1. Chapter 6: Popular
Methodology
“The Practice of ELT”, Jeremy
Harmer, 2001.
Departamento de Lenguas Extranjeras
Facultad de Ciencias Humanas
UNLPam
Practice II, Prof. Braun (2011)

2. APPROACH:
 “Theories about the nature of language
and language learning that serve as
the source of practices and principles
in language teaching”,Richards and
Rodgers 1986:16.
 How do people acquire languages?
 Which conditions will promote successful
language learning?

3. METHOD
 Juan Amos Comenio (1592-1670)
 “A method is the practical realization of
an approach”, (Harmer 2011)
 Decisions need to be made:
 Roles of teachers and learners, types of
activities, syllabus organization,useful
materials.

4. PROCEDURE:
 It is an ordered sequence of
techniques.
 First you do this, then you do that…
 Eg. How to write a poem as agroup.

5. TECHNIQUE:
 TPR. Silent viewing. Finger technique,
etc.
DISCUSS:
Why should teachers study about
Methods?

6. MODELS:
 Teaching models offer sets of
procedures, usually for teachers in
training.They influence the current
state of ELT.

7. AUDIOLINGUALISM
 Behaviourism: modle of learning
 Stimulus,Response,Reinforcement.
 Audio-lingual method: Drills/
Repetition, errors were banned.

8. (*) I. PRESENTATION-PRACTICE-
PRODUCTION.
 Stage 1: Presentation with pictures.
 Stage 2: Choral-Individual repetition.
 Stage 3: Immediate creativity.
 (+) It may be appropriate for beginner and
elementary students.
 (-) Criticism: It seems to assume that
learners learn in “straight lines”.It is
teacher-centered. Tessa Woodward,
Michael Lewis, Jim Scrivener.

9. More criticism
 “It only describes one kind of lesson; it
is inadequate as a general proposal
concerning approaches to language in
the classroom. It entirely fails to
describe the many ways in which
teachers can work when, for example,
using courseboks, or when adopting a
task-based approach”.From Scrivener J.
(1996:79).

10. II. Variation in PPP and alternatives to it:
 ARC:
 Put forth by Scrivener (1994b), it stands
for
 AUTHENTIC USE
 RESTRICTED USE
 CLARIFICATION AND FOCUS
 We may use it as CRA or CACACR.

11. OHE
 According to Michael Lewis students
should be allowed to Observe (read or
listen to the language). This will lead them
to Hypothesize about how language
works.
 Finally, they will Experiment on the basis
of those hypothesis.

12. III
 Also in line with McCarthy and Carter
(1995).They use Illustration (e.g.
transcripts of conversations)and then
discovery activities and questions about
the language (e.g. ways of agreeing and
disagreeing politely), then Interaction as
a result of which, noticing a certain routine
, students will grasp new facts about
language use ( Induction).

13. (*) ESA (Harmer, 1998).
 STUDY ENGAGE ACTIVATE
 The point of departure may vary.
 Boomerang effect.

14. Summary of Methods from the 1970’s
onwards:
 The Communicative Approach.
 Task-Based Learning.
 Four methods from the 1970’s-80’s:
 Community language learning.
 The Silent Way.
 Suggestopaedia.Total Physical Response.
 Humanistic teaching.
 The Lexical Approach.

15. MAKING CHOICES:
 Which approaches and Methods are best and/or most
appropriate for our own teaching situations?
 Remember key aspects:
 Exposure to language.
 Input.
 CLT.
 The affective variable.
 Discovery.
 Noticing.
 Grammar and lexis.
 Methodology and Culture.