METHODOLOGY I

ESCUELA:

NOMBRE

FECHA: OCTUBRE 08- FEBRERO 09

1

METHODOLOGY I2nd two-month period

ENGLISH LANGUAGE SCHOOL

M.S. NINA NESTERENKO

It’s a humanistic training philosophy and set of suggestions and training techniques therapist could use in building rapport with clients, gathering information about their internal and external views of the world, and helping them achieve goals and bring about personal change , and designed to convince people that they have the power to control their own and other people’s lives for the better, and prescriptions on how to do that.

Neurolinguistic Programming

1970`sJohn Grindler ( linguist ) Richard

Bandler( psychologist)

Approach: Theory of Language and Learning

NLP – is an interpersonal communication model

“ neuro “ refers to the brain and how it functions. “ Neuro” part of NLP is concerned with how we experience the world through our 5 senses and represent it in our minds through neurological process.

“ Linguistic” – refers to a theory communication. It tries to explain both verbal and non-verbal information processing.

“Linguistic “ part of NLP is concerned with the way the language we use shapes and reflects our thinking and experience of the world.

“Programming” refers to patterns or “programs’ of thoughts and behaviour. This part of NLP is concerned with training ourselves to think, to speak, and act in new and positive ways in order to release our potential and reach the achievements we dream about.

Principles of NLP

or “ know what you want”

knowing what you want helps you achieve it.

1.Outcomes:

2.Rapport

3. Sensory acuity

“ Use your senses”– look at, listen to, and feel what is happening

“Establish rapport with yourself and then with others” – it is essential for communication

(maximize similarities and minimize differences between people)

“ Keep changing what you do until you until you get what you want” –

have a range of skills to do something else if what

you are doing is not working.

4. Flexibility

SKILLS vs PHILOSOPHY

Modelling is central to NLP.- The effectiveness of successful people lies not in their skills but in their attitudes, approaches and philosophies they have in common which make them capable of efective work, and these could be

lerned and transmitted. Others could learn from thse models to be effective the same way. In NLP “change “ in a person is very important

1. Mind and body are interconnected: they

Are parts of the same system, and each affects the other.

2. We all have different maps of the

world.

3. There is no failure, only feedback and

the opportunity for success.

4. Knowing what you want helps you

to get it.

7. Communication is nonverbal as well as verbal.

8. Communication is nonconscious as well as conscious.

9. All behaviour has a positive intention.

10. The meaning of my communication is the response I get.

11. Modeling excellent behaviour leads to excellence.

12. In any system, the element with the greatest flexibility will have the most influence on that system.

HOW IS THE TEACHER WITHIN NLP?

Teachers seek to apply the principles in their teaching and this leads to different responses to many classroom events and processes. (need for rapport ).

RAPPORT – meeting others in their world, to understand their needs, values and their culture and communicating in the congruent ways.

(“Putting yourself in someone's shoes”)

NLP and Teaching

NLP can be applied to the teaching of all aspects of language.

The suggested lesson sequence is “ to help students become aware of a feeling level of the conceptual meaning of a grammatical structure”.

THE LEXICAL APPROACH

Collocations – are regular occurrence together of words.Phrasal verbs and idioms are varieties of collocations. Lexis plays a central role in language learning.

Main point of LA :

Belief that “building blocks “ of language learning and communication are not grammar, functions,notions, but LEXIS – words and word combinations ( word collocations).

S. Krashen – through reading

Lewis (2000) – through teacher’ s talk

(teacher is a “knower”, learner – a “discoverer “ ).

Teacher's talk is a major source of learner input in demonstrating how lexical phrases are used for different functional purposes.

Computer – based applications - through

investigations and

comparison.

Learning Material

1. texts, tapes, teacher's manual.2. collections of vocabulary teaching

activities.3. printout versions of computer corpora collections in text format.4. computer programs ( CD ROM format, to downloaded from sites on the Internet).

Should involve the use of tasks that that draw student’s attention to lexical collocations and seek to enhance their retention and use of collocations.

Use of exercises that focus on lexical phrases through debates, analyzing contexts.

Use of comparative analysis via computers

Use of reading or contexts that enable students to discover the collocations; select the collocations which are crucial for student’s needs.

Use of exercises that involve teaching individual collocations.

Classroom Activities

Teaching individual collocations

Making students aware of collocations

Write word definitions

Write the sentences with the new words

Give synonyms / antonyms

Give feedback on learner’s errors.

Store collocations or phrase verbs and idioms in a lexical notebook

Educational movement that is based on programs that consist in the following:

tasks that lead to a demonstrated mastery of language associated with specific skills that are necessary for individuals to function

proficiently in the society.

- Offers teachers an opportunity to revitalize their educational and training programs.

- Improve the quality of assessment.

- Improve the quality of teaching

and student learning.

CBLT approach

How appropriate is our vocabulary? How would we speak in different situations? How can we apply our vocabulary focusing on life skills? How is the function of our language in different contexts?

Characteristics of CBLT It has the notion that certain life encounters

certain language (designers of CBLT can predict the vocabulary and structures likely to be encountered in those particular situations)

CBLT is built around communicative competence and seeks to develop functional communication skills in learners. ( through specific real – world tasks)

Competencies are designed to enable learners to

participate effectively in society.

Description of Competencies

Knowledge and learning competencies

Oral competencies

Reading competencies

Writing competencies

It designed around the notion of competency

Competencies consist of description of essential skills, attitudes, and behaviours required for effective performance of a real-world tasks or activities(they may be related to any domain in life, or linked to the field of work or to social survival in a new environment ).

According to Auerbach (1986), factors involved in implementation

of CBE in ESL:

1.The focus on successful

functioning in society.

2. A focus on life skills.

3.Task – or performance-centered orientation (what students can do as a result of instruction)

4. Modularized instruction ( objectives and sub-objectives- to have a clear sense of progress).

5. Outcomes that are made explicit a priori : students know exactly what behaviours are expected of them.

6. Continuous and ongoing assessment. ( students determine what skills they lack).7. Demonstrated mastery of performance objectives

– abilities to demon- strate prespecified behaviours. 8.Individualized, student-centered instruction : objectives are defined in terms if individual needs, students progress at their own rate and on those areas in which they lack

competence.

Activities

Fill job application Perform job interview Follow instructions to carry out a simple task Respond appropriately to supervisor’ s comments Use social language Understand and comment work schedules , fill paychecks Read charts labels, forms written

instructions to perform a task State problem and ask for help if

necessary

ActivitiesFollow simple oral directions to locate a place.

Report completion of task to supervisor.

Ask where object is located: follow oral

directions to locate an object

Respond appropriately to work interruption or modification

1.The competencies are specific and practical and relate to learners needs.

2. The learners can judge whether the competencies are relevant and useful.

3. Learner knows exactly what needs to be learned.

4. Competencies can be mastered one at a time so the learner can

see what has been learned and what still remains to be learned.

There are no valid procedures available to develop competency lists for more programs.Many of the areas for which competencies are needed are impossible to operationalize ( areas of “adult living”, “survival”, “functioning proficiency in the community”, etc).

British language teaching, late 1960s) THEORY OF LANGUAGEIt starts from a theory of a language as communication. The goal to develop communicative competence.

(Hymes, 1972)Language is a system for the expression of meaning.The primary function of language to allow

interaction and communication. The focus on communicative and contextual factors in

language use. Communicative acts underline the ability to use

language for different purposes.

British linguist, D:A Wilkins( 1972) proposed functional definition of language

Two types of meaning:

1.Notional categories – time, sequence, quantity, location, frequency

2. Categories of communicative function: requests, denials, offers, complaints

The goal develop communicative competence.

STRANDS OF CLTLanguage is not just bits of grammar 907 it also involves language functions ( inviting, agreeing, suggestions etc) which students should learn how to use.

If students get enough exposure to language and have opportunities to use it and if they are motivated, then language learning will be successful.

The main point of CLT is to remind teachers that people learn languages not so they

“know“them but so that they can communicate.

activities that involve real communication promote learning.

activities in which language is used for carrying out meaningful tasks

promote learning. Language that is meaningful to the

learner supports the learning processLearning activities are selected according to how well they engage the learner in meaningful and authentic language ( rather than mechanical practice of language patterns )

Communication principle

Task principle

Meaningful principle

Theory of Learning

It is a learner – centered approach

Authentic and meaningful communication is the goal of classroom activities.

Fluency is given priority.

Integration of all language skills.

Communication is a creative process that involves trial and error.

Learning a language through using it to communicate.

Appropriateness- use of formal/informal language according to the situation.

Message focus: creating/understanding of message ( real meaning).

Psycholinguistic processing: engage learners in the use of cognitive and other processes of SL acquisition.

Risk – takingFree Practice

Are unlimited. All the activities should engage learners in communication.

Purpose:

Enable learners to attain communicative objectives of the curriculum, engage learners in communication

and require the use of such communicative processes as information sharing, negotiation of meaning, and interaction.

Functional

communication activities:

Comparing set of pictures and noting similarities and differencesWorking out a sequence of events in a set of picturesDiscovering missing pictures in a mapor picturesGiving instructions on how to draw a picture or shape or how to complete a map Following directionsand solvingproblem

Conversation and Discussion sessionsDebatesDialogues and role playsSimulations and improvisations

Gamespair workInterview

Students interact with each other rather than with the teacher.

Learners see that failed communication is the joint sponsibility, and not the fault of listener or speaker

Successful communication is achieved collabora-tively.

Teacher’s roles

Facilitate the communication between all participants in classroom, and between the parti- cipants and the various activities and the text.

To act as an independent participant within the learning – teaching group

As a researcher and learner, counselor, group manager.

one-to-one sessions

In groups

Planning group and individual

instructions.

Teacher assumes the responsibility through:

Text – based:A lesson topic( purpose: asking comprehen sion questions, taking notes, task analysis for thematic development , understanding the message), asking for more information) a practice situation, description , conversa- tion ), etc

- exercise hand-book( text-book, student book)

- activity cards,

- pair – communication practice material,

- drills material

Authentic materials: signs, magazines, advertisements, newspapers, use of maps, charts, graphs.

Realia: “from life

“ materials

1.Presentation of a dialogue ( or a situation )

and discussion of language function–formality/ informality, setting, topic

2. Oral parctice of each utterance of the dialogue

(situation ) – individually, in groups, as a whole class. Similar dialogues may be created.

3. Questions – answers based on the situation / dialogue.

4. Questions – answers based on the students

personal experience

5.Study of basic communicative expressions in the dialogue or the structures which exemplify the function ( provide additional examples)

6. Generalization of the rules ( oral and written forms) ; position in the utterance; formality / informality; the meaning and grammatical function;

7. Oral production activities – from guided to freer communication activities

8. Evaluation of learning ( orally )- Ex: How would you ask your friend / me to … ?

THEORY of LANGUAGE

to achieve basic personal communication skills: oral (listening to public announcements)- Basic personal communication skills : written ( reading and writing )- Academic learning skills: oral ( listening to a lecture )- Academic learning skills : written ( taking notes in

class)

GOALS

Specific objectives depend on learners needs and the skill ( reading, writing, listening , and speaking )

Help beginners become intermediates

Develop basic communication skills , both oral and written, in every day situations.

- NA places no emphasis on teacher monologues, direct repetition, and formal question and answer.

- less focus on accuracy

Exposure(input ), rather then practice Central role of Comprehension

BUT it emphasizes

Informal settings

Affection and Emotional preparedness for learning

Prolonged period of attention before language production( Silent period)

1.The Acquisition / Learning HypothesisAcquisition is the “natural way”- it refers to an unconscious process that involves the development of language proficiency through understanding and through meaningful

communication.

Learning – is a process of development of conscious rules about a language. - Ability to verbalize this knowledge. -The need for formal teaching and error correction

CONDITIONS

2. The Monitor Hypothesis – ability to correct our mistakes while

communicating.

a. Time- there must be sufficient time for a learner to choose and apply the learned rule.

b. Focus on form – focus on

correctness.

a. Knowledge of rules

3. The Natural Order Hypothesis – the acquisition of grammatical structures is in a predictable order. Errors

are signs of naturalistic developmental processes.

situation and context, extralinguistic information (knowledge of the world)

Fluency appears independently in time, after the learner has acquired linguistic competence.

Comprehensible input refers to understanding of the context .

4. The input Hypothesis – relationship between the learner's exposure to language and language acquisition:

5.The Affective Filter Hypothesis-

importance of learner's

emotional state.

- Motivation

- Self – confidence

- Anxiety

- Low affective filter leads to

interaction with more confidence.

Teacher`s role

Pre-production stage –

response to physical commands,

pointing at something, etc

Early – production - single words, simple questions and, short phrases answers.

Speech – emergent phase – role- plays, games, exchange of opinions, group problem solving , etc

Goal make class activities meaningful, relate them to the real world, foster comprehension and communication among learners.

The use of realia : pictures, visual aids, schedules, advertisements, maps, books, etc.

The use of imperative mood( commands )

Demonstrations (realia) The use of pictures, flashcards Physical descriptions Simple questions and answers

The use of visuals to introduce new vocabulary

Identifiying the picture according to description

Short dialogues

Conversations

Cooperative Language Teaching

Learning id dependent on the socially structured exchange of information between learners and in which each lerner is motivated to increase the learning of others ( Olsen and Kagan 1992:8 )

Emphasis on maximum use of cooperative activities involving pairs and small groups of learners in the classroom.

MAIN POINT

to increase cooperation rather

then competition

to develop critical thinking skills

to develop communicative competence

through socially structured

interaction activities

OBJECTIVES

GOALS of COOPERATIVE LANGUAGE LEARNING

to provide opportunities for second language

learning through the use of interactive pair/group work to provide teachers with a methodology to

enable them to achieve this goal and one that can be applied in a variety of curriculum settings

to focus attention on language structures, particular lexical items, and communi –cation through interactive tasks

Lev Vygotsky and Jean Piaget - stress the central role of social interaction in learning.

CLL is contrasted with competitive learning

is working together to

accomplish shared goals.

Cooperation

Learning occurs in groups.

1. Formal cooperative learning groups – are

established to achieve specific tasks. 2. Informal cooperative learning groups - facilitate learning during direct teching. 3. Cooperative base groups – give each

member support, help, encouragement, and assistance to succeed academically.

IMPORTANT ASPECTS OF GROUP WORK

For one group:

- All students work on the same material

- Teacher directs presentation of the task

- Everyone should know what to do

- Any group member should know the answer and be ready to report and explain.

Topics may be different for each group

Students may use different sources for research

Work may be presented in oral or writen form

Each group presents work for the whole class

( not only for the teacher )

For different groups in the same class

Exchange of opinions Sharing information and discussing it group projects Pair work Information-gap activities ( filling missing

information during interaction with another group or partner )

Interviews Round tables Solving problems

Learners Roles

Learner is a member

of a group Learners are responsible of their own learning: they

plan, monitor ,and evaluate their own learning

Teacher creates a well-organized learning environment,

T. establishes goals, plans and structures tasks T. assigns students in pairs or groups T. selects material and time T is facilitator of learning – helping students during

the class

Teacher's Roles

Content – Based Instruction (1980`s)

In this approach, teaching is organized around the content or information that students will acquire, rather then round a linguistic type of syllabus.CBI is based on the principles of Communicative Language Teaching – class should be focused on real communica-tion and the exchange of information.

language is used for specific purposes ( academic, vocational, social). Learning is believed to be more motivating when students use topics of a particular interest.

The language that is being taught could be used to present subject matter

Main point

1.To activate and develop

existing English language skills.

2. To acquire learning skills and strategies that could be applied in future language development opportunities

3. To develop general academic skills applicable to university studies in all subject areas

4. To broaden student`s understanding of English – speaking peoples.

Objectives of CBI

People learn a second language more successfully when they use the language

as a means of acquiring information.

CBI better reflects learner's needs for learning a second language – prepare students for academic studies, and to be able to access

the content of academic learning and teaching as quickly as possible.

- Vocabulary building- Communicative inter – action- Study skills- Group work and team-building techniques- Jigsaw reading arrangements- Much writing- Language skill improvement

TEACHER`S ROLES

TEACHER must be good knower of

tThe subject, besides of English.

He/ she selects, adapts

authentic material for class

use; analyzes the students

needs, develops high- level of

student esteem, and uses

appropriate error

correction techniques.

LEARNER`S ROLES

LEARNERS are sources of content and active participants in the selection of topics

MATERIALS

CBI is based on content area , or theme – based

model in which content and instructional sequence is chosen according to language

learning goals. MATERIALS : - Authentic texts, subject textbooks, articles

related to the subject.Materials could be adapted or modified to

achieve maximum comprehensibility.

TASK- BASED LANGUAGE TEACHING

INDIA, 1980`s( Prabhu)

TBLT is an approach based on the use of tasks requiring increasingly complex use of language.

The tasks are done in groups where learners use English they already know.

TBLT emphasizes the importance of activities:

Which involve real communication (conversation )

- In which language is meaningful and is used for carrying out meaningful tasks.

a. real world tasks (ex: phone

conversation, filling hotel forms,

etc )

b. pedagogical tasks ( ex: doing a grammar exercise, etc )

TASKS

CLASS ROCEDURE

PRE- TASK : - introduction to a topic, listening, reading, brainstorming; activation of essential language previously learned)

TASK : - Planning the task, doing the task

( finding solution to a puzzle, reading a map, writing a letter, making a phone call, etc) , and reporting on the task or presenting the product of task.

Procedure

POST –TASK : Focus on language used, error correction, comments on tasks; practice of the language ( reviewing new grammar or vocabulary used during the task, etc; discussion of the task.

Important: objectives and a sense of achievement

Procedure

POSITIVE POINTS

Tasks improve learners motivation

and promote learning Tasks require the learners to use authentic language Tasks are varied in format and operation

Tasks include physical activity, they involve partnership and collaboration

Difficult tasks may reduce the attention, therefore, fluency may develop at the expense of accuracy

NEGATIVE aspects

THANK YOU!