THE BASICS OF TEACHING ENGLISH THPT

THE BASICS OF TEACHING ENGLISH
BY DANG HIEP GIANG
SED – MOET
Jan 2010
How languages are learned
Behavioral psychology led to structural linguistics [1900s – 1950s]
Cognitive psychology led to generative linguistics [1960s – 1980s]
Constructivism led to sociolinguistics and a focus on social interactions [1980s – today]
Behavioral psychology and structural linguistics
When people do something the same way many times, they form habits that become part of their behavior and their lives.
Drills and Pattern practice are favored.
Students learn to use correct forms and vocabulary through repetition and reinforcement.
Cognitive psychology and generative linguistics
Learning is a rational activity based on understanding rules that we cannot immediately observe => Learning is a complex mental process.
Language isn`t simply learned through habit-forming processes; it is a mental process that involves perception, motivation, and experience.
Some learning tools that cognitivists favor
Logic: Recognize logical relationships between things to see how they are connected
Reason: Use thinking processes, not repetition of behavior, to understand how language structures work
Exploration: Discover connections between forms and rules
Inference: Understand rules through looking at examples first
=> In the classroom, teachers give detailed explanations of grammar points and structures because they believe this will help learning. Then the students engage in meaningful practice of that point and structure.
Constructivism
Knowledge is built by sharing and communicating with each other.
Learning is a process in which learners discover new meaning by interacting with the environment and one another.
When we work or talk with other people, we exchange knowledge, experiences, and ideas
knowledge is socially constructed.
Constructivism combines linguistic, psychological, and sociological ideas about learning, most closely associated with sociolinguistics.
Language learning happens when people are engaged in social interaction.
Constructivism in the classroom
Cooperative learning is the center of class activities.
Learners work together in groups and each group member has specific responsibilities.
Typical classroom activities involve group and pair work, discussions, information sharing, and classroom student talk.
There is very little need for explanations of grammar and structures by the teacher because interaction and communication with peers is believed to help learning.
Grammar-translation method
Main characteristics
classes are taught in the first language and there is little active use of the target language
there are long explanations of grammar
students read difficult and/or long texts
there is little or no attention to pronunciation
students translate disconnected phrases or sentences from one language to another
=>Limitations: students gain reading knowledge of a second language, but not communicative competence.
Audio-lingual method
Main characteristics
new material is presented in dialogue form
there is imitation and memorization of set phrases
structural patterns are taught using repetitive drills
there is little or no grammatical explanation
there is limited vocabulary learning done in context
audio, videos, visual aids, and language labs are used extensively
great importance is attached to pronunciation
successful responses are immediately reinforced
Limitations
a lot of repetition may bore students, there is a strong focus on accuracy
not much opportunity for students to develop their communication skills
focus mainly on oral production – reading and writing are neglected
Cognitive code learning
Main characteristics
activities that focus on rule explanation
an emphasis on deductive learning
sequencing material by grammar
drilling of grammar forms and structures
grammar explanation precedes practice activities
Limitations
lack of communicative proficiency in learners
excessive explanation of grammatical rules may frustrate student
Designer methods
Designer methods
Communicative language teaching
CLT sees language as a system for interaction and communication.
Main characteristics
interactive and meaningful language use
activities include tasks, information sharing, negotiation of meaning, and interaction
use of task-based and authentic materials
syllabus is guided by learner needs
focus is on fluency and clear communication
focus is on grammatical, functional, and social components of the language
Limitations
accuracy is not always achieved
there is a lot of focus on fluency not accuracy
communication is stressed over reading and writing
Foundation Principle: PPP
PPP stands for presentation, practice, and production. It was popular throughout the 1980’s. Very beneficial at lower levels and is still widely used today.
Presentation involves presenting a language point.
Practice refers to controlled practice.
Production refers to freer practice; students use the target language in sentences of their own.
Foundation Principle: ESA
ESA stands for engage – study – activate.
Engage involves getting the students’ attention or interest, getting them involved. If students are involved or engaged, they are more open to the learning process.
Study as the name suggests involves focus on a language point.
Activate involves having students use the language, preferably in a realistic context that is as close to real life as possible. Try to incorporate activities that have students using any language they know and not just focused on one structure (controlled language use).
Essential elements of language teaching
Language teaching can be broken down into aspects of language and language skills.
Aspects of language include grammar, vocabulary, pronunciation, functions and levels of formality.
Language skills!
Remember skills are not entirely separate. We rarely use one skill in isolation.
Implications
There is no general agreement on how languages are learned.
The teaching of vocabulary, grammar, and structures changes as the theories about how language is learned change and develop.
Well-informed teachers are aware of the many theories and their applications in the classroom. Knowing the theories can help the teachers to:
better plan lessons by focusing on problem areas in learning
develop methods and techniques that best suit their students` needs
realize that only one type of learning, such as memorization, may not be sufficient
Implications
Teachers need to remember:
There is no one best and most successful method for teaching English.
We do not learn a new language by simply repeating and practicing forms (Audio-lingual Method) or by translating sentences from one language to another (Grammar-translation method). Nor do we learn by just communicating (Communicative Language Teaching). We learn by being exposed to the new language, by interacting with others, and by studying forms of the language.
=> use a number of different methods – eclectic methods - to help students learn a new language successfully.
Implications
Students need to:
interact with other students and experiment with the new language;
be exposed to the new language both inside and outside the classroom;
focus on forms of the language and receive sufficient explanation of forms they are learning;
have sufficient time to learn the new language. Some students pick up a new language quickly; others need a silent period before they are comfortable using the new language.
Questions and comments
THANK YOU!