Currents of change

Дополните предложения:
Я думаю, что _________________подход является наиболее современным.
Наиболее распространённый методом сейчас является__________________.
В своей работе я всегда руководствуюсь принципом__________.

ELT Acronyms
What do these stand for?
ELT
(T)ESOL
(T)ESL
(T)EFL
(T)EIL
ESP
EAP
CLIL

ELT Acronyms
Answers:
English Language Teaching
(Teaching) English to Speakers of Other Languages
(Teaching) English as a Second language
(Teaching) English as a Foreign Language
(Teaching) English as an International Language
English for Special / Specific Purposes
English for Academic Purposes
Content and Language Integrated Learning

More Terminology
Which of these are you familiar with? What do you think of them?
Teaching Language through Literature
CLIL
Integrated Language Teaching
Multi-level Syllabus
Can-Do Statements
Achievement Tests

Teaching Language through Literature
exploiting texts of different genres for
language study purposes

CLIL
Content and Language Integrated
Learning

Integrated Language Teaching
not separating language, reading, writing,
listening and speaking

Multi-level Syllabus
functions + structures + vocabulary +
pronunciation + reading + writing +
listening + speaking + study skills +
........

Can-Do Statements
definitions of what learners should be
able to do at any given level in each of
the skills

Achievement Tests
tests of how well a student can use the
language and National Unified Exam

Approach/method/principle
Реализация ведущей, доминирующей идеи обучения на практике в виде определённой стратегии и с помощью того или иного метода обучения
ПОДХОД

Подход
Лингвистический компонент
Дидактический компонент
Психолингвистические основы обучения
Подход в узком смысле
структурный
индивидуальный
Подход в широком смысле
гуманистический
социоконструктивизм
коммуникативный

Approach/method/principle
Обобщённая модель обучения, основанная на одном из направлений и опирающаяся на конкретные подходы, типичные для данного направления. Характерно использование определённого учебного материала, набора приёмов и способов взаимодействий учителя и учащихся.
МЕТОД

Методы
Единая, логичная и строго разработанная система
Цель
Задачи
Содержание
Приёмы и средства обучения

Approach/method/principle
Основные положения, определяющие характер процесса обучения, которые формулируются на основе избранного направления и соответствующих этому направлению подходов.
ПРИНЦИПЫ

ПРИНЦИПЫ
Когнитивные
Эмоционально-психологические
Лингвистические
Дидактические
Методические

A Brief History of TEFL
Direct Method
Grammar Translation
Situational Language Learning
Audio Lingual Method
Community Language Learning
Total Physical Response
The Silent Way
Suggestopedia
Language Acquisition
Humanism
Informed Eclecticism
METHODS
APPROACHES
Intellectualism
Lexical Approach
Task Based Learning
Communicative Language Teaching

Grammar Translation Method
We learn a language to read its classical literature
We learn a language to develop intellectually
For analytical understanding of grammatical system
Language=grammar (structural view)
Languages are different (contrastive linguistics)
Teaching only Reading and Writing
Grammar exercise, drills, substitution tables, vocabulary lists, and rules
Bilingual dictionaries
Decontextualised sentences
Deductive teaching

Direct Method
The main goal of learning is communication
Language is learned by listening to it in big quantities
Students learn to speak by speaking (which is associated with the appropriate action)
Language learning should resemble the way children learn L1
“Q and A” technique
L1 should be banned
Demonstration is widely used
Inductive learning of grammar through practice
Correct pronunciation and appropriate intonation are emphasised

Audio-Lingual Method
Behaviourism (stimuli-response mechanism, language as a set of habits)
Structuralism language as a set of structures to be mastered)
Emphasis on Speaking and Listening
Linguistic competence is the desired goal
Native-speaker pronunciation is a primary goal
L1 should be banned
Dialogue memorisation, oral drills (repetition and transformation

Communicative language teaching
Language learning is learning to communicate
Meaning is paramount (not form!)
Communicative competence is the desired goal (ability to use the linguistic system effectively and appropriately)
Attempts to communicate are encouraged from the very beginning
Language is created by the individual trial and error
Drills may occur, but peripherally
Comprehensible pronunciation is sought
Teachers help students in a way that motivates them to work with the language

Alternative methods
Total physical response
The silent way
Task-based learning

Current Trends and Issues
Principled eclecticism
Content – language integration
Move towards multi-syllabus
Teaching lexis rather than grammar
Greater attention to students’ needs
Greater variety of teacher roles
Performance as an objective
Task Based Learning and learner autonomy
Holistic view of the language
Teaching real-life language
The Common European Framework of Reference for languages