MODULE ENGLISH LANGUAGE TEACHING METHODS PROMOTING EFL STUDENTS' CRITICAL THINKING SKILLS ARIK SUSANTI
TABLE OF CONTENS Module 1 : A Century of Language Teaching Module 2 : Contextualizing Communicative Approach Module 3 : Innovative Teaching Methods in Digital Era Module 4 : Teaching Vocabulary in Digital Era Module 5 : Teaching Grammar in Digital Era Module 6 : Teaching Reading in Digital Era Module 7 : Teaching Listening in Digital Era Module 8 : Teaching Writing in Digital Era Module 9 : Teaching Speaking in Digital Era
A CENTAURY OF LANGUAGE TEACHING PREPARED FOR : ARIK SUSANTI
TABLE OF CONTENS Module 1 : Task 1 - Reading The Early Years............................................................2 Module 1 : Task 2 - Checking your understanding............................................6 Module 1 : Task 3 - Reading The “Designer Method” Era................................7 Module 1 : Task 4 - Checking your Understanding..........................................17 Module 1 : Task 5 - Reading “ Dawning of New Era”........................................17 Module 1 : Task 6 - Checking your Understanding..........................................21 Module 1 : Task 7 - Discussion - A century of Language Teaching.....22 Module 1 : Task 8 - Case Study (Group Work) Language Teaching...23 Module 1 : Task 9 - Reflection Activity......................................................................25 Module 1 : Task 10 - Glossary..........................................................................................26
MODULE 1: OVER VIEW MODULE 1 TASK LIST The module should take 6-8 hours to complete. Do the following tasks in this order by the end of the week: Task 1 : Read Module 1: Reading - The Early Years (1 hour) Task 2 : Take Module 1: Checking Your Understanding (Graded) (30 minutes) Task 3 : Read Module 1: Reading - The “Designer Method” Era (1 hour) Task 4 : Take Module 1: Checking Your Understanding (Graded) (30 minutes) Task 5 : Reading Module 1 - The dawning of New Era (1 hour) Task 6 : Take Module 1: Checking Your Understanding (Graded) (30 minutes) Task 7 : Post 2 or more messages in Module 2: Discussion - A century of Language Teaching (1 hour) Task 8 : Case Study (Group Work) - Language Teaching (2 hours) Task 9: Reflection Activity - Reflecting on Experiences with A century of Language Teaching (30 minutes) Task 10 - Glossary OUR BEST CLIENTS Explored concept of The “Early” Years covering classical and grammar translation methods, The Direct Method and The Audiolingual Methods Explored concept of The “ Designer” Methods Era covering Community Language Learning, Suggestopedia, The Silent Way, Total Physical Response and Natural Approach Explored concept of The Dawning of New Era including notional functional syllabus and Communicative Language Teaching Objectives : By the end of the module, you will have: 1
MODULE 1: TASK 1 READING - THE EARLY YEARS Teachers need approach, methods and techniques to teach English as a foreign language to create a comprehensive and effective learning experience. The approach refers to the overall philosophy and framework that guides the teaching and learning process (Brown & Lee, 2015). It is a set of assumption dealing with the nature of language, learning and teaching, such as the communicative approach, or task based approach. Method refers to the specific techniques and strategies used to teach English as a foreign language (Brown & Lee, 2015). These can include traditional methods such as grammar-translation, or more modern methods such as communicative language teaching, which emphasizes the use of real-life communication and interaction. Techniques refer to the specific activities, tools and resources manifested in curriculum that are consistent with a method and harmony with an approach as well (Brown & Lee, 2015). These can include visual aids, audio recordings, games, and interactive activities. Techniques also include the use of technology, such as online resources and virtual classrooms. Overall, the approach, methods and techniques used to teach English as a foreign language work together to keep students motivated and engaged in the learning process. This can lead to increased participation and a more positive learning experience. For centuries, there were few if any theoretical foundation of language learning upon which to base teaching methodology. In Western world, foreign language learning in school was synonymous with the learning of Latin or Greek. English and Latin share many similarities in terms of their grammar and vocabulary. Both languages have complex grammatical rules and a rich vocabulary that is derived from Latin roots. Additionally, many words in English have been borrowed directly from Latin. This is why learning English in Asian countries is often considered as learning Latin, since it focuses on reading and attained through translation and definition of words. 2
This genre of pedagogy is called Classical Method that focuses on the study of grammar rules and the memorization of vocabulary (LarsenFreeman & Marti, 2012). This method emphasizes the study of literature and the translation of texts from the target language into the student's native language. The goal of this method is to develop a deep understanding of the language and its structure, as well as to provide a cultural education. Classes are taught in the students’ L1. Attention is given to lists of isolated vocabulary and grammar rules. Reading is given almost exclusive focus, with related grammatical analysis. Translation exercises (usually from the L2 to the L1) are performed. Little or no attention is given to oral production. The characteristics of GTM can be described as below: In conclusion, the Classical and Grammar Translation Methods were the earliest methods used in teaching English as a foreign language. Both methods have played a significant role in shaping the way English is taught today and have provided a solid foundation in the grammar and structure of the language. However, these methods have been criticized for their lack of emphasis on communication and for not providing students with the necessary skills to use the language in real-life situations. By the late nineteenth century, the Classical Methods was known as The Grammar Translation Method (GTM). It is based on the study of grammar rules and the translation of texts. This method emphasizes the study of grammar rules and the memorization of vocabulary (Larsen-Freeman & Marti, 2012). The goal of this method is to develop a student's ability to read and translate texts, rather than to develop their ability to speak and understand the language. Grammar Translation Methods 3
Instruction was conducted exclusively (directly) in the L2. Oral communication and listening skills were taught in small classes. Methodology consisted mainly of modeling and practice. Everyday, easily identified vocabulary was used. The characteristic of the Direct Method are: Since the Grammar-Translation Method was not very effective in preparing students to use the target language communicatively, the Direct Method became popular since it focuses on immersing students in the target language as much as possible (Larsen-Freeman & Marti, 2012). This method emphasizes the use of real-life, authentic materials and situations in the classroom, such as dialogue and role-playing exercises, to help students learn the language in a natural and meaningful way. The Direct Method The Direct Method is based on the idea that students learn best when they are actively engaged in using the language, rather than passively receiving information about it. In this approach, teachers use only the target language in the classroom, and students are encouraged to communicate and express themselves in the language they are learning. The Direct Method has one very basic rule that is the translation is not allowed since The Direct method de-emphasized translation and focused instead on the teachers and students speaking together (Larsen-Freeman & Marti, 2012; Brown & Lee, 2015). In conclusion, the Direct Method can be used to teach target language based on the students’ situation. The teacher should decide that the goal of teaching language is the students are able to communicate in the target language so that their native language is prohibited to use in the classroom. Besides learning language, the students also study the culture which people’s daily lives in. 4
In conclusion, Audiolingual Method can be effective to develop students’ language acquisition since there are many techniques and the principles of the Audiolingual Method. It is known that the students’ language acquisition is the result from their habit formation. Moreover, the teacher can ask students to memorize their language through mimicry of the teacher’s model. Most language material was presented directly, with as little use of the students’ L1 as possible. New material was usually presented in (spoken) dialogue form. Mimicry, memorization, and overlearning of language patterns were emphasized, with an effort to get students to produce error-free utterances. Grammatical structures were sequenced by means of contrastive analysis. Grammar and vocabulary were taught by inductive analogy and contextualized in dialogs. Great importance was attached to pronunciation. Courses capitalized on the use of tapes, language labs, and visual aids. The characteristics of Audiolingual Method are: Audiolingual Methods emerged in the 1940s and 1950s as a response to the traditional grammar-translation method of teaching languages, which focused primarily on translating written texts. The audiolingual method emphasized the importance of spoken language and focused on the development of oral proficiency through repetitive drills, imitation, and listening comprehension exercises (Larsen-Freeman & Marti, 2012; Brown & Lee, 2015). This approach was believed to be more effective for language acquisition, as it closely mimicked the natural process of language acquisition and emphasized the practical use of language. Additionally, the emergence of new technologies, such as audio recordings and film, made it possible to deliver language instruction in a more interactive and engaging way. The Audiolingual Methods 5
This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The “Early” Years. Astutik, Y. P. (2019). The Effect of Using Suggestopedia Among Students’ Speaking Ability. English Language in Focus (ELIF), 1(2), 137. https://doi.org/10.24853/elif.1.2.137-144 Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Languag Pedagody. Pearson Education Inc. Dick, W., Carey, L., & Carey, J. O. (2014). Pearson New International Edition The Systematic Design of Instruction. Larsen-Freeman, D. L.-F. and, & Marti, A. (2012). Techniques & Principles in Language Teaching. In Oxford University Press (Second). Oxford University Press. https://doi.org/10.1016/s1359-6349(10)70108-7 Nurhasanah, S. (2015). The Use of Community Language Learning (CLL) Method to Increase the Students’ Participation in Classroom Conversation. Register Journal, 8(1), 81. https://doi.org/10.18326/rgt.v8i1.81-98 References Module 1: Task 2 Checking Your Understanding >>>> Please note that this quiz can only be completed in VINESA <<<< Scan Here! 6
MODULE 1: TASK 3- READING - THE “DESIGNER METHOD” ERA The Designer Methods Era refers to a period in the field of design research in which a focus on methodologies and techniques for design became prominent (Brown & Lee, 2015). This era, which is said to have started in the 1960s and 1970s, saw the development and refinement of various design methods, including design thinking, human-centered design, and participatory design. These methods were used to help design teams understand and respond to the needs and wants of users, leading to more effective and user-centered designs (Brown & Lee, 2015). The Designer Methods Era also saw the emergence of design research as a distinct field, with its own set of methods and techniques for investigating and understanding design problems. COMMUNITY LANGUAGE LEARNING Community Language Learning (CLL) is a teaching method emphasizing using target language in a natural and communicative way. It also focuses on the needs and interests of the learners in the community (Larsen-Freeman & Marti, 2012;Brown & Lee, 2015). So, language is learned best when it is used in a social context and emphasizes the use of real-life situations and interactions with native speakers to help learners acquire the language in a natural and authentic way. In CLL, the teacher acts as a facilitator, providing guidance and support while the learners take an active role in their own learning. The method also stresses the importance of cultural understanding and respect for the learners' backgrounds and experiences. CLL is often used in adult education and language immersion programs. 7
The implementation of CLL involves creating a classroom environment that is as close to a real-life situation as possible. For example, the teacher can create small groups of students where they can interact with each other in the target language. It can encourage students to use the target language in their interactions with each other and with the teacher (Nurhasanah, 2015). Furthermore, the teacher can use authentic materials, such as newspapers, videos, and audio recordings, to provide real-life examples of the language. Then, students have opportunities use target language in real-life situations, such as role-playing activities and simulations (Dick et al., 2014). The benefit of CLL can allow students to practice using the language in a reallife situation. It can help them to develop their communicative skills and to acquire a more natural use of the language. Additionally, CLL encourages students to take an active role in their own learning, which can increase their motivation and engagement.However, there are some disadvantages of CLL, such as: Community Language Learning relies heavily on the use of the target language within the community, which may limit the exposure to the language for some learners. Moreover, this method is best suited for a group of learners with similar language abilities and interests, so it is difficult to implement in a diverse classroom setting. This method also places a lot of responsibility on the learners to take charge of their own learning, which may not be suitable for some learners who need more guidance and support from the teacher. Finally, CLL requires a lot of time and effort to establish a suitable community and to maintain it, which can be a significant disadvantage for some learners. Overall, CLL is a beneficial teaching method that can be effectively implemented in ELT to improve students' communicative skills and motivation. It provides an authentic and engaging learning experience for students and can help them to acquire the language in a natural and meaningful way. 8
Suggestopedia was a method that was derived from Bulgarian psychologist, Georgi Lozanov (1979) that the human brain could process great quantities of materials if given the right condition for learning (Larsen-Freeman & Marti, 2012). Lozanov’ Suggestopedia is called Desuggestopedia that is the application of the study of suggestion to pedagogy that has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying. It also helps students to overcome the barriers to learn (Brown & Lee, 2015). In application of Suggestopedia learning is facilitated in a cheerful environment, so students can learn from what is present in the environment. To make students more confident, the teacher can use posters to create a sense of novelty in the environment. Students select target language names and choose new occupations. During the course they create whole biographies to go along with their new identities. In this case, the teacher initiates interactions with the whole group of students with individual’s right from the beginning of a language course. This situation will make the students more relax so that a great deal of attention is given to the students` feeling in this method. If the students are relaxed and confident, they will not need to try hard to learn the target language. It will come naturally and easily. The important thing in this method is the psychological barriers that students bring with them be desuggested. Indirect positive suggestions are made to enhance students` self confidence and to convince them that success is obtainable. This method is highly significant in teaching and learning speaking because it allows the teacher to easily provide information or material to the pupils. Suggestopedia is a way of teaching that incorporates music or movies into the learning process. Suggestopedia 9
It can stimulate more of students' mental capability to learn and which obtained by suggestion since the teacher can give relax settings, so the students can easily get the content. Students can also imagine their thoughts with music and then express their thoughts to others. Finally, students can improve their speaking skills by participating in Suggestopedia activities (Astutik, 2019). In conclusion, suggestopedia is intended to assist students in focusing more on their learning activities, particularly teaching English as a foreign language. It enables pupils to use their systemic nonconscious impacts during classroom learning activities and regulate students in classroom management while they are studying (Richards & Rodgers, 2001). Students can feel relax in teaching-learning practices since they are listening to music and taking as many notes as they can based on their listening. It is an effective strategy or method for retaining English vocabulary in speaking classes (Hall & Cook, 2012). It stimulates students' super memory learning in the classroom by employing fundamental factual data. Suggestopedia began as a psychological experiment to improve memory capacities in the educational process (Richards & Rogers, 2001) and it is an experiment designed to improve pupils' remembering abilities. The Silent Way The Silent Way is a method of language teaching devised by Caleb Gattegno. The Silent Way represents Gattegno's venture into the field of foreign language teaching based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible (Brown & Lee, 2015). 10
The Silent Way facilitates learners to discover or create rather than remembers and repeats what is to be learned. So, learning is facilitated by accompanying (mediating) physical objects. The Silent Way emphasizes minimal use of the teacher's native language and encourages students to actively participate in the learning process (Larsen-Freeman & Marti, 2012). The teacher can use visual aids such as charts, diagrams, and flashcards to help students understand new vocabulary and grammar. It also encourage student self-discovery by giving opportunities for students to discover the language for themselves using visual aids and asking them to repeat and practice new words and phrases. Larsen-Freeman and Anderson (2011) do not differentiate between the techniques applied in this method and the materials used in the teaching-learning process such as sound-color charts, teacher’s silence, peer correction, Rods (cuisenaire rods), selfcorrection gestures, word charts, fidel charts and structured feedback. The Silent Way focuses on student-centered. Richards and Rodgers (2001) state that the essence of Silent Way is the affirmation of the individual learner's self-sufficient independence. This method encourages learners to use their internal resources to determine how best to achieve the teacher's objective since this method are intended to teach students how to intentionally use their intelligence to increase their learning capacity. Similarly, Messum (2012) hypothesizes that the Silent Way has been significantly improved students’ language competences. The implementation of silent way in teaching English as foreign language is explained below. For example, the teacher teaches plural noun. The first stages, the instructor will model the correct sound after pointing to a symbol on the chart. Later, the teacher will point silently to specific symbols. In this strategy, language teachers have a somewhat less passive role, thereby encouraging language learners to produce as much language as feasible. 11
Self-correction procedures, for instance, play a crucial part in a Silent Way classroom that can assist students in correcting their errors. The teacher should demonstrate how to apply the tools with examples such as things, places, and animals. It is acknowledged that many teachers utilize this strategy to address pupils' use of silent way to construct plural nouns. In the Silent Way, the teacher remains silent for the majority of this class. Students are taught to new information using Cuisenaire and series rods as well as a series of wall charts. After the teacher provides the content, the students select what they need to study in order to achieve academic goals autonomously. The use of Cuisenaire rods can develop student independence. However, this method is rarely employed because it is impractical in the classroom and students require and desire additional teacher engagement. Overall, the Silent Way approach is a unique and effective method for teaching English. The teacher's role is to guide and facilitate the learning process, rather than to control it. The teacher acts as a guide that provides student with the necessary resources and support them to discover the information on their own. It also encourages students to take an active role in their learning process since the teacher use silence strategically to encourage students to think and reflect on what they have learned. So, the teacher emphasizes on visual aids, student self-discovery, and minimal use of the teacher's native language that motivate them to actively engage in the learning process and develop a deeper understanding of the language. 12
Total Physical Response is a language teaching method developed by James Asher, a psychology professor at San Jose State University (Brown & Lee, 2015). TPR seeks to teach language simultaneously through voice and physical movement. Motor exercises facilitate language acquisition (Brown & Lee, 2015). TPR is a way of teaching language that is based on the coordination of speech and action that aims to teach physical (motor) activity. It is relying on the coordination of the students’ sense-sensory ability to respond through the physical (motor) activity of commands or commands, so that students are actively involved. It is a technique of instruction that combines the meaning of English words with gestures, visuals, and objects (Brown & Lee, 2015). It is identical to how children learn their original language. The students’ responsibility in in TPR is to listen and implement the teacher's instructions. Students can interpret an action by imagining items with English words or sentences since TPR is a language-learning technique that trains the ability to listen and respond to the target language or vocabulary presented by the teacher through physical action (Larsen-Freeman & Marti, 2012). When they feel ready, they are encouraged to talk. Teacher serves as both role model and director. Total Physical Response When TPR is incorporated into routines, students will get immediately invested in the language and motivated to respond to it. As they gain knowledge, they will quickly recognize how much they already know and gain confidence. 13
TPR is believed that students enjoy their experience of learning to communicate in another language since TPR is a method for teaching English that blends the meaning of words with images, gestures, and objects. The students can imitate word or phrases because they are imitators of nonverbal model. Students are not expected to speak, but only to observe and respond nonverbally. However, when some students feel confident enough to give commands, they take over one by one (a role reversal), and the class and the teacher respond with actions. Storytelling is one of the activities employed in teaching and learning English to discuss a topic that the speaker invites the audience to become immersed in the story. Storytelling is designed to enhance TPR method because it can increase the cognitive, affective, conative, and understanding materials. It can express students emotions and experience when they learn English trough storytelling. Speaking is thus introduced at students’ individual pace, as an anxietyfree activity. The errors that appear when the students give commands are part of the learning process, and teachers should be tolerant of them and only correct major errors. As students get more advanced, teachers can correct more minor errors. Evaluation can be easily performed by giving commands to individual students or by having them create and perform in pairs or groups. TPR thus satisfies the need for comprehensible input and reduction of stress, which Krashen considers to be the keys to successful language acquisition. To sum up, Total Physical Response (TPR) is a method of teaching a foreign or second language by developing listening comprehension through a series of commands to which students respond with physical activity. It drew in part of principles of child language acquisition. To sum up, Total Physical Response (TPR) is a method of teaching a foreign or second language by developing listening comprehension through a series of commands to which students respond with physical activity. It drew in part of principles of child language acquisition. Learners are not expected to speak while performing actions, which makes TPR stress-free and suitable for teaching beginners, either young learners, teenagers or adults. 14
The natural approach is a method of language teaching that emphasizes the use of authentic, natural language in the classroom (Brown & Lee, 2015). This approach is based on the idea that language acquisition is a natural process that occurs through meaningful interactions and real-life communication. The natural approach focuses on the development of communicative competence, or the ability to use language effectively in real-world situations.In the natural approach, the teacher acts as a facilitator, providing students with opportunities to use the language in meaningful ways (Larsen-Freeman & Marti,2012). The classroom is often organized as a communicative environment, and the focus is on studentcentered activities and tasks. When teaching young learners, TPR can be very beneficial as it responds favorably to their tendency to learn best by doing. It also respects children’s need to develop listening comprehension before speaking and to take as much time as necessary before they feel ready to speak. Students seem to learn language quickly and thoroughly when the brain and body work together since TPR integrates physical exercise and play into language teaching quite naturally and to enhance children’s physical activity. In 1977, Tracy Terrell proposed the Natural Approach, a "new" concept of language instruction ((Larsen-Freeman & Marti, 2012).This was an attempt to produce a concept for language instruction that embraced the "naturalistic" principles identified by scholars studying second language acquisition. The Natural Approach was developed as a result of Terrell's experiences teaching Spanish classes. He collaborated with Stephen Krashen, an applied linguist at the University of Southern California, to develop a theoretical justification for the Natural Approach, building on Krashen's influential theory of second language acquisition. The Natural Approach 15
The goal is to create a situation where students are motivated to use the language, and where they can learn through real-life interactions with the teacher and their peers.The natural approach is considered a more communicative approach to language teaching as it focuses on real-life communication rather than learning grammar rules and memorizing vocabulary. References Astutik, Y. P. (2019). The Effect of Using Suggestopedia Among Students’ Speaking Ability. English Language in Focus (ELIF), 1(2), 137. https://doi.org/10.24853/elif.1.2.137-144 Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Languag Pedagody. Pearson Education Inc. Dick, W., Carey, L., & Carey, J. O. (2014). Pearson New International Edition The Systematic Design of Instruction. Larsen-Freeman, D. L.-F. and, & Marti, A. (2012). Techniques & Principles in Language Teaching. In Oxford University Press (Second). Oxford University Press. https://doi.org/10.1016/s1359-6349(10)70108-7 Nurhasanah, S. (2015). The Use of Community Language Learning (CLL) Method to Increase the Students’ Participation in Classroom Conversation. Register Journal, 8(1), 81. https://doi.org/10.18326/rgt.v8i1.81-98 16
MODULE 1: TASK 4- CHECKING YOUR UNDERSTANDING This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The “Designer Methods” Era. Community Language Learning (CLL) is a teaching method emphasizing using target language in a natural and communicative way. It also focuses on the needs and interests of the learners in the community (LarsenFreeman & Marti, 2012;Brown & Lee, 2015). >>>> Please note that this quiz can only be completed in VINESA <<<< Scan Here! MODULE 1: TASK 5- READING - THE “DAWNING” ERA The Dawning Era 17
So, language is learned best when it is used in a social context and emphasizes the use of real-life situations and interactions with native speakers to help learners acquire the language in a natural and authentic way. In CLL, the teacher acts as a facilitator, providing guidance and support while the learners take an active role in their own learning. The method also stresses the importance of cultural understanding and respect for the learners' backgrounds and experiences. CLL is often used in adult education and language immersion programs. Notional-Functional Syllabuses (NFS) was one of the most fruitful trends of the late twentieth century and were first utilized in the United Kingdom in the 1970s. NFS is type of language teaching that is derived its content of learning from an initial analysis of the learners' need to express such meanings and 'functional' is used because the language is used for a communicative function (Brown & Lee, 2015). NFS focused on the pragmatic ends to which we apply language. It was not a method but it was more similar to what we called approach, that was more focused on curricular organization than any of its predecessors. Notional Functional Syllabuses A notional functional syllabus is a type of language teaching syllabus that organizes language instruction around the communicative functions that learners are expected to perform, rather than around specific grammatical structures or vocabulary items. In other words, it focuses on the "notions" or ideas that learners need to communicate, rather than on the specific linguistic forms they need to use (Brown & Lee, 2015). NFS focused on the pragmatic ends to which we apply language. It was not a method but it was more similar to what we called approach, that was more focused on curricular organization than any of its predecessors. A notional functional syllabus is a type of language teaching syllabus that organizes language instruction around the communicative functions that learners are expected to perform, rather than around specific grammatical structures or vocabulary items. In other words, it focuses on the "notions" or ideas that learners need to communicate, rather than on the specific linguistic forms they need to use (Brown & Lee, 2015). 18
The goal of this approach is to teach learners the language they need to communicate effectively in real-world situations, rather than just teaching them grammar rules or vocabulary lists. It is often used in conjunction with task-based language teaching.The NFS immediately became popular as a foundation for the creation of communicative textbooks and materials in English language education. The functional foundation of language programs has been maintained to the present day. For example, the following functions are covered in the first few lessons of a beginner's textbook: introducing oneself and others, exchanging personal information, enquiring about the spelling of someone's name, inquiring about the location of places, et. Thus, The NFS is a method of language teaching that focuses on the functions that language serves (e.g. making requests, giving directions) rather than on specific grammatical structuresIt is based on the idea that language is used to accomplish specific tasks or convey specific meanings, and that by focusing on these functions, learners will be better equipped to communicate effectively in real-world situations. This approach emphasizes communicative competence over linguistic knowledge. Communicative Language Teaching Communicative Language Teaching (CLT)is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. CLT rose to prominence in the 1970s and early 1980s as a result of many disparate developments in both Europe and the United States (Brown & Lee, 2015). In CLT, students use the language a great deal through communicative activities such as games, role-plays, and problem-solving tasks. It also involves the use of authentic materials, such as news articles and dialogues, to provide students with exposure to the language as it is used in the real world. 19
Additionally, CLT emphasizes the use of interaction and collaboration among students, as well as the development of communication strategies. CLT focuses on active learning where students were more actively involved, such as group work. Besides, the development of Communicative Language Teaching was also helped by new academic ideas. In Britain, applied linguists began to doubt the efficacy of situational language teaching, the dominant method in that country at the time. This was partly in response to Chomsky’s insights into the nature of language. Chomsky had shown that the structural theories of language prevalent at the time could not explain the creativity and variety evident in real communication. In addition, British applied linguists such as Christopher Candlin and Henry Widdowson began to see that a focus on structure was also not helping language students. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures. In the United States, the linguist and anthropologist Dell Hymes developed the concept of communicative competence. This was a reaction to Chomsky’s concept of the linguistic competence of an ideal native speaker. Communicative competence redefined what it meant to “know” a language; in addition to speakers having mastery over the structural elements of language, according to communicative competence they must also be able to use those structural elements appropriately in different social situations. According to Freeman and Anderson (2011:163), the principles of CLT are: (1) authentic language should be introduced; (2) being able to figure out the speaker’s or the writer’s intentions is part of being communicatively competent; (3) the target language is a vehicle for classroom communication, not just the object of the study; (4) students should work with the language at the discourse level and learn about cohesion and coherence; (5) students should be given an opportunity to express their ideas and opinions; (6) errors are tolerated and seen as a natural outcome of the development of communication skills; (7) one of the teacher’s major responsibilities is to establish situations likely to promote communication; and communicative interaction encourages cooperative relationships among students. 20
Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practise and develop language functions, as well as judicious use of grammar and pronunciation focused activities. This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The “Dawning” Years. MODULE 1: TASK 6- CHECKING YOUR UNDERSTANDING Scan Here! 21
MODULE 1: TASK 7 – DISCUSSION: SHARING A CENTURY OF LANGUAGE TEACHING In this module, it has been outlined several types of English learning models from “Early’ Years to the dawn era. Now offer your opinion on what learning methods are fit or appropriate for teaching English as a foreign language with the goal of facilitating communication. In this discussion part, share your opinion. The following example is provided to offer guidance. Please use your own words and do not copy and paste from the examples. >>>> Please note that this discussion can only be completed in VINESA <<<< Hello all, CLT, in my opinion, is the ideal strategy to apply if we want our children to communicate effectively. The CLT technique is well-known for focusing on establishing communicative competence, which allows students to communicate successfully in real-life circumstances. It also encourages students to actively participate in language activities and provides opportunities for them to improve their speaking and listening abilities. It can also help children build their interpersonal skills because they practice speaking with others rather than memorizing grammatical structure. Best, Susan After you share your opinion now, you can reply from a former participant. Here is the example Dear Susan, I would want to begin by thanking you for sharing this exercise. I completely agree with your viewpoint. By employing CLT, we can push our students to communicate with the real world so that they can govern the globe. Best, Dinda. You will be assessed based on this Discussion Board Participation Rubric 22
MODULE 1: TASK 8 – CASE STUDY (GROUP WORK): SHARING A CENTURY OF LANGUAGE TEACHING The assignment provides you with an opportunity to solve the problem based on the case study provided. You can give your solution using Google Docs, Microsoft Word, PDF, or a similar software. The lesson plan can cover one or more class periods, depending on your students' learning needs. Please read the instructions carefully before you start. 23
Ms. Risa is a language instructor who has been assigned to teach reading and vocabulary to twenty pupils from diverse ethnic backgrounds who are studying English as a second language. Some of the students have no prior experience of English, although others have a basic understanding of vocabulary and grammar. Thus, Ms. Risa understands that she must discover ways to teach reading and vocabulary to pupils with varying degrees of previous knowledge without leaving anyone behind or frustrating more advanced students. Now that you have assumed the role of Ms. Risa, please determine what strategy she uses to teach reading so that all pupils can learn well. Clarify your response and your reasons. What advice would you give to the teacher to help them engage students and increase motivation in English learning? What specific strategies or methods does Miss Risa select in teaching reading to motivate students? Why should she apply that strategy? What steps can be taken to ensure that students have a positive and motivated learning experience in English classes? How are the teacher’ roles to promote students’ participation? How are the learners’ role to improve their reading competence? Please, give alternative solutions by answering the questions: 1. 2. 3. 4. 5. 6. 24
NO Aspect of reflection Answer a Facts Tell us about your experience when you learn A century of Language Teaching using LMS VINESAand e-module. What things did you experience in the learning process? You can also tell us about the obstacles/difficulties when learn A century of Language Teaching? b Feeling How did you feelwhen you learn A century of Language Teaching? Are you happy, excited or difficult to understand materials? Tell me things that make you have these feelings c Finding What lessons did I get from the process? What new things did I learn about myself after the process? d Future What could I do better if I did something similar in learning this materials? What actions or alternative solutions will I take after learning about A century of Language Teaching? MODULE 1: TASK 9 – REFLECTION ACTIVITY This activity allows you to think about A century of Language Teaching. Please reflect on the ways in which you understand the concept of a century of Language Teaching. Before moving on to the next part, please reflect on the following questions: Directions: 25
Approach theoretical positions and beliefs about teaching, language, language learning, learners, institutional and societal factors, purposes of a course, and the applicability of all to a specific educational context. Audiolingual Method (ALM) a language teaching method that emphasized oral production, pattern drills, and conditioning through repetition Authenticity (of a test) the degree of correspondence of the characteristics of a given language test task to the features of the actual target language task Automaticity the act of processing input and giving output without deliberation or hesitation in real-time speed Autonomy individual effort and action through which learners initiate language, problem solving, strategic action, and the generation of linguistic inputbasic interpersonal communication skills (BICS) abilities that enable language users to function in everyday personal exchanges; context-embeddedperformance Bilingual education classroom instruction in two languages for the same group of students; students receive some of their instruction in one language and somein the other, in varying proportions according to program type, instructional goals, and contextual influences Bilingualism ability in two or more languages Classical Method a language teaching method in which the focus is on grammatical rules, memorization of vocabulary and other language forms, translation of texts, and performing written exercises classroom language academic discourse typical of linguistic exchanges in classrooms between teacher and students and among students (e.g., in small group work), often involving directions, questions, discussions, agreeing and disagreeing Classroom management the process of ensuring that classroom lessons runsmoothly considering a wide range of factors from the physical arrangement of a classroom, to teaching styles and philosophy, to classroom energi Communicative student responses are meaningful, real-world related, open-ended, and unpredictable Communicative competence (CC) the cluster of abilities that enable humans to convey and interpret messages and to negotiate meanings interpersonallywithin specific contexts MODULE 1: TASK 10- GLOSSARY 26
Communicative Language Teaching (CLT) an approach to language teachingmethodology that emphasizes authenticity, interaction, student-centered learning, task-based activities, and communication for real-world, meaningfulpurposes Curriculum a course of study that includes specifications of topics, forms, assignments, and schedules for completion; also, a group of separate courses within a program (see syllabus) Direct Method a language teaching method popular in the early twentieth century that emphasized direct target language use, oral communication skills, and inductive grammar, without recourse to translation from the first language Discourse an instance of spoken or written language with describable internal relationships of form and meaning (e.g., words, structures, cohesion) thatrelate coherently to an external communicative function or purpose and a given audience or interlocutor Drill a mechanical technique focusing on a minimal number of language formsthrough repetition Function (of language) a meaningful, interactive purpose within a social (pragmatic) context, which we accomplish with forms of language Functional Syllabus see Notional-Functional Syllabus Grammar Translation Method a language teaching method in which the centralfocus is on grammatical rules, paradigms, and vocabulary memorization as the basis for translating from one language to another Group work a variety of techniques in which two or more students are assigned a task that involves collaboration and self-initiated language Immersion educational model that typically provides the majority of subject-matter content through the medium of the L2 Interaction the collaborative exchange of thoughts, feelings, or ideas between two or more people; in an L2 classroom, face-to-face communication (usuallyorally) involving pair/group work, meaningful communication, and spontaneous conversations and discussions Interpersonal existing or happening between people 27
Method a coherent, prescribed group of activities and techniques for language teaching, unified by a homogeneous set of principles or foundations; sometimesclaimed to be suitable for all L2 teaching contexts Methodology pedagogical practices in general, including theoretical underpinnings and related research Notional-Functional Syllabus a language course that attends primarily to functions as organizing elements of a foreign language curriculum Procedure a series of actions that are performed either by a teacher or students in a certain order during the lesson process a progression of procedures (steps, stages, strategies, milestones) in learners’ language development (versus the end product) Product the ultimate or end result of a set of learning efforts; for example, a final “paper” or the summation of abilities at the end of a course of study (versusthe process of progressive achievement of that end) Role-play giving a role to one or more members of a group and assigning an objective or purpose that participants must accomplish Silent Way a language teaching method that encouraged inductive learning, engaging in problem solving, and relating (mediating) physical objects to the new language 28
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CONTEXTUALIZING COMMUNICATIVE APPROACH PREPARED BY : ARIK SUSANTI
TABLE OF CONTENS Module 2 : Task 1 - Reading General Approach .................................................2 Module 2 : Task 2 - Checking your understanding.........................................13 Module 2 : Task 3 - Reading Specific Approach ..............................................13 Module 2 : Task 4 - Checking your Understanding........................................20 Module 2 : Task 5 - Discussion.......................................................................................21 Module 2 : Task 6 - Group Work-Case Study ....................................................23 Module 2 : Task 7 - Reflection Activity.....................................................................24 Module 2 : Task 8 - Glossary..........................................................................................25
The module should take 6-8 hours to complete. Do the following tasks in this order by the end of the week: Task 1: Read Module 2: Reading - Reading General Approach (1 hour) Task 2: Take Module 2: Checking Your Understanding (Graded) (30 minutes) Task 3: Read Module 2: Reading - Reading Specific Approach 1 hour) Task 4: Take Module 2: Checking Your Understanding (Graded) (30 minutes) Task 5 : Discussion (1 hour) Task 6: Group Work Case Study (2 hous) Task 7 : Reflection Activity - Reflecting on Experiences with A century of Language Teaching (30 minutes) Task 8 : Glossary Explore concept of general approach in teaching English Explore concept of specific approach in teaching English Analyze both of the concepts using case study Objectives : By the end of the module, you will have: 1 MODULE 2 : OVER VIEW MODULE 2 TASK LIST OUR BEST CLIENTS
This condition is sometimes referred to as the "post-method" era, in which English instruction emphasizes authentic language and real-world situations (Brown & Lee, 2015). It is also predicated on the notion that students learn best when exposed to language in a context that is relevant to them. The purpose of teaching English is to provide students with a more natural and authentic learning experience through the use of authentic situations and language. Students can make connections between the language they are studying and their own experiences and needs. 2 MODULE 2 : TASK 1 READING - READING GENERAL APPROACH (1 HOUR) By the mid-1980s, the previous chapter's history of language teaching, marked by a series of methodological milestones, had changed course. Ironically, the methods that had been such strong markers of a century's history were no longer the benchmarks that they had once been. The profession had learned some important lessons from its previous experiences. It is realized the critical importance of including a communicative component in language courses. Thus, we have not overlooked the significance of tailoring language instruction to the country, institution, socioeconomic level, political motivation, and socialpsychological variables at work in the teaching-learning dialogue. In this module, we will provide a variety of methodological options within the framework of communicative approaches to address much of the contextualization of language teaching.
3 Students are able to make the learning process more engaging and effective because they can see the relevance of the language to their own lives. It also encourages students to take an active role in their own learning, which can boost their motivation and classroom engagement (Hughes & Morrison, 2020). There are two contextual learning approaches: the general and the specific (Brown & Lee, 2015). The general approaches to teaching English is one that emphasizes general language skills such as listening, speaking, reading, and writing. They are used in a wide range of contexts, countries, institutions, ages, and proficiency levels. General approaches are used in a wide range of contexts, countries, institutions, ages, and proficiency levels, so students can learn a wide range of language skills through enjoyable activities. In English teaching and learning process, teachers focus on students’ centered instruction (approach) (Larsen-Freeman & Marti, 2012). Teachers provides opportunities for students to try out target language. Teachers are not asked to relinquish all control in learner-centered classrooms. Students are allowed to improve their innovation, creativity, and, eventually, autonomy. All of these efforts contribute to students' sense of agency and identity. Students can learn a wide range of language skills through enjoyable activities. Meanwhile, for specific approaches that are identifiable contextual factors to be useful in language programs, they must be present. As a result, workplace L2 instruction is clearly limited to a specific audience and purpose (Brown & Lee, 2015). General Approaches Focus on learners’ needs and goals Understanding individual differences among learners in a classroom Gauging the curriculum to learners’ styles and preferences Creating a supportive, nonfearful, nondefensive atmosphere The characteristics of students-centered approach are:
4 Tasks encourage students to use language creatively and spontaneously beyond the form of language alone to real world context Tasks focus to the communication goals of students The conveyance of some sort of meaning is central to this method; Assessment is primarily based on task outcome; and TBLT is student-centered or tasks engage learners TBLT has the following characteristics (Moore, 2018): Offering students choices in the types and content of activities Giving some control to the student (e.g., group work) (Brown & Lee, 2015). Task-Based Language Teaching (TBLT) Task-Based Language Teaching (TBLT) emphasizes the use of authentic language in meaningful contexts because the goal of TBLT is to aid students' language learning by involving them in a variety of tasks with clear outcomes (Larsen-Freeman & Marti, 2012). It also promotes students’ centered approach since it has meaningful communication. The teacher's role in implementing TBLT is to select tasks that are appropriate to the level of the students and to create pre-task and task follow-up phases that are in line with the students' abilities and needs (Murad & Language, 2009). Following are some examples of English teaching methods that can support a student-centered approach: Task-Based Language Teaching (TBLT), theme-based instruction, experiential or project-based instruction, strategy-based instruction, and collaborative methods.
5 The language instructor whose goal is to apply task-based language instruction in the foreign language classroom must fulfill three primary roles: (1) selection and sequencer of tasks; (2) preparing learners for tasks; and (3) consciousness-raising. In the selection and sequencer, the language teacher has an active role in selecting, adapting, and designing tasks, and then constructing these tasks in accordance with the needs, expectations, interests, and language proficiency levels of the students. Then, in preparing learner fo the tasks, the English teacher provides pre-task training language learners. It is essential since Tasks refer to a variety of work plans with the overall goal of facilitating language learning, ranging from simple and brief exercises to more complex and lengthy activities such as group problem solving or simulations and decision-making .For example, the teacher gives tasks including things like drawing a map while listening to a tape, listening to an instruction, and carrying out a command. In these tasks, learners require process language pragmatically to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. Leaners should pay close attention to meaning and use their linguistic resources, even though the task design may predispose them to select specific forms. A task, like other language activities, can engage productive or receptive, oral or written skills, as well as various cognitive processes A task typically requires the teacher to specify what constitutes successful completion of the task. The use of a variety of different types of tasks in language teaching is said to make language teaching more communicative because it provides a purpose for a classroom activity that goes beyond language practice for the sake of language practice. Thus, task-based instruction views the learning process as a set of communicative tasks that are directly linked to the curricular goals and purposes of beyond the practice of language. these training exercises may involve introducing the topic, elaborating on task instructions, supporting students in learning or retaining words and phrases that facilitate task completion, and displaying a portion of the task process.
The last step is consciousness-raising that may be stressed that the instructor employs a combination of form-focusing strategies, such as attention-focusing pre-task activities, text analysis, guided exposure to related tasks, and application of highlighted material (Richards and Rogers, 2001). The language should play three key roles: (1) group member, (2) monitor, and (3) risk-taker and innovator. It can be stated that the students complete a variety of tasks in pairs or small groups. For students who are more accustomed to whole-class activities and/or independent work, pair or group work may require some adaption. The second step is monitor that emphasizes on task-based learning. Tasks are used as a tool to facilitate the learning process. Learners should have the opportunity to examine how language is deployed in conversation through classroom activities. 6 Learners must "attend" to both the message in task work and the way in which such communications are often packaged. The last step is risk-taker learners will be required to develop and elaborate on messages for which they lack the necessary linguistic resources and prior experience. In actuality, this is the purpose of such assignments. The skills of guessing based on linguistic and contextual cues, requesting clarification, and consulting with other learners may require improvement (Richards and Rogers, 2001) In conclusion, Task-based approach is a contemporary concept in language education that aims not only to aid students in achieving predetermined objectives, but also to offer the context and conditions for language acquisition. Teachers serve as instructors to those who build the study environment, as well as assistants, advisers, and advocates for learning activities. Learners play a crucial role in the learning process. They are no longer empty vessels to be filled by the teachers, but rather torches to be kindled by providing suitable learning environments and assignments. The task-based method facilitates the internalization of language skills in a natural manner and teaches students how to solve real-world situations. Language teachers should use task-based approach into their language classrooms since it is effectives during the implementation of teaching and learning. Teachers and students should be aware of the objective and reasoning behind completing tasks and involved in the development of the task materials
7 Stimulating awareness within learners of preferred styles Linking style to strategy with “strategic” techniques Providing extra-class assistance for learners The effective implementation of SBI in language classrooms involves several steps and considerations (Brown & Lee, 2015): Strategies based instruction (SBI) is called learning strategies training. Learning strategies are strategies that contribute to the development of the language system that the learner constructs and have a direct impact on learning. Freeman, D.L. and Anderson, M. (2011) explain language learning strategies as behaviors or actions that learners use to make language learning more successful and enjoyable. Implementing SBI can make learners to become self-driven independent learners beyond the classroom, since they must be fully aware of their own strengths, weaknesses, preferences, and styles, and be able to capitalize on that metacognition through the use of appropriate action in the form of strategic options. When learners are aware of their own capacities and limitations, they can efficiently adopt pathways to success that capitalize on strengths and compensate for weaknesses. Strategies Based Instruction Stimulating Awareness L2 learners should be aware of their own styles, preferences, and ways to learn and improve their target language. However, most of students do not have any awareness about their preferences when they are learning target language.
8 Logical/mathematical - the ability to use numbers effectively, to see abstractt patterns, and to reason well Visual/spatial- the ability to orient oneself in the environment, to create mental images, and a sensitivity to shape, size, color Body/kinesthetic- the ability to use one’s body to express oneself and to solve problem Musical/rhythmic- an ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody Interpersonal- the ability to understand another person’s moods, feelings, motivations, and intentions . Intrapersonal-the ability to understand oneself and to practice selfdiscipline Verbal/linguistic- the ability to use language effectively and creatively. Naturalist- the ability to relate to nature and to classify what is observed Thus, the teacher should give attention to the multiple intelligence in L2 learning. Gardner has theorized that individuals have at least eight distinct intelligences that can be developed over a lifetime (Timmins, 1996). The eight are: Therefore, teachers have to recognize their students’ intelligences and give opportunities to develop the multiplicity of intelligences. For example, a learner with high interpersonal intelligence, may thrive in the context of group work and interaction, whereas a student with high spatial intelligence will perform well with plenty of charts, diagrams, and other visuals.
9 If all English teachers use a variety of activities and techniques to appeal learners’ engagement in teaching and learning, it can develop their language proficiency Style and learning strategies has linked in classroom activities. There are three categories of learning strategies, such as metacognitive, cognitive, and social/affective strategies (Larsen-Freeman & Marti, 2012). Metacognitive strategies include learning planning, thinking about the learning process as it occurs, monitoring one's production or comprehension, and evaluating learning after an activity is completed (Zhang, 2010). It plays a significant role in helping students to achieve learning success. Students’ metacognition is closely related to selfregulated learning that motivate students how to read and write English as foreign language. Linking style and Strategy in the Classroom Providing Extra Class Assistance To increase students' strategic awareness can be carried out outside of the classroom. Teachers can issue challenges to students to implement specific classroom strategies and bring back reports of their successes to share with classmates. Next, cognitive strategies involve learners interacting with and manipulating what is to be learned. Outlining and summarizing what has been learned from reading or listening are examples of these strategies. Students learn foreign language using keywords, repeating, translating, grouping, and transferring to comprehend target language. Social/affective strategies address interaction with other learners and native speakers, as well as the management of affective demands imposed by language learning, such as cooperation, clarification questions, and self-talks.
10 Several other pedagogical approaches that support the 21st centuryskills were featured by collaboration, interaction, and cooperation between students in class. Cooperative learning, as opposed to individual learning, is focused on student-centered learning that is an effective teaching strategy in which small groups of students of varying abilities. Each team member is responsible not only for learning what is taught, but also for assisting teammates in learning. Students work through the assignment until all group members understand and complete it successfully. English teacher can implement social media to help students practice their language outside the language classroom. It is known that social media provides excellent opportunities for authentic communication, such as tweeter, blogging, and Facebook. It will assist learners in successfully applying strategies outside of the language classroom. Next, teacher can use self-help study that guides students how understand chapters that contain information, anecdotes, tips and exercises. Students will write short summary to understand that information, so it will help them in applying strategies outside of the language classroom. Collaborative Approaches
11 Cooperative-learning groups are relatively small consisting of four to five students, with different level of ability and different ethnic backgrounds (Haynes, 2019). Students are expected to learn cooperatively to increase their motivation, self-esteem and attitudes among group members. They can also perform better on achievement, problem-solving, develop students’ social skills and assist students in developing oral communication skills in their small group Students in a cooperative learning setting collaborate in small groups to achieve a common goal or complete a task. The interactions among group members are critical to the success of this type of learning. Interactions can include both verbal and nonverbal communication, as well as the exchange of ideas and resources. Effective interaction in a small group setting can result in increased material understanding, improved problem-solving skills, and increased motivation among group members. When learners interact with each other through oral and written communication, their communicative abilities are enhanced. It almost goes without saying that communicative classrooms are interactive. In cooperative learning, students apply collaborative efforts to solve problems or make decision to achieve desired outcome. Those are interactive activities that can foster communication, team work and creativity among team members. Overall, interactive group team activities are an important component of effective team management. and are critical for achieving desired team outcomes. Interaction in cooperative learning small groups refers to the process of communication and collaboration among group members (Brown & Lee, 2015). Therefore, collaboration is required in language education, which emphasized the interconnections between oral and written language. It is known that language is integrative four skills ( listening, speaking reading and writing)and a system of social practice that can both limit and liberate. Language is not the sum of its many discrete parts, so learning and teaching language needs collaboration. Collaborative activities can be viewed as a strategy in an educational setting where two or more students collaborate to learn something, solve a problem, finish a task, or produce a product. Students in small group discuss each other to achieve a common objective
Cooperative learning, group projects, and other peer collaboration techniques are examples of distinct educational methodologies in which students collaborate. Collaboration is generally believed to be a generic notion. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Languag Pedagody. Pearson Education Inc. Haynes, J. (2019). Cooperative Learning Strategies to Enhance Writing Skills Among Second Language Learners. International Journal of Instruction, 12(Januari 2019), 1399–1412. Hughes, J. M., & Morrison, L. J. (2020). Innovative Learning Spaces in the Making. Frontiers in Education, 5(July), 1–17. https://doi.org/10.3389/feduc.2020.00089 Lai, C., Huang, Y. X., & Lam, T. (2020). Teachers’ socio-spatial practice in innovative learning environments. Cambridge Journal of Education, 50(4), 521–538. https://doi.org/10.1080/0305764X.2020.1736003 Moore, P. J. (2018). Task-Based Language Teaching (TBLT). The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0175 Murad, T. M., & Language, F. (2009). The Effect of Task-Based Language Teaching on Developing Speaking Skills among the Palestinian Secondary EFL Students in Israel and Their Attitudes towards English Supervisor Major: Curricula and Methods of Teaching English as a Foreign Language Departme. Asian Efl Journal.Com. http://asian-efljournal.com/Thesis/Thesis-Murad.pdf Stoller, F. L. (2002). Language Teaching or a Framework for Strategic Language. Tesol 2002, 16, 2006. https://carla.umn.edu/cobaltt/modules/strategies/stoller2002/stoller.pdf Timmins, A. C. B. (1996). Multiple intelligences: Gardner’s theory. Practical Assessment, Research, and Evaluation, 5(10), 1–3. Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320–353. https://doi.org/10.5054/tq.2010.223352 Richards, Jack C., — Theodore S. Rodgers. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. 12 References
13 MODULE 2: TASK 2- CHECKING YOUR UNDERSTANDING This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The “Designer Methods” Era. All of the aforementioned general approaches can be implemented to a large extent in any language course, regardless of context. In parts, we will concentrate on models with restricted applicability and practicability. >>>> Please note that this quiz can only be completed in VINESA <<<< Scan Here! MODULE 2: TASK 3- READING SPECIFIC APPROACH Specific Approach
14 Certain conditions must be met for them to be applicable and viable. Some contextual constraints are determined by age or institution, others by course objectives or proficiency, and still others by sociopolitical and sociocultural factors. Those approaches covers Content Based Language Teaching, Language for Specific Purposes and Work Place and Vocational L2 instruction. Content-based approaches claim that optimal conditions for learning a second or foreign language exist when both the target language and meaningful content are integrated into the classroom, with the language functioning as both an immediate object of study and a conduit for learning a specific subject (Brown & Lee, 2015). In content-based language instruction, teachers employ subject topics as the instructional framework rather than grammar rules, vocabulary domains, operative functions, or contextual situations. Stoller (2002) states that content-based instruction is an instructional strategy in which language competency is accomplished by transferring the focus of the course from the learning of language in and of itself to the learning of content. Content Based Language Teaching It means that language teachers employ content themes as the instructional framework, rather than grammar rules or vocabulary lists in content based approach. CBI is commonly viewed as a flexible operational framework for language instruction, with a variety of prototype models and application options available for different contexts and pedagogical needs or it can not be conceptualized as a fixed, immovable method.