TECHNIQUES IN ELT
description
Transcript of TECHNIQUES IN ELT
TECHNIQUES IN ELT
CONTENT1- What is technique?2- Why do teachers need to use
technique?3- Kinds of techniques?4- Techniques in all approaches and
methods.5- Summary.
What is technique?
Technique: (implementations) The level at which classroom procedures are described.
Edward Anthony
Why do teachers need techniques in the
classroom?
Techniques;►tool for teaching.►promote the success of
students.
Kinds of Techniques
1- Controlled techniques
2- Semi-controlled techniques
3- Free techniques
1- Controlled techniques: Drills, dialogues, reading aloud, display questions/answers…
2- Semi-controlled techniques: Information gap activities, cued narratives, referential questions/answers…
3- Free techniques: Role plays, debates, problem solving, interview, discussions…
GRAMMAR TRANSLATION METHOD(GTM)
TECHNIQUES:
●Translation ● Reading comprehensible questions ● Antonyms/Synonyms ● Cognates ● Fill in the blanks ● Memorization ● Use words in sentences ● Composition ●Deductive application of rule
Cognates
Similar spelling and sound patterns that correspond in L1 and L2.
E.g: Method / Metod Modern / Modern
Of course;This technique would only be useful in
languages that share cognates.
Fill in the Blanks
Example:
● We …….got many books.
● There……a vase on the table.
Use Words in Sentences
►I could not recognize him after so many years.
DIRECT METHOD
● Reading aloud ● Question/answer exercise ● Getting students to self-correct ● Conversation practice ● Fill in the blank exercise ● Dictation ● Map drawing ● Paragraph writing
Dictation
The teacher reads the passage 3 times;
1- at a normal speed. 2- phrase by phrase. 3- again at a normal speed.
Map Drawing
It is used for listening comprehension practice. The students are asked to write the names of the cities on the
map.
Paragraph Writing
● Students write paragraphs in their own words using the target language.
AUDIOLINGUAL METHOD● Dialogue memorization ● Backward build-up drill ● Repetition drill ● Chain drill ● Single-slot substitution drill ● Multiple-slot substitution drill ● Transformation drill ● Question/answer drill ● Use of minimal pairs ● Complete the dialogue ● Grammar game
Repetition Drill
T: This is a pencil.(repeat after me)
S: This is a pencil.
Chain Drill
T: How are you?S: Fine, thanks. How are you? (to the
student near him/her)Another student: Fine, thanks…. ► The activity goes on in this way.
Single-slot Substitution Drill
E.g: T: Ali went to the zoo.T: Zoo (cue word).S: Ali went to the zoo.
Multiple-slot Substitution Drill
Cue phrasesT: Ali has got an apple and Ayşe has
got a banana.T: Has gotS: Ali has got an apple and Ayşe has
got a banana.
Transformation Drill
First;Teacher gives the positive form of a
sentence.
Then;Asks for the negative form of it.
Question/Answer Drill
T: What is this?S: This is a pencil.T: What are these?S: These are books.
►Students reply very quickly.
Minimal Pairs
E.g:
- Expert/export
- Firm/form
- Vest/vast
Complete the Dialogue
A: Where …… you going?B: I ….. going to the market.A: Can ..... buy a chocolate for me?B: Yes, I …… .
Grammar Game
It helps students in thinking and
communicating not just drilling.
ORAL APPROACH and SLT
● Imitation
● Drills
● Question/answer
Imitation
1- Chorus imitation.
2- Individual imitation.
TOTAL PHYSICAL RESPONSE
● Using commands
● Role reversal
● Action sequence
Action Sequence
Commands related to each other.- Take out a pen.- Seal the envelope.- Take out a piece of paper.- Write the address on the envelope.
SILENT WAY
● Sound-color chart ● Teacher’s silence ● Peer correction ● Rods ● Self-correction gestures ● Word-chart ● Fidel chart ●Structured feedback
Self Correction Gestures
The teacher uses his palms as a
toolwhile showing the
students’ mistakes.
Word ChartFirst;Teacher points to words on the charts.Then;Students read them aloud.
Fidel Chart
The aim: Associating the sounds of the language with their spelling.
COMMUNITY LANGUAGE LEARNING (CLL)
● Translation ● Group work ● Recording ● Transcription ● Analysis ● Reflection and observation ● Listening ● Free conversation
SUGGESTOPEDIA
● Imitation ● Question/answer
● Role play
● Dialogues
● Translation
Dialogues
Students learn the target language through the dialogues.
Target language: Native language:
Jane: Would you like to have a cup of tea?Sally: No, thanks.
Jane: Bir fincan çay ister misiniz?Sally: Hayır, teşekkürler.
Example:
WHOLE LANGUAGE
● Ungraded dialogue journals ● Individual/small group
reading/writing ● Writing portfolios ● Writing conferences ● Student-made books ● Story writing
Ungraded Dialogue Journals
Forms of writing:
_ spontaneous
_ personal
_ informal
_ comfortable
_ ungraded
_ unedited
MULTIPLE INTELLIGENCES
● Multisensory activities
&
● Use of realia
NEUROLINGUISTIC PROGRAMMING (NLP)
● Rapport: Working within the students’ framework, not against them.
THE LEXICAL APPROACH
● Collocations of vocabulary teaching activities
V+N: take a vacationAdj+N: light rainAdv+V: completely forgetLonger CollocationI will give you a call.
Competency-based Language Teaching (CBLT)
● Social life activities
E.g: Retaining a job.
COMMUNICATIVE LANGUAGE TEACHING (CLT)
● Role plays
&
● Simulations
Simulations
● Roles● Creating a rich communicative environment
Example:
Convergent model Divergent model
“This is the problem. How shall we solve it?”
“This is the situation. What will we do?”
NATURAL APPROACH (NA)
● Command
● Mime, gesture
● Question/answer
● Group-work activities
Command
First;Simple commands.E.g: Stand up! Turn round!
Then;Complex ones.E.g: Pick up a pencil and put it under
the book.
COOPERATIVE LANGUAGE LEARNING (CLL)
● Three-step interview
● Roundtable/Round Robin
● Think-pair-share
● Solve-pair-share
● Numbered heads
Roundtable/Round Robin
3 steps:
1- One student makes a contribution. 2- He/she passes the paper and pen to
another student. 3- Each student makes a contribution in
turn.
♣ If done orally, it is called Round Robin.
Solve-Pair-Share
1- Teacher poses a problem.
2- Students work out solutions individually.
3- They explain how they solved the problem to the classroom.
CONTENT-BASED INSTRUCTION (CBI)
● Vocabulary building
● Discourse organization
● Communicative interaction
● Language skills improvement
● Study skills
Discourse Organization
►Language is taught through texts chosen according to students’ needs, interests,
abilities.
E.g: Letters Meetings Essays Lectures Descriptions Discussions Reports
TASK-BASED LANGUAGE TEACHING (TBLT)
● Jigsaw tasks ● Information gap tasks
● Problem solving tasks ● Decision making tasks
● Opinion exchange tasks
Jigsaw Tasks
This involves learners combining different pieces of information to form
a whole.
Information Gap Tasks
1- There are two groups;
2- They negotiate and find out what the other group’s information is.
3- They complete the activity in this way.
Problem-solving tasks
1- A problem and a set of information is given.
2- A solution is needed.
Result: A single resolution.
Decision Making Tasks
● A problem with many possible solutions.
● Students choose one of them through discussion.
Opinion Exchange Tasks
● Students discuss.
● They do not have to reach an agreement.
We cannot think of a teaching/learning process without using technique.
Whether it is teacher or student-centered.
THANKS