ENGLISH TEACHING METHODOLOGY | Resúmenes de Métodos de Enseñanza

METHODOLOGY

UNIT 1

It is important for our students to learn English ﬂuently and correctly so that they can get their message across

effectively while using standard grammatical, lexical, phonological and spelling conventions (ﬂuency and

accuracy).

There are an enormous number of English styles. The most common styles are; formal and informal speech.

There are also a large number of different varieties of English.

●Vocabulary: in order to read and understand a text in English and guess the words that they did not

know before, learners need to know several thousand word families. The best way for students to

acquire the vocabulary is teaching and reviewing the lexical items and exposing them to the language.

●Writing: is used as a vehicle for language practice and testing, this is less common in teaching materials

than ones that promote communication through the ote¡her skills. This is necessary for students in order

for them to master basic spelling, the use of punctuation,etc.

ENGLISH AS AN INTERNATIONAL LANGUAGE

For most of the English language learners, English is therefore no longer a foreign language but an international

language, which has a particular national owner. This development had brought with it a number of changes in

the principles and practice of English language teaching.

We have to teach a variety of English that is understood by everyone, these words have to be ‘transparent’, clear

and general acceptability.

●Native and non-native English teacher: The majority of the English teachers are non-native speakers, if

thy are fully competent ad ﬂuent in the language, is likely to be a better model of international English

for their students than any ‘native’variety. In addition, they have been through the same learning process

as their students. They have insights into the kinds of problems that are likely to come up and how to

deal with them.

●The place of the L1: the aim of an English course is to make the learners communicate like native

speakers, for most students English is a tool that they have to master in order to function effectively in

today’s world. It is important to know that L1 is likely to play a valuable role in the acquisition of English,

and translation-at least at words or sentence level- is a useful ability, to be promoted rather than

discouraged.

EIL: English as an International Language. ELF: English as a Lingua Franca

ESL: English as a Second Language EFL: English as a Foreign Language

ESP: English for Speciﬁc Purposes EAP: English for Academic Purposes

THEORIES OF LANGUAGE ACQUISITION

The main ideas on how acquire second or foreign language in school can be summarized as follows:

-Intuitive acquisition: we learn another language the same way we learnt our ﬁrst: intuitive acquisition

through lots of exposure to the language in authentic communicative situations (Krashen,1982).

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UNIT 1

It is important for our students to learn English fluently and correctly so that they can get their message across effectively while using standard grammatical, lexical, phonological and spelling conventions (fluency and accuracy). There are an enormous number of English styles. The most common styles are; formal and informal speech. There are also a large number of different varieties of English. ● Vocabulary: in order to read and understand a text in English and guess the words that they did not know before, learners need to know several thousand word families. The best way for students to acquire the vocabulary is teaching and reviewing the lexical items and exposing them to the language. ● Writing: is used as a vehicle for language practice and testing, this is less common in teaching materials than ones that promote communication through the ote¡her skills. This is necessary for students in order for them to master basic spelling, the use of punctuation,etc. ENGLISH AS AN INTERNATIONAL LANGUAGE For most of the English language learners, English is therefore no longer a foreign language but an international language, which has a particular national owner. This development had brought with it a number of changes in the principles and practice of English language teaching. We have to teach a variety of English that is understood by everyone, these words have to be ‘transparent’, clear and general acceptability. ● Native and non-native English teacher: The majority of the English teachers are non-native speakers, if thy are fully competent ad fluent in the language, is likely to be a better model of international English for their students than any ‘native’variety. In addition, they have been through the same learning process as their students. They have insights into the kinds of problems that are likely to come up and how to deal with them. ● The place of the L1: the aim of an English course is to make the learners communicate like native speakers, for most students English is a tool that they have to master in order to function effectively in today’s world. It is important to know that L1 is likely to play a valuable role in the acquisition of English, and translation-at least at words or sentence level- is a useful ability, to be promoted rather than discouraged. EIL: English as an International Language. ELF: English as a Lingua Franca ESL: English as a Second Language EFL: English as a Foreign Language ESP: English for Specific Purposes EAP: English for Academic Purposes THEORIES OF LANGUAGE ACQUISITION The main ideas on how acquire second or foreign language in school can be summarized as follows:

Intuitive acquisition: we learn another language the same way we learnt our first: intuitive acquisition through lots of exposure to the language in authentic communicative situations (Krashen,1982).

Habit-formations: language is a set of habits,, we mimic and memorize and drill the patterns of the language until we learn to produce the correct forms automatically (based on an interpretation of Skinner, 1957).
Cognitive process: language involves the understanding of underlying rules, if we master the rules, we will be able to apply them in different contexts (based on an interpretation of Chomsky, 1957).
Skill-learning: language is a skill. We learn it in school just as we learn other skills; someone explains rules or words to us, we understand and practise them until we master them and use them fluently and skilfully. The main contrasting concepts underlying these four theories are explicit versus implicit teaching and learning. If you think that we learn languages through subconscious acquisition without actually working out rules or translating words, then you prefer an implicit mode and would favour the first or second ites above. If, however, you think that we need to consciously understand how the language works, then you would favour an explicit model, expressed in the third and fourth. None on its own can really cover the complexity of the second language learning process. LANGUAGE TEACHING APPROACHES AND METHODOLOGIES
Approach: principled model of language teaching/learning, based on theories of language and language acquisition.
Methodology: collection of teaching procedures that accord with and apply a particular approach. Approaches and methodologies used for language teaching. ● Grammar-translation: involves explanation of grammar rules and translation of texts from and to the target language. It focuses on the written form of the language and more formal registers, and does not include very much oral or communicative work. ● The direct method: was largely based on a reaction against grammar-translation. It emphasizes oral communication more and bans the use of the L1 in the classroom: everything should be taught through the target languages. It is still, to this day, the basic methodology of the Berlitz language schools. ● Audio-lingualism: is based on the idea that language is a set of habits and involves a lot of teacher-led drilling, learning by heart and repetition. It is more important to learn the spoken form of the language, and most classroom procedures are speech-based. The aim is accuracy. ● PPP: stands for ‘Presentation, Practice, Production’. it suggests stages in a lesson, it is based on a skill-learning theory of language acquisition. It emphasizes grammatical accuracy and is very teacher-dominated. ● The communicative approach: it is based on the assumption that language is for communication and that we learn it best through naturalistic acquisition processes. The classroom is more learner-centred, and the conveying of meanings is seen as more important than accuracy. There are a number of methodologies based on this: perhaps the most widely used and written about ones today are task-based instruction and CLIL. According to the first, learners perform communicative tasks such as problem-solving, conveying information to one another or filling in information on a map from instructions. They learn language in the course of these tasks naturalistically, by understanding and negotiating meaning. CLIL focuses on the use of English for teaching of other school subjects or specific content.
TBLT (Task-Based Language Teaching) – CLIL (Content Language Integrated Learning)

TARGET LANGUAGE FOREIGN SECOND

BALANCE CONTENT-DRIVEN LANGUAGE-DRAVEN

INSTRUCTIONAL MATERIALS TAILOR-MADE ADAPTED ROM NS

AGE BEGINS AFTER LITERACY IN L1^ BEGIN EARLY ON

Rationale of CLIL programs

It can foster European citizenship and the integration of citizens in a multilingualand multicultural Europe
It renews content teaching by emphasizing the importance of learners’ responsibility in their own learning and encouraging creating, critical thinking
It can improve current foreign language programs: increasing exposure time to a target language adding meaningfulness to the actual teaching Research on CLIL programs Research has shown that a CLIL approach is beneficial for a number of reasons (Coyle, 2000; Dalton-Puffer, 2005;Gajo & Serra, 2000). It does:
Raise learner linguistic competence and confidence.
Raise teacher and learner expectations.
Develop risk-taking and problem-solving skills.
Increase vocabulary learning skills and grammatical awareness.
Motivate and encourage student independence.
Take students beyond the ‘reductive’ foreign language topics.
Improve L1 literacy.
Encourage linguistic spontaneity
Develop study skills
Generate positive attitudes.
Increase hours of exposure to relevant input.
Develop strategies that promote cognitive development. MOTIVATION Motivation is a crucial factor in successful language learning; and a good deal of research has been carried out on how and why learners are motivated to learn, and what teachers can do to enhance such motivation. Gardner (1991) distinguishes two types of motivation:
Integrative motivation: The learner wants to integrate in the community (and culture) of speakers of that language (i.e.it is intrinsic).
Instrumental motivation: The learner wants to learn for material or educational benefit (e.g. get a better job, pass an official exam,etc.) (i.e. it is extrinsic) There are many ways to increase our student’s motivation, this can be summed up in three:
The importance of English: remind your students of the importance of English for EVERYTHING (not only work but also fun-e.g. to be able to watch their favorite series earlier)
Fostering their self-image: a successful language learners (e.g. by avoiding too much negative feedback and focusing upon their positive outcomes)

Interesting classes: try to make your classes varied and interesting, e.g. by choosing topics they find interesting (think about songs we like versus songs they like!) or using gamification! GAMIFICATION Gamification is a brand-new concept (just a few years ago!) even if game-like elements have been used for years. Gamification is the application of game elements (e.g. points, levels, rewards, competitions,fun,etc.) to non-games contexts (from business to teaching!).
Games: are fun games purely for entertainment.
Serious games: a mix of games for entertainment and for achieving a goal.
Gamification: strategies that use game attributes to achieve other goals. Gamification techniques Points Numeric accumulation based on certain activities. Badges Visual representation of achievements for the use shown online. Leaderboards How the players are ranked based on success. Progress bars/ Progression Shows the status of a player. Performance graph Shows player performance. Quest Some of the tasks players have to fulfill in a game. Levels A section or part of the game. Avatars Visual representation of a player or alter ego. Social elements Relationships with other users through the game. Rewards/ reward system System to motivate players that accomplish a quest. ¿Didactizar el juego o gamificar el aprendizaje? TREND: didactizar el juego (serious games). PROBLEMS: ● Sometimes games in the classroom are used to fill in the edges of classroom planning, and not the center, where it should be. ● Lack of experience and specific training in game design. ● The game is presented as a reinforcement of the formal aspects of language teaching, ignoring the communicative processes. How can we do it better?
Pedagogical materials should be significant and fun at the same time.
Gamification → a complex action: using game elements in contexts that are not gameful.
“Los juegos son un catalizador del aprendizaje. No los degradamos a simples pasatiempos.”
(Brathwaite y Schreiber, 2008, Challenges for Game Designers)

FUNCTIONS OF THE TEACHER

Besides the two main functions of instructor and activator, the teacher also has several more functions during any lesson. Instructor: provide information about the language and appropriate samples of spoken and written language and explanations. Activator: provide tasks that activate students and get them to do something that involves engaging with the forms, meanings and uses of the language. Model: The teacher represents the prototype of the English speaker during a lesson. It is your accent, writing and language usages that the students will use as their immediate model.Students need to hear and see you using the language. Provider of feedback: provide feedback to your students to let them know if the things that they are doing are correct or not and how they can improve them. Supporter: encourage students and help them understand and produce appropriate language by suggesting strategies or resources that may be useful.This not only improves learning and raises motivation, but also encourages the students to become independent leaders who will continue to progress after and outside the lesson. Assessor: the teacher has to spend time assessing his/her students, by tests (formal), quick quizzes or dictation (informal). This is because in any process we need to know where we are now in order to know where to go next, and assessment provides vital information on students’ present achievements. Manager: includes activities such as bringing the class together at the beginning of the lesson and organizing group work as well as taking care of individual students' attention and answers. Motivator: whether the language-learning process in the course of the lesson is interesting and motivating or boring is largely up to the teacher. Even students who are at first unwilling to participate can be motivated INTERACTION PATTERNS IRF- “Initiation-Response-Feedback”: is the most common type of classroom interaction. The teacher initiates an exchange, usually in the form of a question, one of the students responds, the teacher gives feedback ???? ALTERNATIVE PATTERNS

Teacher talk: involves silent response, such as writing something down. There is no initiative on the part of the student.
Choral responses: teacher gives a model, students repeat it.
Closed-ended teacher questioning (‘IRF’): the teacher invites response to a cue that has one right answer, nominates one student to respond, and approves or corrects the answer.
Open-ended teacher questioning: there is more than one possible answer.ç
Full class interaction: the students debate a topic or do a language task as a class. The teacher acts as discussion leader or ‘chairperson’.
Student initiates, teacher answer: for example, an interviewing simulation the students think of questions and the

the teacher responds as the ‘interviewee’. -Individual work: students work independently on an activity or task assigned by the teacher. -Collaboration: students work in pairs or small groups on an exercise or task assigned by the teacher to try to achieve the best results they can by collaborating.

Group work: Students work in pairs or small groups on interaction-based tasks. Conveying information to each other.
Self-access: students choose themselves what they want to do and work autonomously on paper based or computer based tasks. Appropriate use of different interaction patterns All the patterns may be used at different times in the lesson and for different purposes. However, inappropriate choice for a particular teaching objective may lead to ineffective learning.

Comprehension check: by using comprehension questions to check if the class understood the activity done.
Familiarizacion with text: make sure students have understood a text as they might have an exam of it.
Oral fluency: for example you propose a topic and students have to do a discussion task on that topic.
Grammar check: after explaining a grammar tense, search for an exercise that deals with that tense so students can practise.
Writing: They need to improve their writing. I want to ask them to write for a few minutes in class but I am worried they might just make a lot of mistakes and not learn anything.
Grammar practise:
New vocabulary: HOMEWORK Is an increasingly important factor in learning as students get older or more advanced. In youngers beginner classes, most of the learning takes place in the classroom, and homework is given to extent and reinforce what has been done in class.Homework is not only a way to provide extra opportunities for language study outside the lesson, but also an investment in the future.

Homework may vary depending on the students age in the way that:

Younger students: especially children. Homework should be used as reinforcement of what has been seen in class, where most learning takes place. Sparse homework, ex. Finishing tasks, re-reading a text.
Older students: the more important homework becomes as it helps to continue learning outside the class and to foster learner’s autonomy, collaborative work, critical thinking, etc. Essay writing, recommended readings, projects (either individual or in group), creative assignments. Types of homework tasks:
- Routine review: A lot of language learning depends on repetition for its success, and homework is one way of ensuring that the necessary review takes place.
- Preview and preparation: it can be usefully exploited to anticipate upcoming lessons.

ENGLISH TEACHING METHODOLOGY, Resúmenes de Métodos de Enseñanza

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UNIT 1

TARGET LANGUAGE FOREIGN SECOND

BALANCE CONTENT-DRIVEN LANGUAGE-DRAVEN

INSTRUCTIONAL MATERIALS TAILOR-MADE ADAPTED ROM NS

AGE BEGINS AFTER LITERACY IN L1^ BEGIN EARLY ON

FUNCTIONS OF THE TEACHER