oral presentation on language teaching methods ppt

ESL Speaking

Games + Activities to Try Out Today!

in Activities for Adults · Activities for Kids · ESL Speaking Resources

Approaches and Methods in Language Teaching: CLT, TPR

Teaching a foreign language can be a challenging but rewarding job that opens up entirely new paths of communication to students. It’s beneficial for teachers to have knowledge of the many different language learning techniques including ESL teaching methods so they can be flexible in their instruction methods, adapting them when needed.

Keep on reading for all the details you need to know about the most popular foreign language teaching methods. Some of the ESL pedagogy ideas covered are the communicative approach, total physical response, the direct method, task-based language learning, suggestopedia, grammar-translation, the audio-lingual approach and more.

Language teaching methods

Most Popular Approaches and Methods in Language Teaching

Here’s a helpful rundown of the most common language teaching methods and ESL teaching methods. You may also want to take a look at this: Foreign language teaching philosophies .

#1: The Direct Method

In the direct method ESL, all teaching occurs in the target language, encouraging the learner to think in that language. The learner does not practice translation or use their native language in the classroom. Practitioners of this method believe that learners should experience a second language without any interference from their native tongue.

Instructors do not stress rigid grammar rules but teach it indirectly through induction. This means that learners figure out grammar rules on their own by practicing the language. The goal for students is to develop connections between experience and language. They do this by concentrating on good pronunciation and the development of oral skills.

This method improves understanding, fluency , reading, and listening skills in our students. Standard techniques are question and answer, conversation, reading aloud, writing, and student self-correction for this language learning method. Learn more about this method of foreign language teaching in this video: 

Please enable JavaScript

#2: Grammar-Translation

With this method, the student learns primarily by translating to and from the target language. Instructors encourage the learner to memorize grammar rules and vocabulary lists. There is little or no focus on speaking and listening. Teachers conduct classes in the student’s native language with this ESL teaching method.

This method’s two primary goals are to progress the learner’s reading ability to understand literature in the second language and promote the learner’s overall intellectual development. Grammar drills are a common approach. Another popular activity is translation exercises that emphasize the form of the writing instead of the content.

Although the grammar-translation approach was one of the most popular language teaching methods in the past, it has significant drawbacks that have caused it to fall out of favour in modern schools . Principally, students often have trouble conversing in the second language because they receive no instruction in oral skills.

#3: Audio-Lingual

The audio-lingual approach encourages students to develop habits that support language learning. Students learn primarily through pattern drills, particularly dialogues, which the teacher uses to help students practice and memorize the language. These dialogues follow standard configurations of communication.

There are four types of dialogues utilized in this method:

• Repetition, in which the student repeats the teacher’s statement exactly
• Inflection, where one of the words appears in a different form from the previous sentence (for example, a word may change from the singular to the plural)
• Replacement, which involves one word being replaced with another while the sentence construction remains the same
• Restatement, where the learner rephrases the teacher’s statement

This technique’s name comes from the order it uses to teach language skills. It starts with listening and speaking, followed by reading and writing, meaning that it emphasizes hearing and speaking the language before experiencing its written form. Because of this, teachers use only the target language in the classroom with this TESOL method.

Many of the current online language learning apps and programs closely follow the audio-lingual language teaching approach. It is a nice option for language learning remotely and/or alone, even though it’s an older ESL teaching method.

#4: Structural Approach

Proponents of the structural approach understand language as a set of grammatical rules that should be learned one at a time in a specific order. It focuses on mastering these structures, building one skill on top of another, instead of memorizing vocabulary. This is similar to how young children learn a new language naturally.

An example of the structural approach is teaching the present tense of a verb, like “to be,” before progressing to more advanced verb tenses, like the present continuous tense that uses “to be” as an auxiliary.

The structural approach teaches all four central language skills: listening, speaking, reading, and writing. It’s a technique that teachers can implement with many other language teaching methods.

Most ESL textbooks take this approach into account. The easier-to-grasp grammatical concepts are taught before the more difficult ones. This is one of the modern language teaching methods.

Most popular methods and approaches and language teaching

#5: Total Physical Response (TPR)

The total physical response method highlights aural comprehension by allowing the learner to respond to basic commands, like “open the door” or “sit down.” It combines language and physical movements for a comprehensive learning experience.

In an ordinary TPR class, the teacher would give verbal commands in the target language with a physical movement. The student would respond by following the command with a physical action of their own. It helps students actively connect meaning to the language and passively recognize the language’s structure.

Many instructors use TPR alongside other methods of language learning. While TPR can help learners of all ages, it is used most often with young students and beginners. It’s a nice option for an English teaching method to use alongside some of the other ones on this list. 

An example of a game that could fall under TPR is Simon Says. Or, do the following as a simple review activity. After teaching classroom vocabulary, or prepositions, instruct students to do the following:

• Pick up your pencil.
• Stand behind someone.
• Put your water bottle under your chair.

Are you on your feet all day teaching young learners? Consider picking up some of these teacher shoes .

#6: Communicative Language Teaching (CLT)

These days, CLT is by far one of the most popular approaches and methods in language teaching. Keep reading to find out more about it.

This method stresses interaction and communication to teach a second language effectively. Students participate in everyday situations they are likely to encounter in the target language. For example, learners may practice introductory conversations, offering suggestions, making invitations, complaining, or expressing time or location.

Instructors also incorporate learning topics outside of conventional grammar so that students develop the ability to respond in diverse situations.

• Amazon Kindle Edition
• Bolen, Jackie (Author)
• English (Publication Language)
• 301 Pages - 12/21/2022 (Publication Date)

CLT teachers focus on being facilitators rather than straightforward instructors. Doing so helps students achieve CLT’s primary goal, learning to communicate in the target language instead of emphasizing the mastery of grammar.

Role-play , interviews, group work, and opinion sharing are popular activities practiced in communicative language teaching, along with games like scavenger hunts and information gap exercises that promote student interaction.

Most modern-day ESL teaching textbooks like Four Corners, Smart Choice, or Touchstone are heavy on communicative activities.

#7: Natural Approach

This approach aims to mimic natural language learning with a focus on communication and instruction through exposure. It de-emphasizes formal grammar training. Instead, instructors concentrate on creating a stress-free environment and avoiding forced language production from students.

Teachers also do not explicitly correct student mistakes. The goal is to reduce student anxiety and encourage them to engage with the second language spontaneously.

Classroom procedures commonly used in the natural approach are problem-solving activities, learning games , affective-humanistic tasks that involve the students’ own ideas, and content practices that synthesize various subject matter, like culture.

#8: Task-Based Language Teaching (TBL)

With this method, students complete real-world tasks using their target language. This technique encourages fluency by boosting the learner’s confidence with each task accomplished and reducing direct mistake correction.

Tasks fall under three categories:

• Information gap, or activities that involve the transfer of information from one person, place, or form to another.
• Reasoning gap tasks that ask a student to discover new knowledge from a given set of information using inference, reasoning, perception, and deduction.
• Opinion gap activities, in which students react to a particular situation by expressing their feelings or opinions.

Popular classroom tasks practiced in task-based learning include presentations on an assigned topic and conducting interviews with peers or adults in the target language. Or, having students work together to make a poster and then do a short presentation about a current event. These are just a couple of examples and there are literally thousands of things you can do in the classroom. In terms of ESL pedagogy, this is one of the most popular modern language teaching methods. 

It’s considered to be a modern method of teaching English. I personally try to do at least 1-2 task-based projects in all my classes each semester. It’s a nice change of pace from my usually very communicative-focused activities.

One huge advantage of TBL is that students have some degree of freedom to learn the language they want to learn. Also, they can learn some self-reflection and teamwork skills as well. 

#9: Suggestopedia Language Learning Method

This approach and method in language teaching was developed in the 1970s by psychotherapist Georgi Lozanov. It is sometimes also known as the positive suggestion method but it later became sometimes known as desuggestopedia.

Apart from using physical surroundings and a good classroom atmosphere to make students feel comfortable, here are some of the main tenants of this second language teaching method:

• Deciphering, where the teacher introduces new grammar and vocabulary.
• Concert sessions, where the teacher reads a text and the students follow along with music in the background. This can be both active and passive.
• Elaboration where students finish what they’ve learned with dramas, songs, or games.
• Introduction in which the teacher introduces new things in a playful manner.
• Production, where students speak and interact without correction or interruption.

TESOL methods and approaches

#10: The Silent Way

The silent way is an interesting ESL teaching method that isn’t that common but it does have some solid footing. After all, the goal in most language classes is to make them as student-centred as possible.

In the Silent Way, the teacher talks as little as possible, with the idea that students learn best when discovering things on their own. Learners are encouraged to be independent and to discover and figure out language on their own.

Instead of talking, the teacher uses gestures and facial expressions to communicate, as well as props, including the famous Cuisenaire Rods. These are rods of different colours and lengths.

Although it’s not practical to teach an entire course using the silent way, it does certainly have some value as a language teaching approach to remind teachers to talk less and get students talking more!

#11: Functional-Notional Approach

This English teaching method first of all recognizes that language is purposeful communication. The reason people talk is that they want to communicate something to someone else.

Parts of speech like nouns and verbs exist to express language functions and notions. People speak to inform, agree, question, persuade, evaluate, and perform various other functions. Language is also used to talk about concepts or notions like time, events, places, etc.

The role of the teacher in this second language teaching method is to evaluate how students will use the language. This will serve as a guide for what should be taught in class. Teaching specific grammar patterns or vocabulary sets does play a role but the purpose for which students need to know these things should always be kept in mind with the functional-notional Approach to English teaching.

#12: The Bilingual Method

The bilingual method uses two languages in the classroom, the mother tongue and the target language. The mother tongue is briefly used for grammar and vocabulary explanations. Then, the rest of the class is conducted in English. Check out this video for some of the pros and cons of this method:

#13: The Test Teach Test Approach (TTT)

This style of language teaching is ideal for directly targeting students’ needs. It’s best for intermediate and advanced learners. Definitely don’t use it for total beginners!

There are three stages:

• A test or task of some kind that requires students to use the target language.
• Explicit teaching or focus on accuracy with controlled practice exercises.
• Another test or task is to see if students have improved in their use of the target language.

Want to give it a try? Find out what you need to know here:

Test Teach Test TTT .

#14: Community Language Learning

In Community Language Learning, the class is considered to be one unit. They learn together. In this style of class, the teacher is not a lecturer but is more of a counsellor or guide.

In general, there is no set lesson for the day. Instead, students decide what they want to talk about. They sit in the a circle, and decide on what they want to talk about. They may ask the teacher for a translation or for advice on pronunciation or how to say something.

The conversations are recorded, and then transcribed. Students and teacher can analyze the grammar and vocabulary, as well as subject related content.

While community language learning may not comprehensively cover the English language, students will be learning what they want to learn. It’s also student-centred to the max. It’s perhaps a nice change of pace from the usual teacher-led classes, but it’s not often seen these days as the only method of teaching a class.M

#15: The Situational Approach

This approach loosely falls under the behaviourism view of language as habit formation. The situational approach to teaching English was popular in England, starting in the 1930s. Find out more about it:

Language Teaching Approaches FAQs

There are a number of common questions that people have about second or foreign language teaching and learning. Here are the answers to some of the most popular ones.

What is language teaching approaches?

A language teaching approach is a way of thinking about teaching and learning. An approach produces methods, which is the way of teaching something, in this case, a second or foreign language using techniques or activities.

What are method and approach?

Method and approach are similar but there are some key differences. An approach is the way of dealing with something while a method involves the process or steps taken to handle the issue or task.

What is presentation practice production?

How many approaches are there in language learning.

Throughout history, there have been just over 30 popular approaches to language learning. However, there are around 10 that are most widely known including task-based learning, the communicative approach, grammar-translation and the audio-lingual approach. These days, the communicative approach is all the rage.

What is the best method of English language teaching?

It’s difficult to choose the best single approach or method for English language teaching as the one used depends on the age and level of the students as well as the material being taught. Most teachers find that a mix of the communicative approach, audio-lingual approach and task-based teaching works well in most cases.

What is micro teaching?

What are the most effective methods of learning a language.

The most effective methods for learning a language really depends on the person, but in general, here are some of the best options: total immersion, the communicative approach, extensive reading, extensive listening, and spaced repetition.

The Modern Methods of Teaching English

There are several modern methods of teaching English that focus on engaging students and making learning more interactive and effective. Some of these methods include:

Communicative Language Teaching (CLT)

This approach emphasizes communication and interaction as the main goals of language learning. It focuses on real-life situations and encourages students to use English in meaningful contexts.

Task-Based Learning (TBL)

TBL involves designing activities or tasks that require students to use English to complete a specific goal or objective. This approach helps students develop language skills while focusing on the task at hand.

Technology-Enhanced Learning

Using technology such as computers, tablets, and smartphones can make learning more engaging and interactive. Online resources, apps, and educational games can be used to supplement traditional teaching methods.

Flipped Classroom

In a flipped classroom, students learn new material at home through videos or online resources, and then use class time for activities, discussions, and practice exercises. This approach allows for more individualized learning and interaction in the classroom.

Project-Based Learning (PBL)

PBL involves students working on projects or tasks that require them to use English in a real-world context. This approach helps students develop critical thinking and problem-solving skills while improving their language abilities.

Content and Language Integrated Learning (CLIL)

CLIL involves teaching subjects such as science or history in English, rather than teaching English as a separate subject. This approach helps students learn English while also learning about other subjects.

Gamification

Using game elements such as points, badges, and leaderboards can make learning English more fun and engaging. Educational games can help students practice language skills in a playful and interactive way.

These modern methods of teaching English focus on making learning more student-centered, interactive, and engaging, leading to better outcomes for students.

Have your say about Approaches and Methods in Language Teaching

What’s your top pick for a language teaching method? Is it one of the options from this list or do you have another one that you’d like to mention? Leave a comment below and let us know what you think. We’d love to hear from you. And whatever approach or method you use, you’ll want to check out these top 1o tips for new English teachers .

Also, be sure to give this article a share on Facebook, Pinterest, or Twitter. It’ll help other busy teachers, like yourself, find this useful information about approaches and methods in language teaching and learning.

Last update on 2024-08-04 / Affiliate links / Images from Amazon Product Advertising API

About Jackie

Jackie Bolen has been teaching English for more than 20 years to students in South Korea and Canada. She's taught all ages, levels and kinds of TEFL classes. She holds an MA degree, along with the Celta and Delta English teaching certifications.

Jackie is the author of more than 100 books for English teachers and English learners, including 101 ESL Activities for Teenagers and Adults , Great Debates for ESL/EFL , and 1001 English Expressions and Phrases . She loves to share her ESL games, activities, teaching tips, and more with other teachers throughout the world.

You can find her on social media at: YouTube Facebook Pinterest Instagram

This is wonderful, I have learned a lot!

You’re welcome!

What year did you publish this please?

Recently! Only a few months ago.

Wonderful! Thank you for sharing such useful information. I have learned a lot from them. Thank you!

I am so grateful. Thanks for sharing your kmowledge.

Hi thank you so much for this amazing article. I just wanted to confirm/ask is PPP one of the methods of teaching ESL if so was there a reason it wasn’t included in the article(outdated, not effective etc.?).

PPP is more of a subset of these other ones and not an approach or method in itself.

Good explanation, understandable and clear. Congratulations

That’s good, very short but clear…👏🏾👏🏾👏🏾👏🏾👏🏾

I meant the naturalistic approach

This is amazing! Thank you for writing this article, it helped me a lot. I hoped this will reach more people so I will definitely recommend this to others.

Thank you, sir! I just used this article in my PPT presentation at my Post Grad School. More articles from you!

I think this useful because it is teaching me a lot about english. Thank you bro! 😀👍

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Our Top-Seller

As an Amazon Associate, I earn from qualifying purchases.

More ESL Activities

Weekend plans (easy english dialogue for beginners), ordering sushi (easy english dialogue for beginners), feeling under the weather: english dialogue & practice questions, meeting someone new dialogue (for english learners), about, contact, privacy policy.

Jackie Bolen has been talking ESL speaking since 2014 and the goal is to bring you the best recommendations for English conversation games, activities, lesson plans and more. It’s your go-to source for everything TEFL!

About and Contact for ESL Speaking .

Privacy Policy and Terms of Use .

Email: [email protected]

Address: 2436 Kelly Ave, Port Coquitlam, Canada

• My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

To view this video please enable JavaScript, and consider upgrading to a web browser that supports HTML5 video

METHODS AND APPROACHES in TEACHING ENGLISH AS A second LANGUAGE

Published by Elfreda Washington Modified over 9 years ago

Similar presentations

Presentation on theme: "METHODS AND APPROACHES in TEACHING ENGLISH AS A second LANGUAGE"— Presentation transcript:

Strategies and Methods

Teaching Grammar and Language Functions

Second Language Acquisition

The Proficiency Orientation of Existing Methodologies

ORAL BASED APPROACH SKINNER´S BEHAVIORIST THEORY CONDITIONING RESULT of THREE STAGES STIMULUS RESPONSE REINFORCEMENT 1 ST T E R M T. Acquisition of SENTENCE.

Age and Acquisition (PLLT)

Theories of Second language Acquisition

Topic: Learning and teaching activities

The Audiolingual Method

METHODS AND APPROACHES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE October 6, 2008/ FIL ANG 311.

Language Teaching Methods/ Approaches

APPROACHES and METHODS IN LANGUAGE TEACHING

An historic overview of language teaching approaches

Education of English Conversation

Communicative Language Teaching

Stages of Second Language Acquisition

EFL Anthony’s model: Approach Method Technique

Grammar-Translation Approach Direct Approach

A brief history of language teaching

Teacher’s role in different methods of teaching English.

About project

© 2024 SlidePlayer.com Inc. All rights reserved.

educational research techniques

Research techniques and education.

The Oral Approach of Language Teaching

During the early part of the 20th century, linguist in Europe developed the Oral Approach. This approach to learning a language had a major impact for several decades in language teaching. In this post, we will look at the history and characteristics of what was once a revolutionary approach to teaching language.

The Oral Approach was a direct reaction to the Direct Method . In contrast to the Direct Method, Oral Approach was based on scientific research. One of the primary desires of the developers of this approach was to have a systematic way of teaching English.

Characteristics

The Oral Approach stresses the following…

Grammar- In terms of grammar, it is not the same as the grammar-translation method  which stresses a universal grammar. Rather, in the Oral Approach, it is the patterns of the sentences that matter such as Subject-Verb-Object. Students learn the structures in order to use and understand the language.

Curriculum- There are three main elements to curriculum development in Oral Approach selection, gradation, and presentation. Selection is the choosing of content. Gradation is the process of organizing the curriculum, and presentation is the instructional component.

Another major aspect of curriculum was the development of the PPP instructional model.  PPP stands for presentation, practice, and perform. Presentation is the teacher sharing information with students. Practice is the students having time to demonstrate their understanding without fear of failure. Perform is the students sharing their knowledge as a form of assessment.

Theories  & Teaching

The Oral Approach has a structural view of language learning as mention in the curriculum section above. With an emphasis on behavioral practices. Students learned through repetition. Teaching takes place inductively.

The Oral Approach relies on the use of situations to teach language. A situation is the use of such as pictures, objects, and or realia, to teach. Students are expected to listen and repeat what the instructor says. This means that students have little control over content.

The lessons are highly teacher-centered and the teacher is extremely active with timing, reviewing, testing, etc. The ultimate goal is to have the students use the language in non-structured real-life settings.

Another Name

The Oral Approach is also called situational language learning. The difference is really a matter of age. The Oral Approach was developed in the 1920’s while situational Language learning was developed in the 1960’s. There are other minor differences but the primary separation between these two is time.

The Oral Approach is yet another reaction to what was done before its implementation. With new information came a shift in teaching language that lasted 70 years. As perhaps the first scientifically based way of teaching a language. The Oral Approach paved the way for even more innovation in language teaching.

Share this:

4 thoughts on “ the oral approach of language teaching ”.

Pingback: The Oral Approach of Language Teaching | Educat...

Pingback: The Oral Approach of Language Teaching | Language Learner & Lover

Pingback: Th Birth of the Audiolingual Method | educationalresearchtechniques

Pingback: Communicative Language Learning | educationalresearchtechniques

Leave a Reply Cancel reply

Discover more from educational research techniques.

Subscribe now to keep reading and get access to the full archive.

Type your email…

Continue reading

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

21 Tips and Strategies Supporting Learners’ Oral Presentations

Design & assign.

There are many options to consider when assigning an oral presentation. As you answer the following questions, reflect on your own commitment to continue using traditional oral presentations for evaluation.

Determine Oral Presentation Type

If you answered “No” to at least half of the questions, you may want to consider the following alternative formats that mitigate some of the specific anxieties your ELLs experience with oral presentations. While the default may be the traditional individual or group presentation of concepts in front of the whole class, there are a number of alternatives that may serve the same purpose.

Consider the different types of presentations and the steps that you can do to help your learners succeed.

Types of Oral Presentations

Short oral talks in a group

Usually a short oral talk in a group is informal with little time to prepare for this type of speech. Learners  share their thoughts or opinions about a specific topic. This type of talk follows a structure with a brief introductory statement, 2-3 ideas and a concluding statement.  These brief oral talks can help students develop confidence because they are presenting to a small group rather than the whole class. They do not have to create and coordinate visuals with their talk and the talk is short. There still needs to be substance to the talk, so participants should be given advance warning that they will be asked to speak on a particular topic.  One advantage is that several students in the class can be presenting simultaneously; however, as a result, in-process marking is not possible.

Formal oral presentations in front of class

Formal oral presentations in front of the class usually require individual students to make a longer presentation, supported with effective visual aids. Adequate time has been given for the presenter to prepare the topic. This type of presentation can be used to present research, information in general, or to persuade. The presenter is often put in charge of the class during the presentation time, so in addition to presenting, the presenter has to keep the class engaged and in line. Formal oral presentations often involve a Q & A. Most of the grading can be done in-process because you are only observing one student at a time. It is very time consuming to get through a whole class of presentations and have the class engaged and learning and you are giving up control of many course hours and content coverage.

Group Presentations

• Tips for giving a group presentation

Sharing Presentations Online

Students can be made the presenter in online platforms to complete presentations.  Zoom, Blackboard, WebEx and other similar software allow the moderator (Professor) to make specific participants hosts which enables them to share their screens and control the participation options of other students in the class.  As each platform has variations on how to share documents and control the presentation, it is important that students are given specific instructions on how to “present” using the various platforms.  If possible, set up separate “rooms” for students to practice in before their presentation.

• Instructions for screen sharing in Zoom
• Instructions for screen sharing in WebEx
• Instructions for screen sharing in Blackboard Collaborate

Use Oral Recordings of Presentations Synchronously or Asynchronously

Consider allowing students to record their presentations and present the recording to the class.  While this would not be appropriate for a language class where the performance of the presentation is likely more important than the content, in other classes providing the opportunity for learners to record multiple times until they are satisfied with the output is an ideal way to optimize the quality of the presentation as well as reduce the performance related stress. The presentation can then be shared synchronously in class or online with the presenter hosting and fielding questions, or asynchronously posted on a discussion board or other app such as Flipgrid with the presenter responding to comments posted over a set period of time. A side benefit to the use of some of these tools such as Skye and Google Meet is that they are commonly used in the workforce so it good practice for post-graduation application of skills.

Possible Tools for Recording and Sharing

• Flipgrid – an easy to use app that lets students record short video clips and resubmit as many times as needed. The video stays in the Flipgrid app for other students to see (if shared) and allow for easy teacher responses whether via video or text. (Asynchronous)
• Skype   – Follow the instructions to record and share a video on the MS website (Either if posted on course platform)
• Google Meet – Follow the i nstructions to record and share a presentation on Google Meet . (Either if posted on course platform)
• Zoom – students can share their narrated PPT slides via Zoom (don’t forget to enable the sound)
• Powerpoint – Recording of narrations for slides
• Youtube – Recorded videos can be uploaded to Youtube to share by following instructions to upload Youtube video
• OneDrive – most institutions provide OneDrive accounts for faculty and students as part of Office 365. Students can save their video in OneDrive and choose who to share it with (faculty member, group, class)

Presenting in Another Language

If the goal of the presentation is to demonstrate in depth understanding of the course content and ability to communicate that information effectively, does the presentation have to be done in English?  Can the student’s mastery of the subject matter be demonstrated in another language with a translator? It would still be possible to evaluate the content of the presentation, the confidence, the performance, the visual aids etc.  On the global stage, translated speeches and presentations are the norm by political leaders and content experts – why not let students show the depth of their understanding in a language they are comfortable with?

If a more formal type of oral presentation is required, is it possible to give students some choice to help reduce their anxiety?  For example, could they choose to present to you alone, to a small group, or to the whole class?

Teach Making a Presentation Step by Step

Don’t assume that all the students in your class have been taught how to make a presentation for a college or university level class. Furthermore, there are many purposes for presentations (inform, educate, persuade, motivate, activate, entertain) which require different organizational structure, tone, content and visual aids.

• Ask the class to raise their hands if they feel ♦ very comfortable presenting in front of the class, ♦ somewhat comfortable presenting in front of the class or ♦ not comfortable presenting in front of the class.  This will help you gauge your learners’ prior experience / comfort and also let learners in the class see that others, both native speakers and ELLs are nervous about presenting orally in class.

Provide Clear Instructions

• Write clear, detailed instructions (following the suggestions in Module 3).
• Ask students to download a copy to bring to class and encourage them to record annotations as you discuss expectations.
• Example: How many slides should you use as your visual aid? Do you need to use outside sources? What tools can you use to create this presentation?
• Include the rubric that you will use to grade the presentations and explain each section, noting sections that have higher weighting.

Provide a Guide to Planning

• Have students write a description of the target audience for their presentation and explicitly state the purpose of the presentation.

• Encourage students to read widely on their topic. The more content knowledge the learner has about the topic, the more confident the learner will be when presenting.
• Teach students how to do an effective presentation that meets your course expectations (if class time does not permit, offer an optional  ‘office hours’ workshop). Remember – many of your students many never have presented a post-secondary presentation which may cause significant anxiety. Your ELL’s experiences with oral presentations may be limited or significantly different in terms of expectations based on their prior educational contexts.
• Have students view examples of good presentations and some bad ones – there are many examples available on YouTube such as  Good Presentation vs Bad Presentation .
• Provide specific guidelines for each section of the presentation. How should learners introduce their presentation? How much detail is required? Is audience interaction required? Is a call to action expected at the end?
• If audience interaction is required, teach your students specific elicitation techniques (See Module 3)
• Designing Visual Aids Centre for Teaching Excellence, University of Waterloo
• Presentation Aids Video
• Paralinguistic features like eye contact are potentially culture – bound. If the subject that you are teaching values eye contact, then include this expectation in the presentation. On the other hand, if your field of study doesn’t require presentations typically, consider valuing the cultural diversity of your learners and not grading learners negatively for not making eye contact.
• Review the rubric. Let learners know what you are specifically grading  during the presentation. The rubric should be detailed enough that learners know what elements of the presentation are weighted the heaviest.

Model an Effective Presentation

A good speech is like a pencil; it has to have a point.

• Provide an exemplar of a presentation that you have presented yourself and recorded, or a presentation done by a previous student for which you have written permission to share.

Require Students to Practice

• Practice saying the presentation out loud
• Practice with a room mate/ classmate / family member / friend
• Go on a walk and talk – encourage students to get outside, and go for a walk – as they walk, they can say their presentation orally out loud. The fresh air and sunshine helps one to relax and reduce anxiety, so it is easier to focus on the talk.
• Record a practice presentation. Encourage students to find a quiet place to record and to use headphones with a mic to improve quality of the recording.
• If time allows, build formative practice presentations into the schedule. Have students practice their presentation in small groups and have other group mates give targeted feedback based on content, organization and presentation skills. Provide a checklist of expectations for the others in the group to use to provide specific, targeted feedback to the presenter. Students can watch their performance at home along with their peer’s feedback to identify areas for improvement.

• If you have assigned oral presentations in your class, review the course outcomes and the content covered in the assignment and determine if a formal oral presentation is necessary. 
• Think of one alternative you could offer to students who struggle with individual assignments.
• Annotate your assignment with notes indicating possible modifications you could make to improve the inclusivity and equity of the assignment.

Communicative Language Teaching

Mar 27, 2019

6.36k likes | 18.51k Views

Communicative Language Teaching. In this report, you will learn…. Communicative Language Teaching: Definition Background: Historical and Theoretical Activities in CLT Learner and Teacher Roles Role of Instructional Materials. What is Communicative Language Teaching (CLT)?.

Share Presentation

• communicative language teaching
• classic communicative language teaching
• methodologies
• which students
• instructional materials

Presentation Transcript

In this report, you will learn… • Communicative Language Teaching: Definition • Background: Historical and Theoretical • Activities in CLT • Learner and Teacher Roles • Role of Instructional Materials

What is Communicative Language Teaching (CLT)? • A set of principles about: • The goals of language teaching • How learners learn a language • The kinds of activities that best facilitate learning • The roles of teachers and learners in the classroom

The goals of Language Teaching • The Teaching of Communicative Competence.

Grammatical Competence versus Communicative Competence

While grammatical competence is an important dimension of language learning, it is clearly not all that is involved in learning a language. • This latter capacity of grammatical competence is understood by the term communicative competence.

How Learners learn a Language • Interaction between the learner and users of the language • Collaborative creation of meaning • Creating meaningful and purposeful interaction through language • Negotiation of meaning as the learner and his or her interlocutor arrive at understanding

Learning through attending to the feedback learners get when they use the language • Paying attention to the language one hears (the input) and trying to incorporate new forms into one’s developing communicative competence • Trying out and experimenting with different ways of saying things

The Kind of Classroom Activities that Best facilitate Learning • the use of the following: • pair work activities • role plays • group work activities • project work.

The roles of teachers and learners in the classroom Learner Roles: • They have to participate in classroom activities • become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model. • They were expected to take on a greater degree of responsibility for their own learning

Teacher Roles: • They have to assume the role of facilitator and monitor • the teacher had to develop a different view of learners’ errors and of her/his own role in facilitating language learning. • As a needs analyst • As a counselor • As a group process manager

BACKGROUND Historical

Language Teaching can be viewed in three parts: • I. Traditional approaches (up to the late 1960s) • II. Classic communicative language teaching (1970s to 1990s) • III. Current communicative language teaching (late 1990s to the present)

Traditional approaches (up to the late 1960s) • gave priority to grammatical competence as the basis of language proficiency. • based on the belief that grammar could be learned through direct instruction and through a methodology that made much use of repetitive practice and drilling.

Techniques: • memorization of dialogs, • question and answer practice, • substitution drills • various forms of guided speaking and writing practice. • Approach: Deductive • students are presented with grammar rules and then given opportunities to practice using them, as opposed to an inductive approach in which students are given examples of sentences containing a grammar rule and asked to work out the rule for themselves.

Great attention to accurate pronunciation and accurate mastery of grammar • Methodologies: • Audiolingualism (in north America) (also known as the Aural-Oral Method) • the Structural-Situational Approach in the UK (also known as Situational LanguageTeaching). • P-P-P (Presentation, Practice, Production) Methodology

Under the influence of CLT theory, grammar-based methodologies such as the P-P-P have given way to functional and skills-based teaching, and accuracy activities such as drill and grammar practice have been replaced by fluency activities based on interactive small-group work. This led to the emergence of a ‘fluency-first’ pedagogy (Brumfit 1984) in which students’ grammar needs are determined on the basis of performance on fluency tasks rather than predetermined by a grammatical syllabus.

Classic Communicative Language Teaching (1970s to 1990s) • attention shifted to the knowledge and skills needed to use grammar and other aspects of language appropriately for different communicative purposes: • making requests, • giving advice, • making suggestions, • describing wishes and needs and so on.

What was needed in order to use language communicatively was communicative competence. • The notion of communicative competence was developed within the discipline of linguistics (or more accurately, the sub-discipline of sociolinguistics) • Advocates of CLT argued that communicative competence, and not simply grammatical competence, should be the goal of language teaching.

CLT created a great deal of enthusiasm and excitement when it first appeared as a new approach to language teaching in the 1970s and 1980s, and language teachers and teaching institutions all around the world soon began to rethink their teaching, syllabuses and classroom materials.

Grammar was no longer the starting point. New approaches to language teaching were needed.

Principles of CLT(Berns, 1990) 1. Language teaching is based on a view of language as communication. That is, language is seen as a social tool that speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing.

2. Diversity is recognized and accepted as part of language development and use in second language learners and users, as it is with first language users. 3. A learner’s competence is considered in relative, not in absolute, terms.

4. More than one variety of a language is recognized as a viable model for learning and teaching. 5. Culture is recognized as instrumental in shaping speakers’ communicative competence, in both their first and subsequent languages.

6. No single methodology or fixed set of techniques is prescribed. 7. Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learners’ competence in each. 8. It is essential that learners be engaged in doing things with language—that is, that they use language for a variety of purposes in all phases of learning.

Background Theoretical

Theory of Language The Communicative Approach in language teaching starts from a theory of language as communication

Noam Chomsky • held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors in applying his knowledge of the language in actual performance. • The focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language.

Dell Hymes • His theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. • Held the view that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture.

Michael Halliday • Theory: the functional account of language use • “Linguistic is concerned with the description of speech acts or texts, since only though the study of language in use are all the functions of language , and therefore all components of meaning brought into focus.” • He has elaborated a powerful theory of the functions of language, which complements Hymes’s view of communicative competence for many writers on CLT. • Seven basic functions: instrumental, regulatory, interactional, personal, heuristic, imaginative, representational.

Canale and Swain • Introduced four dimensions of communicative competence: grammatical competence (grammatical and lexical capacity), sociolinguistic competence (understanding of social context and the communicative purpose for interaction), discourse competence (how meaning is represented in relationship to the entire discourse or text) and strategic competence (coping strategies that communicators employ to repair, redirect, etc. communication) • Their extension of the Hymesian model of communicative competence was inturn elaborated in some complexity by Bachman, whose model, in turn, was extended by Celce-Murcia, Dornyei, and Thurrell.

Characteristics of the Communicative View of Language • Language is a system of the expression of meaning • The primary function of language is to allow interaction and communication • The structure of language reflects its functional and communicative uses • The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

Fluency vs Accuracy

There should be balance between fluency and accuracy activities • Accuracy activities should support fluency activities

Sample Activities • FLUENCY ACTIVITY: A group of students of mixed language ability carry out a role play in which they have to adopt specified roles and personalities provided for them on cue cards. These roles involve the drivers, witnesses, and the police at a collision between two cars. The language is entirely improvised by the students, though they are heavily constrained by the specified situation and characters.

ACCURACY ACTIVITY Students in groups of three or four complete an exercise on a grammatical item, such as choosingbetween the past tense and the present perfect, an item which the teacher has previously presented and practiced as a whole class activity. Together students decide which grammatical form is correct and they complete the exercise. Groups take turns reading out their answers.

Information Gap activities • This refers to the fact that in real communication people normally communicate in order to get information they do not possess.

Sample Activity: Students practice a role-play in pairs. One student is given the information she/he needs to play the part of a clerk in the railway station information booth and has information on train departures, prices etc. The other needs to obtain information on departure times, prices etc. They role play the interaction without looking at each other’s cue cards.

Jig-saw activities • based on the information-gap principle • the class is divided into groups and each group has part of the information needed to complete an activity. • the class must fit the pieces together to complete the whole. • they must use their language resources to communicate meaningfully and so take part in meaningful communication practice.

Sample activities The teacher takes a narrative and divides it into twenty sections (or as many sections as there are students in the class). Each student gets one section of the story. Students must then move around the class, and by listening to each section read aloud, decide where in the story their section belongs. Eventually the students have to put the entire story together in the correct sequence.

task-completion activities • puzzles, games, map-reading and other kinds of classroom tasks in which the focus was on using one’s language resources to complete a task.

information gathering activities • student conducted surveys, interviews and searches in which students were required to use their linguistic resources to collect information.

opinion-sharing activities • activities where students compare values, opinions, beliefs, such as a ranking task in which students list six qualities in order of importance which they might consider in choosing a date or spouse.

information-transfer activities • these require learners to take information that is presented in one form, and represent it in a different form. example: they may read instructions on how to get from A to B, and then draw a map showing the sequence, or they may read information about a subject and then represent it as a graph.

reasoning gap-activities • these involve deriving some new information from given information through the process of inference, practical reasoning etc. example: working out a teacher’s timetable on the basis of given class timetables.

role-plays • activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.

Why the emphasis on pair work and group work? Learners will obtain several benefits: • they can learn from hearing the language used by other members of the group • they will produce a greater amount of language than they would use in teacher-fronted activities

• More by User

Communicative Language Teaching Vocabulary

Communicative Language Teaching Vocabulary. Lecture 6.2. Plan. P rinciples of teaching vocabulary Skills to be built Receptive and productive vocabulary System of exercises to teach vocabulary. Problem solving task 1:.

2.32k views • 32 slides

Communicative Language Teaching (CLT)

Communicative Language Teaching (CLT). Background. Also called ‘The Notional-Functional Approach’( 觀念 / 意念功能教學法） In 1960s, Situational Language Teaching( 情境式語言教學） was popular. Learners are able to socialise/ communicate ( 溝通 / 交際） with social notions in social situations.

1.37k views • 16 slides

Communicative Language Teaching. (A functional approach since 1970s): it is an approach, not a method; a unified but broadly based theoretical position about the nature of language and of language learning and teaching. . Background.

3.54k views • 14 slides

COMMUNICATIVE LANGUAGE TEACHING

COMMUNICATIVE LANGUAGE TEACHING. What CLT means?. Brown (2007) gives his definition of CLT as “an approach to language teaching methodology that emphasizes authenticity, interaction, student-centered learning, task based activities, and communication for the real world, meaningful purposes.”.

2.97k views • 54 slides

9 June 2012. Communicative Language Teaching. Passive. Listening. Reading. Writing. Speaking. Active. Receptive. Listening. Reading. Writing. Speaking. Productive. Morphological Ambiguity. Mother: Why on earth did you swallow the money I gave you?

1.08k views • 42 slides

The Communicative Approach Communicative Language Teaching (CLT)

The Communicative Approach Communicative Language Teaching (CLT). Communicative and Functional Approach. Background. The communicative approach seeks to make meaningful communication and language use a focus of all classroom activities.

2.2k views • 54 slides

Communicative Language Teaching. Peg Reilly English Language Fellow Ibarra , Ecuador January 15, 2014 – PUCESE, Esmeraldas. Warm-up. Pretend you are having a fire drill at your home. You must choose only 5 things AND you must be able to carry them yourself.

1.25k views • 25 slides

Communicative Language Teaching Approach

Communicative Language Teaching Approach. 1960’s. New trendS. IN THE PAST: (Audio- linguistic – Situational Language Teaching ) Focus on Grammatical competence . IN THE PRESENT: (CLT) Focus on communicative competence . WHAT FEATURES HAS A LANGUAGE?. Not just grammar! BUT: social ,

645 views • 5 slides

Communicative Language Teaching (CLT). By Zainab Aidroos EDU507. What are the goals of teachers who use CLT?. To communicate in the target language in authentic situations . To achieve this goal , students need to know: 1-Linguistic forms 2-Meanings 3-Functions .

1.04k views • 21 slides

Communicative Language Teaching. 2014 Spring Semester- Week 5. Introduction (1). 1. Within a social context, language users needed to perform certain functions, such as promising, inviting, and declining invitations.

788 views • 13 slides

Principles of Communicative Language Teaching

Introducing CLT While Avoiding Classroom Culture Shock Marla Yoshida ACP TEFL Program UCI Extension International Programs. Principles of Communicative Language Teaching. Language is dynamic. Its purpose is meaningful communication.

837 views • 20 slides

Communicative Language Teaching. EDMS 411- Section 2 Katie Drake Gayle Mahoney. Definition of CLT.

551 views • 7 slides

Communicative Language Teaching Today

Communicative Language Teaching Today. FLTA Pre-semester Orientation August 27, 2007 Nelleke van Deusen- Scholl. Language Teaching. Edward Anthony (1963): What is a method? Three elements: approach : “a set of assumptions dealing with the nature of language, learning, and teaching”

1.82k views • 20 slides

The Communicative Language Teaching

The Communicative Language Teaching. Lecture # 18. Review of the last lecture. Total Physical Response Method:

426 views • 21 slides

Communicative Language Teaching- CLT

Communicative Language Teaching- CLT. Shaswar Kamal Mahmud. April 2011. Introduction

499 views • 11 slides

Communicative Language Teaching. (A functional approach since 1970s): it is an approach, not a method; a unified but broadly based theoretical position about the nature of language and of language learning and teaching. Background.

308 views • 14 slides

Communicative Language Teaching CLT

Communicative Language Teaching CLT. Kristina Makayla Laura Danielle. History & Origin.

590 views • 11 slides

595 views • 16 slides

What is Communicative Language Teaching??

What is Communicative Language Teaching??. Blends listening, speaking, reading, and writing. Is the expression, interpretation, and negotiation of meaning. Is comprehensible and meaning-bearing.

570 views • 14 slides