IDE 205 APPROACHES & METHODS IN ELT

1. IDE 205 APPROACHES & METHODS IN ELT AYÇA YALÇIN 07285002 SELİN HOMAN 07285003

2. THE ORAL APPROACH & SITUATIONAL LANGUAGE TEACHING

3. REASONS FOR THE DECLINE OF DIRECT METHOD • Difficulties to implement in public schools • Restricted time • Limited skills of teacher • Size of classrooms • Reading knowledge (Coleman Report) • Lack of sound methodological principles

4. RESULTS OF THE DECLINE OF DIRECT METHOD • An attempt to develop more scientific foundation for an oral approach to teaching English • Systematic study of principles and procedures - Audiolingualism (USA) - Oral Approach or SLT (Britain)

5. ORAL APPROACH & SLT ►Developed by British applied linguists Harold Palmer – A.S. Hornby (1930s-1960s) ►It involved systematic principles of selection, gradation and presentation

6. ORAL APPROACH & SLT Important features of the method: ►Vocabulary Control Emphasis on reading skills ►Grammar Control Structures through sentence patterns

7. ORAL APPROACH & SLT Main characteristics of the approach: • Oral introduction before written form • The language of the classroom = Target language • New language points = in situations • Vocabulary selection = a core of common words • Grammar = Simple to complex (inductively) • Reading and writing are introduced later

8. THE ORAL APPROACH & SITUATIONAL LANGUAGE TEACHING

9. APPROACH • Theory of Language • British Structuralism • The basis of language = Speech • The heart of speaking ability = Structure • Relationship between the structure, context and situation (notion of situation) • Oral practice of structures

10. APPROACH • Theory of Learning • A type of behaviorist habit-learning theory • Processes rather than the conditions of learning (Frisby) - Receiving the knowledge - Fixing it in the memory by repetition - Using it in practice

11. APPROACH • Theory of Learning • Language learning = habit formation - Correct speech habits are fundamental • An inductive approach to the teaching of grammar - The meaning of structures = induced from the situation - No explanations or translation • Apply the language in class to situations outside the class.

12. DESIGN • Objectives • To teach the four basic skills of language through structure • Accuracy is important in grammar and pronunciation • Automatic control of basic structures and sentence patterns

13. DESIGN • The Syllabus • The structural syllabus - A list of the basic structures and sentence patterns - Arranged according to order of presentation - Structures are taught within the sentences - Vocabulary = to teach sentence patterns

14. DESIGN • Types of Learning & Teaching Activities • New sentence patterns presented in situations • Drill-based practice • The form of new words demonstrated with examples (no translation-grammatical explanations-description) • Guided repetition and substitution activities • Dictation, imitation and controlled oral-based reading and writing tasks

15. DESIGN • Learner Roles • In the initial stages of learning • Passive • No control over the content of learning • Likely to display undesirable behaviors • During the practice phase of the lesson • More active • Initiating responses and questions

16. DESIGN • Teacher Roles • Teachers serve as a model - To set up situations - To model the new structure for students to repeat - To be a manipulator • Teachers’ responsibilities according to Pittman - Timing - Oral practice to support the textbook structures - Revision - Adjustments to special needs of individuals - Testing - Developing language activities in addition to the textbook

17. DESIGN • The Role of Instructional Materials • Textbook - organized lessons planned around grammatical structures • Visual Aids - wall charts, pictures, stick figures…

18. PROCEDURE ●Procedures move from →controlled to freer practice of structures →oral use of sentece patternsto automatic use in speech-reading-writing ●An example of SLT lesson plan (Pittman) First Part → stress and intonation practice Body Part → pronunciation → revision → oral practice - drilling → reading

19. PROCEDURE Teaching procedures to be used with SLT consists of: 1. Listening practice -get student’s attention -repeat the new model clearly, slowly • Choral imitation -repeat what the teacher has said -hand signals -instruction • Individual imitation -check pronunciation

20. PROCEDURE 4. Isolation - words, sounds that cause trouble - go through the previous techniques (before context) • Building up to a new model - ask/answer questions (with patterns they know) - bring about necessary information - introduce the new model 6. Elicitation - use mimes, gestures, prompt words - ask questions, make statements -give new examples of the pattern

21. PROCEDURE 7. Substitution drilling - use cues (words-pictures-numbers-names) - substitute, mix words into new patterns 8. Question-answer drilling - practice the new question form 9. Correction - repeating the error - shaking head - correction by the same or different student - encouraging students to listen each other carefully

22. CONCLUSION • The first attempt to establish theoretical principles • Textbooks were written according to the principles of SLT HOWEVER • In 1960s, The views of language and language learning underlying SLT were called into question

23. REFERENCES 1. Approaches and Methods in Language Teaching, Jack C. Richards, Theodore S. Rodgers, Second Edition, Cambridge University Press 2001 2. Oral Approach and. Situated Language Learning, prepared by Doris Shih, FJU (PowerPoint Presentation) http://www.ling.fju.edu.tw/tesl/oral%20approach%20&%20SLL.ppt#256,1,Oral Approach and Situated Language Learning