Discipline : Didactics Teacher : lect. univ.

Bianca Bretan

Bibliography 1. Jeremy Harmer The Practice of English Language Teaching (ELT), Longman, 1983 (BUT: preferably the 4th edition). 2. Jeremy Harmer Teaching and Learning Grammar, Longman, 1987. 3. Jeremy Harmer - Teacher Knowledge, Peerson, 2007

Approaches, Methods, Procedures and Techniques

Methodology = the activities, tasks and learning experiences used by the teacher within the teaching and learning process. 1. Approach = a theory that describes how language is used and how its constituent parts interlope. It also describes how people acquire the knowledge of the language. An approach also describes and makes statements about the conditions that will promote successful language learning. Behaviorism: 1. Stimulus (a teacher prompt) 2. Response (a sentence) 3. Reinforcement (the teacher praise). Examples: Audio-lingual, Humanistic. According to the natural approach vocabulary is at the core of language learning, NOT grammar.
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2. A method = an approach put into practice. Each method includes its own set of activities, roles of the teacher and learners, types of teaching materials, different procedures and techniques. The audio-lingual method specific activities: drills, dialogues, learning by heart structures, the use of the model language of the time (no mother tongue). The teacher supposed to be a language model and speak as correct as possible; more often than not, the teacher reads out the text so as to give a pronunciation model. A method is accompanied by its set of activities teaching: The role of the student to provide accurate answers. Teaching materials CDs, tapes, images, videos. The Communicative Approach cooperation in the classroom!

3.

Procedure = an ordered sequence of activities.

Ex. Group dictation; 4. Technique = one single activity. a) elicitation= asking the students to answer a question. b) another technique : matching the words on two columns. c) translation, repetition. d) silent viewing = watching a video without sound and getting the students to predict what is happening there Skinner (a behaviorist) . Stimulus (the cheese) response (searching for the cheese) reinforcement (when the situation is repeated, the reaction is also repeated and learning takes place). Learning a foreign language = a habit formation.

The complex category of language should be broken into smaller language units represented by structures and patterns . they thought of exercises that would aim at using these 3 stages: 1. Stimulus: The teacher shows the class a book and asks them what the object is. 2. Positive response: Yes, this is a book. 3. Negative response: No, please think again.

METHODS

1. Grammar-translation students always keep in mind the relationship between the foreign language to be learned and their mother tongue; rather rigid, little communication, but strong emphasis on good use of grammar. 2. Audio-lingual repetitions of structure, vocabulary, memorising sentences; 3 stages used in learning according to the behaviorist theory (stimulus response reinforcement). 3. CLT (Communicative language teaching) people get language if they have opportunities to use it (= if students have a desire to communicate and a purpose for communicating); the focus is on how succesfully students can communicate rather than on whether they write or speak correctly. 4. TBL (Task-based learning) students work on a large task divided into smaller units (for example, in case of a group activity); only after completing it correction takes place. Nowadays eclecticism (=a combination of procedures from each method).

Learner characteristics and differences

1. Age A. Young learners (2-11 years old) children need a lot of exposure to language (1-2 hours/week =/= enough for succesful language learning), in this way they are given a taste of a new language. they feel positive about language learning. it could be a lot of fun for children. they take information from everything around them: they learn from things they see, hear, touch and interact with. they are very curious about the world and enjoy learning. they find abstract concepts, such as grammar rules, difficult to understand. most children enjoy talking about themselves and like learning experiences that relate to their own lives. children are pleased to have the teachers approval. children find it difficult to concentrate on the same thing for a long time (!prepare many activities! In kindergarten: an activity = 5 minutes, in primary school: an activity = 10 minutes). TIPS: change activities frequently. combine learning and play. use appropriate activities for each age group, such as songs, puzzles, games, role-play. make the classroom an attractive environment (!surroundings = very important for children!) place special attention to your own pronunciation (they pick it up easily!).

B. Adolescents teenagers can start to think in abstract terms - best age to start learning grammar. adolescents become passionate about things that interest them. adolescents have a large ammount of energy - could be a creative thing, but sometimes it can lead to serious discipline problems. teenagers feel very irritated when adults treat them as children (learn their names, ask them to answer using their names, be very careful about the way you correct them). their source of motivation = peer approval. keep in mind that teenagers do not choose to come to class, but are there because they are supposed to and some of them may not see any good for learning English/a foreign language - it is important to maintain a good relationship with them. most adolescents want and need a good opinion of their classmates (at this age they dont need the approval of the teacher). TIPS: encourage them to express their opinions and to think critically about what they are learning. treat the students like adults (while keeping in mind that they are not mature enough..). use the students knowledge and experience as much as possible. try to be super-organized (they enjoy having an idea about what they are learning, WHY they are learning, how..). be consistent when there are discipline problems, but criticize the behavior, not the student.

C. Adults easiest age group to deal with. adults can think in abstract ways. we can introduce a wide range of topics and expect that our students will have some knowledge about it ( we dont need much preparation, such as bringing a list of related vocabulary). they have some strong opinions about how learning should take place (based on their experience in school) - some of them dislike particular methods because they were used to different ones. they behave well in class (discipline problems are rare). TIPS: the teacher needs to find out what interests different students/individuals have in order to plan the lessons. the teacher needs to be prepared to explain things (e.g.: grammar rules). discuss the best ways of learning, so that everyone is happy with your lessons. provide them with clear, short term goals (they need a sense of achievement).

2. Learning differences - NOT only linked to IQ; - 1983 - Howard Gardner and his theory of multiple intelligencies (the M.I. theory) : It is not how intelligent we are that matters, but how we are intelligent - we possess many intelligences (9 in total), but the strength of each intelligence is different in each individual A. Linguistic intelligence = the ability to use, understand and memorise language. good communicators, enjoy reading books, score high in language classes. it is advisable to use mind-maps to help them learn vocabulary. grammar exercise? Yes, if it focuses on sentence construction. you can also ask them to work on word puzzles. listening activity? Make a follow-up activity, asking them to write a letter in response to what they heard. reading comprehension activities.

B. Spatial intelligence = the ability to visualise things. they learn faster by using charts, diagrams, pictures. they will enjoy grammar exercises provided with pictures. you can ask them to complete charts; give them a set of pictures and ask them to create stories. they will certainly enjoy watching movies accompanied by activities.

C. Logical-mathematical intelligence = the ability to reason with and to

understand numbers. we can rely on their solving grammar exercises.

listening exercises? Listen to 3 different pieces of text and put them in the right order! reading activity? They will enjoy reading and comparing opinions.

D. Musical intelligence = the ability to respond, reproduce and interpret music.

they can listen to songs, use rhymes.. learners complete gaps in the lyrics of a song.

E. Bodily/Kinaesthetical intelligence = the ability to use and control ones bodily

actions skillfully. they are the kind of people who will enjoy drama classes and miming, as well as socialising with peers during different activities. draw a table on the blackboard and fill it with short infinitives of irregular verbs; throw a ball towards one student - he has to write on the blackboard the past form of one irregular verb, then throw it to another student who, in turn, does the same thing.

F. Intrepersonal intelligence = the ability to think and react internally.

like doing exercises on their own on worksheets, writing a journal.. you can ask this type of learners to record a speech they made.

G. Intrapersonal intelligence = the ability to interact with others and improvise

with them.

are somewhat similar to kinaesthetical learners, as they enjoy learning with others. they enjoy socialising and will must certainly like group discussions, pair work, debates..

a grammar activity: when practising Present Perfect, find someone in the class who has done something specific, go to them and ask them questions (Have you ever been to Spain? Have you ever eaten quesadilla?)

H. Naturalistic intelligence = the ability to understand and to enjoy the natural

world. enjoy going outside, but also watching and discussing documentaries on nature. you can use topics of interest to them about the natural world.

I. Emotional intelligence = the ability to see and empathise with spiritual and
religious needs. they enjoy meditation and have common features of the intrapersonal learners.

TIP: Do different types of activities so that you may have something fit for each type of learners you have in class!

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