Task 3: Describing a task using the R&R model

Instruction: Go through the task given below and describe it using Richards and Rodgers' framework. Discuss your responses in class.

Designing an alternative world

1. Students and teachers brainstorm aspects of their environment they like and those they would most like to see improved. These may include changes to the geographical setting, nature, animal-life, housing, society, family, leisure activities, politics, etc.

2. Students are put into groups according to common interests. The groups identify the language and information they need. The students carry out individual and group research on selected topics. The students discuss aspects of this 'alternative reality' and the report back. They decide on the different ways (stories, recordings, games, etc) to link all the research and present the final product.

3. Students present the topic and evaluate the activity.

(Ribe and Vidal 1993:2)

Taken from Nunan (2004). Task Based Language Teaching Cambridge:CUP

Task 2: Here are some clarifications for your help.

The overall aim of Richards and Rodgers' figure is "to propose a framework for describing / comparing language teaching practices of that time". It revolves around the terms methods / approach / design / procedure. Anthony Edwards, first, proposed such a framework in 1963. This was the "approach / method / technique" classification.

Now, during Richards and Rodgers' time (1980s), generally the term "methodology" was used to describe "how languages are taught” in the classroom but Richards and Rodgers chose to re-define the term “method”. They chose to use it as an umbrella term for describing any “language teaching practice” of their time. So, they would describe any selected “method” (TPR, Community Language Learning, etc) using the terms “approach”, “design” and “procedure”.

Example:

If Anthony Edwards would describe the Grammar Translation, he would describe it as under – The approach behind the GT is the structural approach. Any language is a combination of structures and rules regarding how these structures are arranged accurately. The best way to learn these structures is using the learners’ knowledge of the mother tongue and repetition of structures.

As a result of this approach, the GT began to be used as a method. Based on GT, techniques like teacher dictating translations of passages in the target language, students translating passage, drilling, etc were used in the early foreign language classrooms.

If Richards and Rodgers were to describe Grammar Translation. First of all, they would call it the “Grammar Translation Method”. Then, they would describe this method using the three term classification of –

“Approach” - Any language is a combination of structures and rules regarding how these structures are arranged accurately. The best way to learn these structures is using the learners’ knowledge of the mother tongue and repetition of structures.

“Design” – Here, they would describe the syllabus models used in GTM, the learner roles, the teacher roles and materials used in class.

“Procedure” – Here, they would describe the techniques used by the teacher, the types of exercises used in class, and other resources required in the classroom.

PS. Please post any difficulties or questions that you have here in the comments sections.

TASK 2: Reworked final write up

Please post your reworked assignment here. Remember to write the names of your group members.

Task 2: Method: Approach, Design and Procedure

Dear all,

Thank you to all of you who have completed Task-1. You can use such opportunities to improve your language. So, instead of copying down what Anthony Edwards has written directly, you can try and put it in your own words. If you need my help, I will be happy to assist you by giving you relevant feedback.

Alright, now for Task 2 for this topic. Click here. You will find a word document with a figure describing 'Method' in a different manner. Go through it carefully.

Then, search the internet and answer the following questions -

1. Who first formulated this figure?
2. What does it describe?
3. How is it different from what scholars have said earlier in ELT theory?

Once, you find the answers, post them as a comment here. Don't forget to write the names of your group members.

Let's see who finds it first!!

Batch of 2014-15: Task 1: Approach, Method and Technique

Dear all,

For the first task,

1. Read the article Approach, Method and Technique by Anthony Edwards (published in the ELT Journal in 1963). This is a seminal article on this topic and will help you in your preparation of notes and presentations for exams. Each group has a hard copy. You can find it on the following link also.

2. Note down the main points, especially the definitions of the terms "approach", "method" and "technique".

3. Post them as a comment here. Don't forget to add the names of the your group members.

Your comments should be posted here by tomorrow evening.

Thank you very much for your co-operation.

Welcome Semester - II, batch of 2014-15 !!!

Dear all,

As promised here is the link to useful articles and books for your course this semester. Please make maximum use of the resources I upload here.

Approaches and Methods reference

Go through all the articles and use them for your preparation. Please contact me if you have any problem. Also, please add comments on this blog as to how you are using these articles. Also, let me know if you need any more help.

Let's make this an enriching experience!

Humanistic Approaches: Community Language Learning

I hope all of you remember the fun we had during the CLL race that we had in class. Congratulations once again to Rajendra, Divya and Madhavi for a very successful class.

Here's a bit of a note on CLL -

Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1.

The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.

Retrieved from https://www.teachingenglish.org.uk/article/community-language-learning

To read more click here

Here's a task for you. Go through the points posted below. Pick one point and explain it in form of your comment. Pick points that your other friends haven't picked.

• ·         CLL developed by Charles A Curran
• ·         It is one of the humanistic approaches. 
• ·         It was developed for adult learners.
• ·         Students learn vocabulary by discussion.
• ·         CLL is developed in Chicago.
• ·         Language is for communication.
• ·         Building a relation with and among student is very important.
• ·         Teacher sets time limit for student.
• ·         This method is teacher student centered.
• ·         It is developed in 1970-1980’s.
• ·         Accepting atmosphere
• ·         Students  need quiet reflection time in order to learn.
• ·         It focuses on collaborative learning.
• ·         Teacher works as a human computer.
• ·         One task at a time
• ·         Developing community among the learners
• ·         Teacher becomes as language councilor
• ·         Non  threatening atmosphere.
• ·         Syllabus designed by students.
• ·         Taken from counceling-learning approach.
• ·         Learning is persons.
• ·         Teacher acts as a translator.
• ·         No competition among student.
• ·         Creative thinking.
• ·         Learner autonomy.
• ·         Learning is dynamic and creative.
• ·         Transcript as a technique.
• ·         Teacher focused how to use target language in the class
• ·         Students are free to choose the way of learning.
• ·         Maintain co-operation.
• ·         Teacher should be sensitive.
• ·         Pronunciation is focused on.
• ·         Negligence of teachers  guidance.
• ·         Reflective listening is done
• ·         Student independence.
• ·         Small group task is done.
• ·         Student should know about their own learning.
• ·         Non defensive learning.
• ·         Self evaluation is done.
• ·         Reflective on experience.
• ·         Students feel secure.
• ·         No explicit error correction.
• ·         It is time consuming.
• ·         It has five stage of learning.
• ·         Train students.
• ·         Students need to learn to discriminate
• ·         Language analysis in classroom.
• ·         Students are encouraged by teacher.
• ·         Explain procedure by teacher.
• ·         Sometimes students are assertive.
• ·         Tape recording of student conversation
• ·         It depends on counselor translation.
• ·         Work well with lower level students.
• ·         Discussion of meaning of new words.
• ·         Retention will be takes place.
• ·         Teacher accepts what student say.
• ·         Language learning is done.

The Audiolingual Method

The Audio-Lingual method of teaching  had its origins during World War II when it became known as the Army method.  It is also called the Aural oral approach. It is based on the structural view of  language and the behaviorist theory of language learning.

The audiolingual approach to language teaching  has a lot of similarities with the direct method. Both were considered as a reaction against the shortcomings of the Grammar Translation method, both reject the use of the mother tongue and both stress that speaking and listening competences preceded reading and writing competences. But there are also some differences. The direct method highlighted the teaching of vocabulary while the audiolingual approach focus on grammar drills.

Retrieved from
http://www.myenglishpages.com/blog/the-audiolingual-approach/

Here's another blog on ESL. You can read more about this method here. - blog about esl

Here's what your classmate Meghana put together after the class discussion -

Points discussed in class - 

·         Teacher acted as a “model” for target language.

·         One “Grammar Structure” in focus.

·         “Positive reinforcement” is given by the teacher to the student.

·         No use of “Native language (L1) /Mother tongue” only “Target language.”

·         They practiced “Dialogue”.

·         Students did not “Write” anything.

·         Immediate “Error correction.”

·         Most focus on “Listening/Speaking.”

·         “Habit formation” is emphasised.

·         Teaching through “Role play”

·         Use of “Standard imagination.”

·         Use of “Real objects/pictures”.

·         “Encourage” students to participate.

·         Breaking difficult structure - “Back ward building.”  

·         “Motivate or Support” to speak accurately.

·         “Drilling method”- Question & Answers drilling.

·         Encourages “Non- Verbal cues.”

·         “Memorising dialogues” (Extension activity)

·         Individual & Group” practice

·         “Error correction” through “Repetition” by teacher.

·         No “Written material” introduced through major part of the class.

·         “Pair” is formed in front of the class.

·         “Grammar” is taught “inductively”.

·         “Repetition” of sentence pattern.

·         “Teacher” in role of “Facilitator.”

·         “Positive” atmosphere is created.

·         Use of “Authentic language” (Real –life situation/dialogue are in context)

·         Students are encouraged to “Speak” aloud.

·         “Perfection” in pronunciation. ( intonation)

·         “Pattern” practice more- “Meaning” may not be emphasised.

      Please pick one point. Classify it and then explain it in your comment. Please add other points also and useful links to this post.

 

The Direct Method

Dear all,

Here is a short introduction on the Direct Method and some of the points we discussed in class. This is NOT a complete list so please add points that I have not included. 

Once again, divide your points into - 

I. Historical Background

II. Principles

III. Techniques

IV. Advantages and Disadvantages

V. Its Relevance today - in this section I would like all of you to give your personal response as to this method. Share with everyone, what you think is relevant to today's classroom and what is not.

So lets begin

The Direct Method

The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

Example
The teacher explains new vocabulary using realia, visual aids or demonstrations.

In the classroom
Aspects of the Direct Method are still evident in many ELT classrooms, such as the emphasis on listening and speaking, the use of the target language for all class instructions, and the use of visuals and realia to illustrate meaning.

Retrieved from

http://www.teachingenglish.org.uk/knowledge-database/direct-method

Points of Direct Method based on discussion that took place in the class

1)    The language is looked at as “means of communication.”

2)       Object of learning a new language is “Communication.”

3)    Learners are expected to become “Autonomous.”

4)    Developing ability to think in “Target Language.”

5)    Learners “Participate & Interact” in target language.

6)    In this only every-day vocabulary / sentences are used.

7)    There is the spontaneous use of target language.

8)     There is no “translation” required.

9)    Concrete vocabulary –“objects, pictures, concepts association of ideas.”

10)  In this L2 (Second language learning) learning is similar to L1.

11)   In this “presentation” of material occurs “orally” first.

12)    In this “grammar” is taught “inductively.”

13)  Only the “Target language” is used in the classroom.

14)    “Speaking & Listening” comprehension emphasized.

Some of the limitations in “DIRECT METHOD” are -

1)      It was difficult to use, mainly because of the constraints of “Budget, Time& Classroom size.”   

2) According to Henry Sweet, it didn't have a strong foundation in theory.

Welcome everyone!

Dear students,

Welcome to our very own methods and approaches blog!!!

I have created this blog to help us post and consolidate all that we have read and will read about various methods and approaches in the field of teaching of English as a second language.

I am going to upload various points that you have talked about. You can post additional points / material that you find that may be useful to everyone. Let's share helpful links and books that we find.

Also, if you have any doubts, queries related to any topic that we have covered, you may post it as a comment and we will solve it together.

Let us make this effort a success. All your suggestions on how to best use this blog are welcomed.

Anna ma'am

The Grammar Translation Method

Dear all,

So, here we begin with the Grammar Translation Method. I am posting an introduction given by one of your friends to this method. Please add relevant points to this. You can classify them under three titles - 

I. Historical Background

II. Principles

III. Techniques

IV. Advantages and Disadvantages

V. Its Relevance today - in this section I would like all of you to give your personal response as to this method. Share with everyone, what you think is relevant to today's classroom and what is not.

So lets begin

INTRODUCTION

The “Grammar-translation method” of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth century’s. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. 

“The goal of this method is to be able to read and translate literary masterpieces and classics and this may account for its heavy bias towards written work to the virtual exclusion of oral production.”