GSE MATERIALS AND METHODS. Welcome 1. Quiz – open notes 2. Audio Lingual Method 3. Materials – Discussion and Activity 4. Audio-Lingual Activity 5. Comparing.

GSE MATERIALS AND METHODS

Welcome

1. Quiz – open notes 2. Audio Lingual Method3. Materials – Discussion and Activity 4. Audio-Lingual Activity5. Comparing Traditional Methods6. Alternative Methods Presentation

Quiz!

3 Multiple choice 1 short answer 1 bonus question

The Audio-Lingual Method

Oral based approach

Vocabulary acquisition through modeling situations

Grammar sentence patterns acquired through dia-logue and techniques

Over-learning – learn to answer without stopping to think

The Audio-Lingual Method

Charles Fries (1945) University of Michi-gan

Principles from behavioral psychology used B. F. Skinner (1957) Conditioning – learners respond correctly to

stimuli through shaping and reinforcement Skinner Box

Typical Classroom Activities

Activities Repetition drill (read and repeat after teacher) Backwards build up Chain drill 2 students perform dialogue Picture cues Substitution drills / Transformation drill

Does this remind you of any class you took (or taught) in the past?

Thinking about the Experi-ence

Teacher uses only target language But does this always happen in Korea?

Dialogues are repeated several times Habit formation Errors lead to bad habits

The teacher uses positive reinforcement

Reviewing the Techniques

Dialogue memorization Question and answer drill Use of minimal pairs

Thigh/thy Bin/bean

Complete the dialogue Grammar Game

Supermarket Alphabet Game p.41

Audio-Lingual Activity

Pimsleur Method (for Korean)

Which A-L techniques does the CD use?

Pimsleur Language Learning System Do you think I can learn how to speak

Korean this way? Why or why not?

What kind of materials do you recom-mend I get in addition to this CD?

COMPARING MAJOR LANGUAGE TRENDS OF THE

20TH CENTURY

ALTERNATIVE METH-ODS

The birth of Alternative Approaches and Methods

1970-1980 major shift in language teaching Growing interest in communicative ap-

proaches shift from grammar to communication focus alternative methods include ones devel-

oped outside mainstream language teaching main methods discussed in second half of

course (Part III of textbook)

Origins of Alternative Methods

Developed around particu-lar theories of learners and learning

Total Physical Response Silent Way Counseling Learning Suggestopedia Neurolinguistic programingMultiple Intelligences

Based on al-ternative grammar model

Lexical Approach

From main-stream edu-cation

Whole language Competency-based instruc-tion

Alternative Approaches and Methods Project

Presentations will be 5-7min Feel free to make a PPT, poster, make handouts, etc. Bonus points for creativity (make a skit, do an interview)

You must cover The method’s background and theory Design Procedure Any special notes (including it’s popularity and use today,

usefulness for Korean English education, etc.)

Optional: Pretend you are a salesperson for the method.Individually or in groups of 2, pick one approach/method and try to convince the class it’ll be great for our students!

Rubric

Content 30 points Visual Aids 10 points Preparedness 5 points Time (5-7 minutes) +5

points___

=50 points

EXAMPLE PRESENTATION: NEUROLINGUISTIC PRO-GRAMMING

Content1. Background2. Approach3. Design4. Procedure5. Conclusion

Background

Training philosophy and set of training tech-niques

First developed by John Grindler and Richard Bandler

Mid 1970s as an alternative form of therapy Techniques use to

build rapport with clients gather information of their in/external view help achieve goals and bring personal changes

What is Neurolinguistics?

“NLP is… a collection of techniques, patterns, and strategies for assisting effective communica-tion, personal growth and change, and learning. It is based on a series of underlying assump-tions about how the mind works and how people act and interact.” (Revell and Norman 1997:14)

- NLP have been applied in variety of fields:- management training- sports training- communications sales- Marketing- language teaching

NLP refer to attitudes to life, people, self discovery and awareness

Humanistic approaches- focuses on developing one’s sense of self-actualization and self-awareness

Approach: Theory of Language and Learning

Neuro: beliefs about the brain Linguistic: theory of communication

Programming: observable patterns of thought and behavior

Demonstration of NLP ---------

Design: Objectives, syllabus, learning activities, roles of learners, teachers and materials

4 key principles Outcomes: know what you want Rapport: establish rapport with yourself and

then with others Sensory activivity: use your senses. Look

at, listen to, and feel what is actually hap-pening

Flexibility: Keep changing what you do until you get what you want

Design: Objectives, syllabus, learning activities, roles of learners, teachers and materials

13 presuppositions

1. Mind and body are interconnected2. The map is not the territory3. There is no failure, only feedback4. The map becomes the territory5. Knowing what you want helps you get it6. The resources we need are within us7. Communication is nonverbal as well as verbal8. The non-conscious mind is benevolent9. Communication is non-conscious as well as conscious10. All behavior has a positive intention11. The meaning of my communication is the response I get12. Modeling excellent behavior leads to excellence13. In any system, the element with the greatest flexibility will have the

most influence on that system.

Procedure

To help students become aware at a feeling level of conceptual mean-ing of a grammatical structure (Primary focus of the sequence is awareness)

Alternative approaches and methods (pg.129-130)

Conclusion

NLP is not a language teaching method. More of a humanistic philosophy and a set of beliefs and suggestions. NLP practitioners believe that language teachers who adopt and use principles of NLP become more ef-fective teachers.

“need not be accepted as the absolute truth, but acting as if they were true can make a world of dif-

ference in your life and in your teaching” (1997:15).