In the last post I mentioned a few methodologies that are popular in English as a Second Language instruction. Here I will outline them so you have a better idea of what each actually means:
The Grammar-Translation Method: Reading, translating texts. Grammar exercises. Little attention to speaking and listening, as target language is rarely used in this type of classroom.
The Audio-ligual Method: Students listen to model dialogs in order to form good speaking habits. There is a lot of repitition and drilling. One criticism is that there are few explanations provided by the teacher.
The Communicative Approach: Assumes that learners will learn best if they participate in meaningful communication. The focus is on speaking and listening.
Total Physical Response: Most commonly applied to beginning and lower level classrooms. Students listen to instructions from the teacher, respond by completing tasks, and speak once they are ready.
Community Language Learning: Focuses on the students first language. Students work in groups that are supervised by the teacher. They speak English when they are able. This allows them to speak about things they would otherwise not be able to discuss if only permitted to speak English.
The Natural Approach: A collection of methods and techniques designed to make the language more easily accessible to the student. The idea is for the student to a be able to pick up the language the way a child does her first language.
The Silent Way: Uses wallcharts for students to carefully create sentences. The teacher interacts with the students via the wall charts. The idea is that students pay very close attention to what they say.
Principled Eclectism: The piecing together of one's own methodology and technique to create a personal, flexible teaching style.
References:
Scrivener, Jim. Learning teaching: a guidebook for English language teachers. 2nd ed. Oxford: Macmillan, 2005. Print.
The Grammar-Translation Method: Reading, translating texts. Grammar exercises. Little attention to speaking and listening, as target language is rarely used in this type of classroom.
The Audio-ligual Method: Students listen to model dialogs in order to form good speaking habits. There is a lot of repitition and drilling. One criticism is that there are few explanations provided by the teacher.
The Communicative Approach: Assumes that learners will learn best if they participate in meaningful communication. The focus is on speaking and listening.
Total Physical Response: Most commonly applied to beginning and lower level classrooms. Students listen to instructions from the teacher, respond by completing tasks, and speak once they are ready.
Community Language Learning: Focuses on the students first language. Students work in groups that are supervised by the teacher. They speak English when they are able. This allows them to speak about things they would otherwise not be able to discuss if only permitted to speak English.
The Natural Approach: A collection of methods and techniques designed to make the language more easily accessible to the student. The idea is for the student to a be able to pick up the language the way a child does her first language.
The Silent Way: Uses wallcharts for students to carefully create sentences. The teacher interacts with the students via the wall charts. The idea is that students pay very close attention to what they say.
Principled Eclectism: The piecing together of one's own methodology and technique to create a personal, flexible teaching style.
References:
Scrivener, Jim. Learning teaching: a guidebook for English language teachers. 2nd ed. Oxford: Macmillan, 2005. Print.
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