Survey methods in teaching english

1. Survey of Methods in Teaching English

2. What comprises the study of
Literature in the Language
Classroom?

3. •The Direct Method - teaching is done entirely in
the target language. The learner is not allowed
to use his/her mother tongue. Grammar rules
are avoided and there is emphasis on good
pronunciation.

4. •Grammar-translation - learning is largely to and
from the target language. Grammar rules are to
be memorized and long lists of vocabulary
learned by heart. There is little or no emphasis
placed on developing oral ability.

5. •Audio-lingual - emphasizes that learning a
language means acquiring habits.There is much
practice of dialogues of every kind of situation.
New language is first heard and extensively
drilled before seen in its written form.

6. •Audio-lingual - emphasizes that learning a
language means acquiring habits.There is much
practice of dialogues of every kind of situation.
New language is first heard and extensively
drilled before seen in its written form.

7. •Suggestopedia - the theory underlying this
method is that language can be acquired only
when the learner is receptive and has no mental
blocks. By various techniques it is suggested to
the students that language is easy - and in this
way the mental blocks to learning are removed.

8. •Total Physical Response (TPR) - this works by
having the learner respond to simple commands
such as ‘Stand up’, ‘Close your book’, ‘Open the
window’. The method stresses the importance of
aural comprehension.

9. •Communicative language teaching (CLT) - the
focus is to enable the learners to communicate
effectively and appropriately in various
situations they would be likely to find
themselves in. The content are functions such as
inviting, suggesting, complaining or notions such
as the expression of quantity, time, or location.

10. •Silent Way - the aim of the teacher is to say as
little as possible in order that the learner can be
in control of what he wants to say. No use is
made of the mother tongue.

11. •Community Language Learning - in this method
attempts are made to build strong personal links
between the teacher and student so that there
are no blocks to learning. There is much talk in
the mother tongue which is translated by the
teacher for repetition of the students.

12. Task-based Approach
• represents a significant paradigm shift since the focus on
content has shifted to skills and competencies. Planning and
design are not about what is taught, but why it is taught. This
approach isolates individual skills and competencies in order
to teach material students need to know to meet their goals
and objectives. Sample tasks could be ordering in a
restaurant, booking a hotel room, or more advanced tasks
like critiquing a movie, voicing an opinion about a political or
social issue. Grammar, vocabulary and language skills are just
the vehicles that enable students to achieve their final
outcomes.

13. Project-based Approach
• is meant to address students’ real needs by adapting
language to the skills and competencies they truly need
personally, academically, and/or professionally. The
application of this approach begins by determining the one,
global objective that the individual or group of students
have. The assessment will lead to the design of one
overarching project that will be the end result of the class,
term or course. The project can be anything from an oral
presentation to a large-scale production such as a class play.
The project must be composed of individual tasks that lead
students to the goals in the assessment.

14. The Natural Approach
•propounded by Stephen Krashen, the method
stresses the similarities between learning the
first and second languages. There is no
correction of mistakes. Learning takes place by
the students being exposed to language that is
comprehensible or made comprehensible to
them.

15. The Lexical Syllabus -
•this is based on a computer analysis of language
which identifies the most common (and hence
most useful) words in the language and other
various uses. The syllabus teaches these words
in broadly the order of their frequency, and the
great emphasis is placed on the use of authentic
materials.

16. Survey of Methods in Teaching Literature

17. •Paraphrastic approach - deals with the surface
meaning of the text. Teachers who use this
approach may paraphrase or re-word the story
in a simpler language or even translate it into
other languages. The focus is to search for moral
values whilst reading a particular text.

18. Language-based approach
•uses literary text for the specific drills design to
build the language skills rather than focusing on
the literary skills. This includes techniques and
procedures which are concerned directly with
the study of the literary text itself. The aim is to
provide the students with the tools they need to
interpret a text and to make competent critical
judgments.

19. Information-based approach
•this ensures that students acquire enough
knowledge and information on the literary
text studied and expands their
understanding on the subject matter.

20. Personal response approach
•a response-based approach to teaching
literature which involves critical thought that is
different from the kinds of thinking students do
in other academic subjects, where the focus is
primarily on the acquisition of information.
Reading literature should involve the
consideration of many possibilities.

21. Moral-Philosophical approach
•- believes that the larger purpose of
literature is to teach morality and to
probe philosophical issues.

22. Stylistics approach
•teaches students how to look for and interpret
stylistic dimensions of a text. Students are made
to learn how what is said is said and how
meanings are made. They are taught to know
what makes the language of literature different
from everyday language, if it really is.

23. Literary Texts for Discussion:
• Choose one approach in Teaching Literature
• Prepare a lesson plan ( by grp) following the sample given last time.
• To be submitted and presented next week first hour ( 12-1)

24. Design
Robert Frost
I found a dimpled spider, fat and white,
On a white heal-all, holding up a moth
Like a white piece of rigid satin cloth--
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches’ broth--
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.
What had the flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?--
If design govern in a thing so small.
(https://www.poets.org)

25. In the Dark Depths
Jose Maria Sison
The enemy wants to bury us
In the dark depths of prison
But shining gold is mined
From the dark depths of the earth
And radiant pearl is dived
From the dark depths of the sea.
We suffer but we endure
And draw up gold and pearl
From the depths of character
Formed so long in struggle.
30 April 1978
https://www.josemariasison.org

26. The Story of an Hour
Kate Chopin
See this site for a copy of the text:
https://archive.vcu.edu
https://www.katechopin.org
Kate Chopin: The Awakening, The Storm, stories and biography
(1894)

27. Half a Sheet of Paper
August Strindberg
See this site for a copy of the text:
https://www.ericsson.com
solen91.blogspot.com
(also A Half Sheet in other translations)