TECHNIQUES IN ELT

TECHNIQUES IN ELT

CONTENT1- What is technique?2- Why do teachers need to use

technique?3- Kinds of techniques?4- Techniques in all approaches and

methods.5- Summary.

What is technique?

Technique: (implementations) The level at which classroom procedures are described.

Edward Anthony

Why do teachers need techniques in the

classroom?

Techniques;►tool for teaching.►promote the success of

students.

Kinds of Techniques

1- Controlled techniques

2- Semi-controlled techniques

3- Free techniques

1- Controlled techniques: Drills, dialogues, reading aloud, display questions/answers…

2- Semi-controlled techniques: Information gap activities, cued narratives, referential questions/answers…

3- Free techniques: Role plays, debates, problem solving, interview, discussions…

GRAMMAR TRANSLATION METHOD(GTM)

TECHNIQUES:

●Translation ● Reading comprehensible questions ● Antonyms/Synonyms ● Cognates ● Fill in the blanks ● Memorization ● Use words in sentences ● Composition ●Deductive application of rule

Cognates

Similar spelling and sound patterns that correspond in L1 and L2.

E.g: Method / Metod Modern / Modern

Of course;This technique would only be useful in

languages that share cognates.

Fill in the Blanks

Example:

● We …….got many books.

● There……a vase on the table.

Use Words in Sentences

►I could not recognize him after so many years.

DIRECT METHOD

● Reading aloud ● Question/answer exercise ● Getting students to self-correct ● Conversation practice ● Fill in the blank exercise ● Dictation ● Map drawing ● Paragraph writing

Dictation

The teacher reads the passage 3 times;

1- at a normal speed. 2- phrase by phrase. 3- again at a normal speed.

Map Drawing

It is used for listening comprehension practice. The students are asked to write the names of the cities on the

map.

Paragraph Writing

● Students write paragraphs in their own words using the target language.

AUDIOLINGUAL METHOD● Dialogue memorization ● Backward build-up drill ● Repetition drill ● Chain drill ● Single-slot substitution drill ● Multiple-slot substitution drill ● Transformation drill ● Question/answer drill ● Use of minimal pairs ● Complete the dialogue ● Grammar game

Repetition Drill

T: This is a pencil.(repeat after me)

S: This is a pencil.

Chain Drill

T: How are you?S: Fine, thanks. How are you? (to the

student near him/her)Another student: Fine, thanks…. ► The activity goes on in this way.

Single-slot Substitution Drill

E.g: T: Ali went to the zoo.T: Zoo (cue word).S: Ali went to the zoo.

Multiple-slot Substitution Drill

Cue phrasesT: Ali has got an apple and Ayşe has

got a banana.T: Has gotS: Ali has got an apple and Ayşe has

got a banana.

Transformation Drill

First;Teacher gives the positive form of a

sentence.

Then;Asks for the negative form of it.

Question/Answer Drill

T: What is this?S: This is a pencil.T: What are these?S: These are books.

►Students reply very quickly.

Minimal Pairs

E.g:

- Expert/export

- Firm/form

- Vest/vast

Complete the Dialogue

A: Where …… you going?B: I ….. going to the market.A: Can ..... buy a chocolate for me?B: Yes, I …… .

Grammar Game

It helps students in thinking and

communicating not just drilling.

ORAL APPROACH and SLT

● Imitation

● Drills

● Question/answer

Imitation

1- Chorus imitation.

2- Individual imitation.

TOTAL PHYSICAL RESPONSE

● Using commands

● Role reversal

● Action sequence

Action Sequence

Commands related to each other.- Take out a pen.- Seal the envelope.- Take out a piece of paper.- Write the address on the envelope.

SILENT WAY

● Sound-color chart ● Teacher’s silence ● Peer correction ● Rods ● Self-correction gestures ● Word-chart ● Fidel chart ●Structured feedback

Self Correction Gestures

The teacher uses his palms as a

toolwhile showing the

students’ mistakes.

Word ChartFirst;Teacher points to words on the charts.Then;Students read them aloud.

Fidel Chart

The aim: Associating the sounds of the language with their spelling.

COMMUNITY LANGUAGE LEARNING (CLL)

● Translation ● Group work ● Recording ● Transcription ● Analysis ● Reflection and observation ● Listening ● Free conversation

SUGGESTOPEDIA

● Imitation ● Question/answer

● Role play

● Dialogues

● Translation

Dialogues

Students learn the target language through the dialogues.

Target language: Native language:

Jane: Would you like to have a cup of tea?Sally: No, thanks.

Jane: Bir fincan çay ister misiniz?Sally: Hayır, teşekkürler.

Example:

WHOLE LANGUAGE

● Ungraded dialogue journals ● Individual/small group

reading/writing ● Writing portfolios ● Writing conferences ● Student-made books ● Story writing

Ungraded Dialogue Journals

Forms of writing:

_ spontaneous

_ personal

_ informal

_ comfortable

_ ungraded

_ unedited

MULTIPLE INTELLIGENCES

● Multisensory activities

&

● Use of realia

NEUROLINGUISTIC PROGRAMMING (NLP)

● Rapport: Working within the students’ framework, not against them.

THE LEXICAL APPROACH

● Collocations of vocabulary teaching activities

V+N: take a vacationAdj+N: light rainAdv+V: completely forgetLonger CollocationI will give you a call.

Competency-based Language Teaching (CBLT)

● Social life activities

E.g: Retaining a job.

COMMUNICATIVE LANGUAGE TEACHING (CLT)

● Role plays

&

● Simulations

Simulations

● Roles● Creating a rich communicative environment

Example:

Convergent model Divergent model

“This is the problem. How shall we solve it?”

“This is the situation. What will we do?”

NATURAL APPROACH (NA)

● Command

● Mime, gesture

● Question/answer

● Group-work activities

Command

First;Simple commands.E.g: Stand up! Turn round!

Then;Complex ones.E.g: Pick up a pencil and put it under

the book.

COOPERATIVE LANGUAGE LEARNING (CLL)

● Three-step interview

● Roundtable/Round Robin

● Think-pair-share

● Solve-pair-share

● Numbered heads

Roundtable/Round Robin

3 steps:

1- One student makes a contribution. 2- He/she passes the paper and pen to

another student. 3- Each student makes a contribution in

turn.

♣ If done orally, it is called Round Robin.

Solve-Pair-Share

1- Teacher poses a problem.

2- Students work out solutions individually.

3- They explain how they solved the problem to the classroom.

CONTENT-BASED INSTRUCTION (CBI)

● Vocabulary building

● Discourse organization

● Communicative interaction

● Language skills improvement

● Study skills

Discourse Organization

►Language is taught through texts chosen according to students’ needs, interests,

abilities.

E.g: Letters Meetings Essays Lectures Descriptions Discussions Reports

TASK-BASED LANGUAGE TEACHING (TBLT)

● Jigsaw tasks ● Information gap tasks

● Problem solving tasks ● Decision making tasks

● Opinion exchange tasks

Jigsaw Tasks

This involves learners combining different pieces of information to form

a whole.

Information Gap Tasks

1- There are two groups;

2- They negotiate and find out what the other group’s information is.

3- They complete the activity in this way.

Problem-solving tasks

1- A problem and a set of information is given.

2- A solution is needed.

Result: A single resolution.

Decision Making Tasks

● A problem with many possible solutions.

● Students choose one of them through discussion.

Opinion Exchange Tasks

● Students discuss.

● They do not have to reach an agreement.

We cannot think of a teaching/learning process without using technique.

Whether it is teacher or student-centered.

THANKS