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Teaching Techniques and Strategies in Foreign
Languages
Presented by
Dr. G. Sakinah Abdur-Rashied,
Assistant Professor of
Modern Foreign Languages
Jackson State University
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Teaching Techniques and Strategies in Foreign
Languages
Best Practices in Foreign Language
Teaching and Learning
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M ethodologies in Foreign
Language Teaching Grammar-Translation Method (1890-1930)
Cognitive Approach (1940 ± 1950) Audio-Lingual Method (1950-1960)
The Direct Method (1970)
The Natural/Communicative Approach(1960 ± 2000)
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M ethodologies Continued
Total Physical Response/TPR (1960±
2000)
The Silent Way (1960 ± 2000)
Suggestopedia (1960 ± 2000)
Community Language Learning/CLL:
(1960 ± 2000)
Total Immersion Technique
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Grammar Cognitive
Translation Approach
Use of dictionaries
Grammar explanations
Exercise drills
Little opportunity for second-languageacquisition existed
Introduction for the first
time of the four skills
Listening
Speaking
Reading Writing
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Audio-Lingual Dire
M ethod M ethod Audio tapes and lab
Mimic native speakers
Dialogues recited andMemorized
Repetition and
substitution
Transformation and
translation
Discussion in the
language
Teacher/studentinteraction
Accuracy in
pronunciation and
oral expression
became the main
intention
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Communicative Physical
Approach Response
Tracy Terrell and
Stephen Krashen says Acquisition-focused
approach progresses
through three stages:
1. Aural comprehension2. Early speech production
3. Speech activities
TPR founded by James
Asher Language and body
movement are
synchronized through
imperative commands
Kinetic movement vs.
rote memorization
Speech is delayed
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The Silent Way
Introduced by Dr. Caleb
Gattegno of Alexandria,Egypt
Production beforemeaning
Color-coded phonetics
No pronunciation model
Ability to draw studentsout orally
Teacher takes a back seat Small group or round-
table required
No textbook, syllabus in
initial phase The silent way truly gives
students a spoken facility
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Suggestopedia M ethod
Based on the Bulgarianmedical doctor, hypnotist,
psychology professor Dr.
Georgi Lozanov and histechniques of superlearning This
Avant-garde method is sub
conscious & subliminalmelodic and artistic
Background classical or
Baroque music
Soft lights, pillows
Cushions on floor
Low/no stress focus
Maximizes naturalholistic talents
Low/no stress focus
Breathing exercises to
lead into the ³alpha state´
Derivative Programs
1. Donald Schuster (SALT)
2. Lynn Dhority (ACT)
3. Suzuki Method of
Music learning
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Community Language
Learning/CLLDesigned and elaborated by
Charles Curran
Eases the learner intogradual independenceand self-confidence inthe target language
S A R D
1. S = Security to foster student confidence
2. A = Attention or aggression (involvement and
frustration)
3. R = retention and
reflection (what isinternalized andultimately reflectedupon)
4. D = discrimination (thelearner can now
discriminate throughclassifying a body of material, seeing howone concept interrelatesto another previously
presented structure)
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Total Immersion Technique
This technique in foreign language pedagogy³immerses´ or ³submerges´ the student directly
into the target language from the first openingday or hour of class. There are basically twotypes:
1. Effective ± begins in hour one wherein the
teacher speaks the foreign language slowly,clearly, and uses understandablecomprehensible cognates( pictures/photo/TPR
2. Ineffective ± begins in hour one wherein theteacher speaks rapidly at native speed as if thestudents were residing within the target culture.
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Strategies in Foreign language
Learning and Teaching Definition of Strategies:
1. Wenden and Rubin (1987) defines strategies
as«´any set of operations, steps, plans,routines used by the learner to facilitate theobtaining, storage, retrieval, and use of information.´
2. Richards and Platt (1992) state that learningstrategies are ³intentional behavior andthoughts used by learners during learning so asto better help them understand, learn or remember new information.´
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Strategies Continued
According to Rubin (1987) there are three types of
strategies:
1. Learning strategies
2. Communication strategies
3. Social strategies
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Learning Strategies
Cognitive Learning
Strategies
Steps or operations
used in learning that
require direct
analysis,
transformation, or
synthesis
Six main cognitive
strategies:
1. Clarifying/Verifying2. Guessing / Inductive
Inferencing
3. Deductive Reasoning
4. Practice5. Memorization
6. Monitoring
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Learning Strategies Cont¶d
Communicationstrategies
Related to the processof participation in aconversation and
getting meaningacross or clarifyingwhat the speaker intended
Social strategies
Those activities that
learners engage in to
be exposed to and to
practice their
language knowledge
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Teacher Role in Strategy
Training Teacher should learn
about students
1. Interests
2. Goals
3. motivations
4. Learning styles
5. Purpose for learninga language
The most importantteacher role in foreign
language teaching isthe provision of awide range of tasks tomatch the needs of allstudents possessing
different learningstyles, motivationsetc. (Hismanoglu)
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Application of Techniques
Language masteredmore meaningfully
when instructorsutilize:
1. Sounds
2. Patterns
3. Gestures4. Symbols
5. And multimedia
Computers and
interactive multimedia
learning are creatingmeaningful learning
environment in
foreign language
pedagogy (Jacobs,1992)
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Techniques continued
Good teaching means
that the teacher must:
1.B
e knowledgeable indiscipline
2. Show enthusiasm
3. Emphasize concepts andcritical thinking
4. Encourage questionsfrom students
5. Be caring tostudents(Ali, 2005)
Creativity and Art as aconstructivist techniquewhich allows student to
make personaldiscoveries throughstudent centeredlearning: with thefreedom to choose how
to learn, what to learn,when to learn, and to
become an activemember of thecommunity of learners
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E ffective Teaching and E ffective Learning Process
Teacher Student
Planning and stategies
Methodology
PreparationPresentation
Promote thinking skills
Technology integration
Satisfaction
Motivation
Result
Evaluation
Group Work
Attitude & perception
Critical thinkingWillingness to learn
Cooperative learning
Goal orientation
State of the mind
Self-regulated
Reason application
Accountability
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Factors E ffecting Learning Outcome
Student¶s attitude
Learning environment
Student¶s interaction
Learning instruction
Teacher¶s attitude
Social environment
Classroom management
Student-teacher interaction
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Techniques of Positive Teaching
Storytelling + surprises
Use reasoning
Use communications
RelevancyUse left-right brain
Connections
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Techniques of Positive Teaching Continued
Presentations
Using fewer facts
Media integration
Emphasize Concepts
Experience
Encourage questions
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Learning Process
Motivation Engagement Group Learning
Learning Process
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References
Faryadi, Q., (2007). Techniques of Teaching Arabic as a ForeignLanguage through Constructivist Paradigm: Malaysian Perspective
Hadley, A. (2001). Teaching Language in Context, Third Edition, Heinle
& Heinle PublishersHismanoglu, M. (2000). Language Learning
Strategies in Foreign Language Learning and Teaching. TESLJournal Vol. VI, No.8, http://itesl.org/ retreived August 8, 2009.
Lozanov, G. (1999). Methodologies in Foreign Language Teaching: a brief historical overview.
Pufahl, I., Rhodes, N. & Christina, D. (2001). What We can Learn fromForeign Language Teaching in Other countries. Center for AppliedLinguistics.
Richards, J. & Platt, J. (1992).Longman Dictionary of LanguageTeaching and Applied Linguistics
Wenden, A. & Rubin, J., (1987). Learner Strategies in LanguageLearning, Prentice Hall.