Conventional and Unconventional Methods in Language Teaching 3301-JS191
This course is designed for students who are already acquainted with the major 20th century trends in foreign language teaching as reflected in such approaches and methods as the Direct Method, Audiolingualism and the Cognitive Approach and Method. These will, however, be revised at the beginning of the course so as to enhance the differences between them and the newer methods. A definition of an approach, a method and a technique and their constituents will precede the presentation of the methods and a comparison will be drawn between Richards and Rodgers' definitions (1986) and the more widely accepted ones of Edward Anthony (1964). The course will present the search for the 'right' method of language teaching, which produced such 'designer' methods as Total Physical Response, The Silent Way, Community Language Learning and Suggestopedia. These methods may not have gained wider support but their contribution to language teaching is undeniable. In addition, more recent methods and approaches, like Whole Language Learning, Multiple Intelligences, Neurolinguistic Programming, the Lexical Approach and Competency-Based Language Teaching will be discussed. Special focus will be put on the current communicative approaches: Communicative Language Teaching in its stronger and weaker versions, Cooperative Language Learning, Content-Based Instruction, Task-Based Language Teaching and the Natural Approach. Each method will be discussed at the level of theory and practice and a few will be illustrated with video recordings of a lesson or with micro-teaching. The course participants will be encouraged to discover the similarities and differences between the various approaches and methods and to critically analyse their tenets and teaching techniques with a view to their applicability in their own teaching. The ultimate goal of the course is not only to present to the students a host of relatively new methods and techniques in language teaching to choose from but to develop their critical sense in evaluating them and the ability to select and adapt them to the needs and objectives of their classes. The students will be expected to give a presentation of one of the methods with a handout for the class and to demonstrate another one through micro-teaching. Demonstrations of lessons of a foreign language other than English will be particularly welcome.
Type of course
Learning outcomes
A student will acquire basic information about:Conventional and Unconventional Methods in Language Teaching and will develop his/her analytical skills.
Bibliography
Anthony, E.M. 1964. Approach, method and technique. English Teaching Forum B, 6, 1-4.
Blair, R. W. (ed.). 1982. Innovative Approaches to Language Teaching. Rowley, Mass.: Newbury House.
Brown, H.Douglas. 1994. Principles of Language Learning and Teaching. Englewood Cliffs, NJ: Prentice Hall Regents.
Cook, Vivian. 1991. Second Language Learning and Language Teaching. London, New York, Melbourne, Auckland: Edward Arnold, A division of Hodder & Stoughton.
Cook, Vivian. 1993. Linguistics and Second Language Acquisition. Houndmills, Basingstoke, Hampshire RG21 2XS and London: The Macmillan Press Ltd.
Dakowska, Maria. 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN.
Gardner, Howard. 1985. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gattegno, C. 1972. Teaching Foreign Languages at School. The Silent Way. New York: Educational Solutions.
Krashen, Stephen. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Krashen, Stephen and Tracy D. Terrell. 1983. The Natural Approach. Language Acquisition in the Classroom. Oxford: Pergamon.
Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
O'Connor, J., and I. McDermot. 1996. Principles of NLP. London: Thorsons.
Oller, J.W. and P.A. Richard-Amato (eds.). 1983. Methods that Work. A Smorgasbord of Ideas for Language Teachers. Boston: Heinle.
Prabhu, N.S. Second Language Pedagogy. 1987. Oxford: Oxford University Press.
Richards, Jack C., and Charles Lockhart. 1994. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
Richards, Jack C., and Theodore S. Rodgers. 1986. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Richards, Jack C. and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Stevick, Earl W. 1976. Memory, Meaning and Method: Some Psychological Perspectives on Language Learning. Rowley, Mass.: Newbury House.
Widdowson, H. 1978. Teaching Language as Communication. Oxford: Oxford University Press.
Wilkins, D.A. 1976. Notional Syllabuses. Oxford: Oxford University Press.
Additional information
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