-formation models of learning put forward by behaviouristic phychologists were married with the pattern practices of the Audiolingual Method.”
Principles
New material is presented in the form of a dialogue. This method is said to result in rapid acquisition of speaking and listening skills. The audiolingual method drills students in the use of grammatical sentence patterns. When this method was developed it was thought that the way to acquire the sentence patterns of the second language was through conditioning or helping learners to respond correctly to stimuli through shaping and reinforcement.
“1.Instructions are given in the target language.
2.Language forms occur within a context.
3.Students' native language interferes as little as possible with the students' attemps to acquire the target language.
4.Teaching is directed to provide students with a native-speaker-like-model.
5.Analogy provides a better foundation for language learning than analysis.
6.Errors are carefully avoided because they lead to the formation of bad habits.
7.Positive reinforcement helps the student to develop correct habits.
8.Student are encouraged to learn to respond to both verbal and nonverbal stimuli.
9.The teacher is regarded as an orchestra leader-conducting, guiding and controlling the students' behavior in the target language.
10.Learning a foreign language is treated on par with the native language learning.
11.A comparison between the native language and the target language is supposed to help teachers to find the areas with which their students probably experience difficulty: this is expected to help to students to overcome the habit of the native language.
12.Language is not seen the seperated from culture. Culture is the everyday behavior of people who use the target language. One of the teachers' responsibilities is to present information about that culture in context.
13.Students are taken to be imitators of teacher's model or the tapes.
14.The dialogue is the chief means of presenting vocabulary, structures and its learned through repetition and imitation.
15.Mimicry, memorization and the pattern drills are the practice techniques that are emphasized.
16.Most of the interaction is between the teacher and the learner and it is imitated by the learner.
17.Listening and speaking are given the priority in the language teaching, and they precede reading and writing.
18.Correct pronunciation, stress, rhythm and intonation are emphasized.
19.The meanings of the words are derived in a linguistics and cultural context and not in isolation.
20.Audio-visual aids are used to assist the students' ability to form new language habits.”
Strategies Using the Audiolingual Method
1.Students are given a short dialog to memorize then they must use mimicry and applied role playing to present the dialog. Examples of dialogs that could be used are included in the materials section.
2.Provide students with the the sentence fragments found in the materials section. Students repeat each part of the sentence starting at the end of the sentence and expanding backwards through the sentence adding each part in sequence.
3.The teacher provides a question which must be transformed into a statement. An extension of this activity is to have the students make a question out of a statement.
4.A chain of conversation forms around the room as the teacher greets or questions a student and that student responds then turns to the next student and greets or asks a question of the second student and the chain continues.
5.Have the students fill in the blanks in the dialogs provided. The proper English word must be inserted into the text. This activity is much like a close activity.
6.The teacher picks a category. The game continues in a manner with each consecutive student adding an item beginning with the next letter after repeating the items named before their own.
7.Repetition Drill: students repeat teacher's model as quickly and accurately as possible.
8.Single slot substition Drill: Teachers state a line from the dialogue then use a word or phrase as a 'clue' that students, when repeating the line must substitute into the sentence in the correct place.
9.Multiple slot Substiiton Drill: Same as he single slot drill except that there are multiple cues to be substituted into the line.
10.Question-Answer Drill: Students should answer and ask questions very quickly.”
Advantages
It enables the students to be competent in all four language skills, speaking, reading, writing and listening.
By the help of techniques we have described the students can speak fluently and comprehend the context very early in the target language.
Reading and writing are not ignored.
Students' motivation in Audio-lingual class is on the whole, high.
This method gives opportunity of being active participation of all the students.
Disadvantages
Students are educated in a mechanical way, they can progress like well-trained parrots who are able to repeat whole dialogue perfectly but uncertain of the meaning but they are saying or unable to use perfectly memorized in context other than taht in which they learned them.
It has been said that the techniques of memorization and drilling that this method implies can become intensely tedious and boring, causing fatigue and distate on the part of the students.
Another disadvantage is that, students are taught to make same changes on language patterns by a process of analogy without being given a clear idea of what they are doing.
Types and ages of the students or other controversial subjects of Audio-lingual method.
References: http://www.englishclub.com/tefl-articles/history-english-language-teaching.htm
http://coe.sdsu.edu/people/jmora/almmethods.htm
http://www.saskschools.ca/curr_content/hutt/esl/amtheory.htm
http://www.myingilizce.com/index.php?topic=7696.0
http://books.google.com.tr/books?id=iJ3Y_wkkwa8C&lpg=PA48&dq=1
Presenters: Muazzez Bozbay Gökhan Boydağ
Tuba Bilir Gülizar Yahşi
“The outbreak of World War II heightened the need for Americans to become orally proficient in the languages of their allies and enemies alike. To this end, bits and pieces of the Direct Method were appropriated in order to form and support this new method, the "Army Method," which came to be known in the 1950s as the Audiolingual Method.
The Audiolingual Method was based on linguistic and psychological theory and one of its main premises was the scientific descriptive analysis of a wide assortment of languages. On the other hand, conditioning and habit-formation models of learning put forward by behaviouristic phychologists were married with the pattern practices of the Audiolingual Method.”
Principles
New material is presented in the form of a dialogue. This method is said to result in rapid acquisition of speaking and listening skills. The audiolingual method drills students in the use of grammatical sentence patterns. When this method was developed it was thought that the way to acquire the sentence patterns of the second language was through conditioning or helping learners to respond correctly to stimuli through shaping and reinforcement.
“1.Instructions are given in the target language.
2.Language forms occur within a context.
3.Students' native language interferes as little as possible with the students' attemps to acquire the target language.
4.Teaching is directed to provide students with a native-speaker-like-model.
5.Analogy provides a better foundation for language learning than analysis.
6.Errors are carefully avoided because they lead to the formation of bad habits.
7.Positive reinforcement helps the student to develop correct habits.
8.Student are encouraged to learn to respond to both verbal and nonverbal stimuli.
9.The teacher is regarded as an orchestra leader-conducting, guiding and controlling the students' behavior in the target language.
10.Learning a foreign language is treated on par with the native language learning.
11.A comparison between the native language and the target language is supposed to help teachers to find the areas with which their students probably experience difficulty: this is expected to help to students to overcome the habit of the native language.
12.Language is not seen the seperated from culture. Culture is the everyday behavior of people who use the target language. One of the teachers' responsibilities is to present information about that culture in context.
13.Students are taken to be imitators of teacher's model or the tapes.
14.The dialogue is the chief means of presenting vocabulary, structures and its learned through repetition and imitation.
15.Mimicry, memorization and the pattern drills are the practice techniques that are emphasized.
16.Most of the interaction is between the teacher and the learner and it is imitated by the learner.
17.Listening and speaking are given the priority in the language teaching, and they precede reading and writing.
18.Correct pronunciation, stress, rhythm and intonation are emphasized.
19.The meanings of the words are derived in a linguistics and cultural context and not in isolation.
20.Audio-visual aids are used to assist the students' ability to form new language habits.”
Strategies Using the Audiolingual Method
1.Students are given a short dialog to memorize then they must use mimicry and applied role playing to present the dialog. Examples of dialogs that could be used are included in the materials section.
2.Provide students with the the sentence fragments found in the materials section. Students repeat each part of the sentence starting at the end of the sentence and expanding backwards through the sentence adding each part in sequence.
3.The teacher provides a question which must be transformed into a statement. An extension of this activity is to have the students make a question out of a statement.
4.A chain of conversation forms around the room as the teacher greets or questions a student and that student responds then turns to the next student and greets or asks a question of the second student and the chain continues.
5.Have the students fill in the blanks in the dialogs provided. The proper English word must be inserted into the text. This activity is much like a close activity.
6.The teacher picks a category. The game continues in a manner with each consecutive student adding an item beginning with the next letter after repeating the items named before their own.
7.Repetition Drill: students repeat teacher's model as quickly and accurately as possible.
8.Single slot substition Drill: Teachers state a line from the dialogue then use a word or phrase as a 'clue' that students, when repeating the line must substitute into the sentence in the correct place.
9.Multiple slot Substiiton Drill: Same as he single slot drill except that there are multiple cues to be substituted into the line.
10.Question-Answer Drill: Students should answer and ask questions very quickly.”
Advantages
It enables the students to be competent in all four language skills, speaking, reading, writing and listening.
By the help of techniques we have described the students can speak fluently and comprehend the context very early in the target language.
Reading and writing are not ignored.
Students' motivation in Audio-lingual class is on the whole, high.
This method gives opportunity of being active participation of all the students.
Disadvantages
Students are educated in a mechanical way, they can progress like well-trained parrots who are able to repeat whole dialogue perfectly but uncertain of the meaning but they are saying or unable to use perfectly memorized in context other than taht in which they learned them.
It has been said that the techniques of memorization and drilling that this method implies can become intensely tedious and boring, causing fatigue and distate on the part of the students.
Another disadvantage is that, students are taught to make same changes on language patterns by a process of analogy without being given a clear idea of what they are doing.
Types and ages of the students or other controversial subjects of Audio-lingual method.
References: http://www.englishclub.com/tefl-articles/history-english-language-teaching.htm
http://coe.sdsu.edu/people/jmora/almmethods.htm
http://www.saskschools.ca/curr_content/hutt/esl/amtheory.htm
http://www.myingilizce.com/index.php?topic=7696.0
http://books.google.com.tr/books?id=iJ3Y_wkkwa8C&lpg=PA48&dq=1
Presenters: Muazzez Bozbay Gökhan Boydağ
Tuba Bilir Gülizar Yahşi
Subscribe to:
Posts (Atom)