TEACHING METHODS

Adila Fazleen Binti Che Manan

Muhammad Helmie Syazwan Bin Mohd Zaki
Siti Munirah Binti Salehuddin

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 OVERVIEW
INTRODUCTION

COMMUNITY LANGUAGE LEARNING

COMMUNICATIVE APPROACH

TOTAL PHYSICAL RESPONSE

CONCLUSION

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 INTRODUCTION

What is teaching methods?

General principles, pedagogy, and management strategies

used for classroom instruction.

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 COMMUNITY LANGUAGE LEARNING
INTRODUCTION OBJECTIVE THEORY

STAGES FACTORS

ADVANTAGES ACTIVITIES

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 Community
Language
Learning (also
called
Counseling
Language
Learning)
Created by
Charles A
Curran, a Jesuit
priest and
professor of
psychology

Paul La Forge
inspired by the
humanistic
psychology of
Carl Rogers

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 Teachers have to
to encourage make sure
teachers to see students
their learners as
whole persons

Feelings
Intellect
to remove the Interpersonal Relationships
anxiety from
learning by OBJECTIVES Protective Reactions
changing the OF CLL Desire To Learn
relationship
between the
teacher and
student. are addressed &
balanced
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 Engage the
TEACHER
H
whole person, U
including the M
Represents the use
of The counselor emotions and A
Counseling N
Learning theory feelings as well I
to teach the
language.
LEARNERS as linguistic S
knowledge and T
I
The clients behavioral C
skills.

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 The learners know nothing of the target language, and are
Birth completely dependent on the teacher for everything they
want to say.

S The learners start to get an idea of how the language

T Self works and to use it for themselves, but still seek the
teachers help.
A
G Separate They start to use the language without referring to the
E existence teacher.
S
The learners continue to express themselves independently,
Adolescen but being aware of gaps in their knowledge, and start to
ce turn back to the teacher.

The learners continue their learning independently. They no

longer need the teacher, and may start to act as counselors
Independence
for less advanced students.
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 S A Experience a
F A sense of
Paying attention feeling of self-
A to language in all assertion and
security.
its forms. aggression
C
when ready .
T
O Discrimination
R Reflection and Internalization by among the
S participation in retention at a various elements
class activities . deep level . of language and
their functions .

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 ADVANTAGES
ADVANTAGESOF
OFCLL
CLL
Encourages the
Learners are not Encourages
meaningful the
use of
Develops independent Learners are not meaningful use of
Develops independent limited in their topics language (store,
learners limited in their topics languageand
(store,
learners of conversation synthesize use
of conversation in new situation)use
synthesize and
in new situation)

Allows learners to
Allows the learners Allowsthe
learners to
practice structure
toAllows the
continue learners
using their practice the structure
or characteristic
L1, while promotingtheir
to continue using the or characteristic
L1, whileL2promoting the patterning of sentences
. patterning of sentences
L2. and conversations.
and conversations.

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 Free
Transl
convers
ation
ation Gr
ou
p
Activities
Activities listening
W
or
Reflec
Analysis k tion &
observ
ation

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 COMMUNICATIVE APPROACH
DEFINITION FEATURES ROLE OF TEACHER

TRADITIONALISM vs
COMMUNICATIVE ADVANTAGES
APPROACH

ACTIVITIES

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 COMMUNICATIVE APPROACH
Communicative approach proposed by David
Nunan in 1992

Communicative approach or Communicative

language teaching (CLT) is known as an extension
of audio-lingual method

CLT brings the meaning of language learning as

learning how to communicate as a member of a
particular socio-group

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 An emphasis on learning
to communicate through
interaction in the target
language

Learning in non- Using authentic texts

threatening, enjoyable into the learning
contexts situation

FEATURES

Enhancement of
learner's own personal Learners not only focus
experience (contextual on the language but also
learning real life on learning management
situation) process

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 Acts as facilitator

TEACHER
ROLE OF
Initiate and generate communication

Provide ranged exercises from simple to

complex

Provide appropriate feedback for each activity

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 Communicative
Traditionalism
Approach

Habits formation through drilling Activities involving real life situation,

and repetition carrying out meaningful task

Teacher centered Learners centered

Activities that promotes

Drilling activities
communication

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 Enhance pupils confidence Helps pupils to use the
in speaking using the target language in a
target language variety of contexts

ADVANTAGES

Develop pupils Increase pupils motivation

communicative to learn English Language
competence

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 Role-play

Pair work Interviews

ACTIVITI
ES

Surveys Information
gaps

Games

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 TOTAL PHYSICAL RESPONSE
DEFINITION STAGES ADVANTAGES

OBJECTIVES TRADITIONAL VS TPR

ACTIVITIES CONCLUSION

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 TOTAL PHYSICAL RESPONSE
Dr. James J. Asher who is a professor emeritus of psychology at San
Jos State University.
observing young children learning their first language
three hypotheses :-
language is learned primarily by
listening;
must engage the right hemisphere of
the brain
should not involve any
stress.

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 The
The The
Acquisitio The
Natural The Input Affective
n- Monitor
Order Hypothes Filter
Learning Hypothes
Hypothes is Hypothes
Hypothes is
is is
is

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 Utilises
auditory, Help pupils
visual and to listen
tactile attentively
learning
ADVANTAG
ES

Comfortabl Adapted in
e many
ways

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 OBJECTIVES
To produce learners who are capable of free
COMMUNICAT communication, which is understandable to a
ION native speaker.

To teach oral proficiency at a beginning level

PROFICIENCY and the ultimate aim is to teach basic
speaking skills.

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 TRADITIONAL VS TPR

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 Role
reversal

TPR Simon
theatre Says
ACTIVITI
ES

Action Amazing
song race

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 TPR is effective to help slow young
learners
Emphases on motion, learners
speaking skill through listening to
their teacher and before requiring
CONCLUSIO
them to speak, and asking them to
NS
practice using verbal
communication accompany by
physical actions.
Three basic steps that used in this
method are to listen, watch, and
imitate repeatedly.
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 CONCLUSION
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LANGUAGE
APPROACH RESPONSE
LEARNING
Stages: Birth till Stages: Real-life Stages: Krashens
adolescent situation Hypothesis

Activities that Activities that Activities that

promotes behaviour promotes language promotes verbal
and feelings communication communication
Activities: Action
Activities: Listening, Activities: Role-play,
song , Amazing Race,
Analysis, Translation, Interview, Survey, Pair
Reversal theatre ,
Free conversation work
Simon Says

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