Diagnostic of the structure of educational motivation

1.

Methodology
• WHAT to teach
• HOW to teach
• Motivation
• What is it? - Feelings of interest and excitement
which make us want to do something and help us
to continue doing it. - Learners who’re highly
motivated and want to learn the language are more
likely to be successful.

2.

Diagnostic of the structure of educational motivation.
Matuhina M.V., Fetiskin N.P., Kozlov V.V., Manuilov G.M.
• Emotional motivation (excitement, class atmosphere, etc.)
• Achievement (setting goals, being the best, etc.)
• Communicative motivation (people, friends, acceptance and
support)
• Self-development (willingness to improve the skills, archive
the goals, etc.)
• External motivation (encouragement vs. punishment)
• A role of being a student (willingness to do the job, be a
good student, satisfaction with the educational process)
• Cognitive motivation (being interested in a specific subject

3.

ZPD –Zone of Proximal
Development (Lev Vygotsky, 1978)
The space between
what a learner can do
without assistance
and what a learner
can do with adult
guidance or in
collaboration with
more capable peers

4.

10 ways to motivate SS. Motivating
the unmotivated
1. Make your SS curious
2. Challenge them
3. Avoid the obvious
4. Devolve the responsibility
5. Teach unplugged
6. Let SS use their tech and their technical skills
7. And their imagination
8. Find out what they know and what they are good at
9. Take a break (questions to anyone of the SS)
10. Turn your classroom into a spider’s web. (What a lovely
answer. Well done. Try again. Fantastic! Excellent!)

5.

ZPD
To assist a person to move through the zone of
proximal development, educators are encouraged to
focus on three important components which aid the
learning process:
• The presence of someone with knowledge and skills beyond
that of the learner (a more knowledgeable other).
• Social interactions with a skillful tutor that allow the learner
to observe and practice their skills.
• Scaffolding, or supportive activities provided by the
educator, or more competent peer, to support the student
as he or she is led through the ZPD.

6.

What can motivate an adult
student?
1. •Interesting material
2. •Good influence on the career
3. •Willingness to read books/watch films
4. • Teacher praises and encourages the student
5. • Learner likes socializing with other members of
the group
6. • Learner feels the use of lessons and the result

7.

What can motivate a primary
school or preschool child?
1. • Materials connected to their interests
2. •Gamification
3. • Feeling of success (teacher/parent
encouragement + real results)
4. • Socializing with other members of the group
5. •Natural curiosity

8.

Scaffolding (Wood, Bruner and
Ross (1976).
• Scaffolding consists of the activities provided by the
educator, or more competent peer, to support the
student as he or she is led through the zone of
proximal development.

9.

Scaffolding. Models of teaching
• Gain attention -> disappear -> reappear
• Get attention -> direct attention where you need
-> present material -> disappear (they work, you
– listen) -> appear (feedback/another activity)
• Presentation (step by step) -> controlled practice
-> independent (freer) practice

10.

Three related pedagogical scales
of scaffolding
macro
• Planned curriculum progression over time
• The procedures used in a particular activity
• The collaborative process of interaction
micro

11.

Features of pedagogical scaffolding
• Continuity (tasks are repeated with variations and connected
to each other)
• Contextual support (a safe but challenging environment,
errors are expected and accepted as part of the learning
process)
• Intersubjectivity (mutual engagement and rapport are
established, there’s encouragement and non-threatening
participation in a shared community of practice – everyone
feels comfortable to participate)
• Contingency (task procedures are adjusted depending on
actions of learners, contributions and utterances are
oriented towards each other and can be adjusted)
• Handover – takeover (there’s an increasing role for the
learner as skills and confidence increase)
• Flow (skills and challenges are in balance, communication
between participants is not forced, but flows in a natural
way)

12.

Sources of scaffolding
• Being assisted by an expert (when a learner needs
guidance, advice and modeling)
• Collaborating (with other learners)
• Assisting a lower-level learner (here both have
opportunities to learn)
• Working alone (with internalized practices and
strategies used such as inner speech, inner
resources or experiments)

13.

Types of instructional scaffolding
• Modeling (students need to be given clear examples of what is
required of them)
• Bridging (new concepts need to be built on previous knowledge and
understanding. Weave new information into existing mental
structures)
• Contextualizing (Provide verbal contextualization by creating
analogies based on student experiences. Embed academic language
in sensory context by using pictures, manipulatives, film, authentic
objects and source of information)
• Schema building (schema are clusters of meaning that are
interconnected. Students need to see the connections. Some
examples of things a teacher can do: preview the text; note headings,
captions, titles of charts, etc.)
• Text representation (transform linguistic constructions found
modeled in one genre into forms used in another genre. Example:
short stories or historical essays into dramas or personal narratives)
• Developing metacognition (Involves the following: Consciously apply
the strategies while engaging in activities; To know and to be aware
of the most effective strategy for the particular activity; Self –
monitor, evaluate and adjust during performance and to plan future
performance based on the evaluation after an activity)

14.

Student autonomy
• The ability for someone to act without guidance.
• In language learning it refers to the ability to
move about in different contexts such as visiting
a country, or writing a letter to a friend. It also
refers to a learner's ability to find resources and
information quickly, such as knowing where to
look for answers on the Internet, and just being
able to communicate freely.

15.

One of the primary goals of a teacher
is to help students build autonomy
• How does scaffolding help to create student
autonomy?
• How can we implement building autonomy in our
classroom?
- Self-assessment
- Group projects
- Having a choice
- Letting them find an answer themselves
- Making them be interested in the language
outside the classroom

16.

What’s more important?
Accuracy
• A focus on accuracy is
a focus on the
correctness of one’s
use of grammar,
vocabulary and
pronunciation.
Fluency
• A focus on the ability
to speak without
unnecessary pauses
and hesitations
between words or
sentences, being
comfortable with the
language.

17.

Grammar
explanations,
lexical definitions,
drilling, controlled
practice activities
with error
correction and
minimum of
improvisational
speaking
Freer
practice activities:
a group project, a
task where
they negotiate
meaning among
themselves, share
opinions (with
minimum error
correction and no
correction on the
spot)

18.

How else can you help your
students?
Body language
Teacher talk
• Gestures
• Being open and
confident
• Smile
• Eye contact
• Do not turn your back
• Modified and simplified
speech
(more use of high frequency
vocabulary, less slang, fewer
idioms)
• Functional language
• Repetition
• Elaboration
• Clarifiation
• Cultural references

19.

Terms:
• Exposure – environment that surrounds the learner
• Target language – the language which a person is
learning
• Utterance – the flow of speech/ phrase or sentence
said

20.

• Every language is learnt mostly by acquisition
and polished by learning
Stephen Krashen’s theory of language
acquisition
(Learning/Acquisition Distinction Hypothesis )
Acquisition
Learning
- Subconscious
- Interaction,
communication
- Exposure, ‘picking up’ a
language
- ‘feel’ of correctness
- Conscious
- Explicitly explained
rules
- Error correction
- Ability to apply rules

21.

Learning (monitoring) system
(S. Krashen’s Monitor Hypothesis)
• We use learning (monitoring) system to control
ourselves
• In order to apply the rule you need to know it
• Learning system helps to correct the utterances
• Acquisition works mostly outside the classroom,
monitoring – inside
• Fluency depends on acquisition
• More involvement -> less monitoring
Acquisition
Monitoring
Utterance

22.

Terms used in Krashen’s theory
• Aptitude – natural ability to learn a L
• Attitude – feelings and beliefs about L
Attitude
• Integrative motivation
(lasts longer)
• Instrumental motivation
• Desire of students to be like • Life aims, opportunities,
people who speak this L
etc.

23.

Parts of acquisition
Input ввод, всё
что даём
Intake
потребление
Output
выход,
продукция
~ exposure
• Language
which a
learner hears
or receives
and from
which he or
she learns
• A part of
language a
learner
actually
understands
• Language
learner
produces

24.

The input Hypothesis
~ ZPD
Things they already acquired
i + 1 = comprehensive input
-> acquisition
The main aim of a teacher
(‘caretaker’) is to provide
comprehensive input
Information slightly more complicated
i + 0 / i + 10

25.

Factors that influence acquisition
from the point of a learner:
• Motivation
• Self-confidence
• Attitude
• Anxiety

26.

Affective filter (S. Krashen’s Affective Filter Hypothesis)
- It is a metaphorical barrier that prevents learners
from acquiring L even when appropriate input is
available
- Strong feeling of stress and anxiety

27.

Teacher’s roles
• The controller/observer
• The prompter
• The resource
• The assessor
• The organizer/manager
• The participant
• The coach (tutor, listener, helper, psychologist, rapport
builder, facilitator, diagnostician)
• The actor
• The planner, the lesson designer

28.

Lesson design. Robert Gagne (1965): 9 events of
instruction/lesson
• Elicit
If you elicit a response or a reaction,
you do or say something which
makes other
people respond or react.
•If you elicit a piece of information,
you get it
by asking the right questions.

29.

Starting a lesson
• Warm-up activities. What, why, what kind?
• Which events do usually appear in the
beginning/middle/end of a lesson?
• Watch the videos, comment, compare the teachers.
Whose performances were the best and why?

30.

Different types of lesson
objectives/aims
- when do we set them?

31.

Stage aims

32.

Models of presenting and instructing
1. TMQ (Teach-Model-Question)
* provide more than one model
How can we check if students understood the
instructions/material?
-> ICQ, CCQ – instruction/concept checking questions
- Plan in advance
- Ask simple questions
- Use several styles
- Consider vocabulary
usage
- Use media

33.

Models of presenting and
instructing
22. 2.Inductive reasoning (Model – Infer – Elaborate)
- Why may this method be better?
- Watch the video, comment on the models and techniques of
instructing and presenting

34.

Next step – guided practice
(controlled)
• What is it?
• Why is it important?
• In which part of a lesson/module does it occur?
• Why is a helicopter here?
• What is ‘less guided practice’
(freer practice)?

35.

Independent practice. What is it? Why?
Examples?
• Essay
• Test
• Speech
• THINK OUTSIDE THE BOX

36.

Feedback
• Confirmatory feedback informs the student that they did what they were supposed to do.
This type of feedback does not tell the student what she needs to improve, but it
encourages the learner.
• Evaluative feedback apprises the student of the accuracy of their performance or response
but does not provide guidance on how to progress.
• Remedial feedback directs students to find the correct answer but does not provide the
correct answer.
• Descriptive or analytic feedback provides the student with suggestions, directives, and
information to help them improve their performance.
• Peer-evaluation and self-evaluation help learners identify learning gaps and performance
shortcomings in their own and peers’ work.

37.

Ending a lesson
1. What have you learnt
today?
2. Feedback
3. Summary, HW
• End in a positive way with a sense of
achievement
-> whatever happened during the class is left there
• Plan the time to reflect

38.

Assessment
• Clear and measurable objectives
• Begin with the end
• Alignment
• Memory vs. Knowledge

39.

40.

Models of lesson structure
• PPP (Presentation-Practice-Production)
• ESA (Engage-Study-Activate)
• TTT (Test-Teach-Test)
• TBL (Task-Based Learning)
• PBL (Project/Problem-Based Learning)
• CLIL (Content and Language Integrated Learning)
• Flipped Classroom

41.

PPP
+/-?

42.

ESA
Example?
+/-?

43.

TTT
+/-?

44.

TBL
- Closed task/Open task
+/-?

45.

• Watch a video about different lesson structures,
revise the ones we discussed. Think of which ones
would you choose, why and in which cases.
• Choose two structures and create brief lesson plans
(with lesson aims and stages, but without concrete
exercises)

46.

PBL (project)
(can be similar to TBL)

47.

PBL (problem)
(can be similar to TBL)

48.

Flipped Classroom

49.

CLIL

50.

What’s new?

51.

Planning
• Prospective (КТП)
• Topical
• Lesson

52.

Prospective planning (календарнотематическое планирование)
• Terms of implementation (Sep - June)
• Educational areas (social, communicative skills;
cognitive development; speech development;
artistic and athletic development; etc.)
• Goals and objectives
• Types of activities
• Literature and teaching aids
• Working with parents during the school year
• Place, time and forms of control and assessment

53.

Topical planning
• Goals and objectives
• Educational material
• The competences to improve
• The number of lessons
• Types of exercises
• Additional material
• Home tasks, types of self-study
• Place, time and forms of control and assessment

54.

Lesson planning
Common mistakes:
• Planning before getting to know the class
• Not having a clear goal
• Planning to cover materials and not to teach students
• Absence of lesson structure
• Using same lesson plans
• Having no variety
• Having no Plan B
• Failing to connect current learning to previous learning
• Spending an inappropriate amount of time on one topic
• Testing students on material they haven’t adequately mastered
• Failing to provide enough formative assessment before a summative evaluation
• Failing to set the time limits

55.

Classroom interaction and
organization
• Common Interaction Patterns in an ESL classroom
• T - Ss: Teacher talking to the whole class, such as in presenting a text, explaining grammar,
giving instructions for an activity.
• T - S: Questions and answers (dialogues) between the teacher and a student, such as in
demonstration, checking comprehension.
• T - S - S: Teacher initiated dialogues with more than one student, such as in role-playing
demonstration and warm-up activities.
• S - T: Student initiated conversation between a student and the teacher, such as in asking
questions about a rule or an assignment.
• S - Ss: One invidiual student talking to the whole class, such as in telling a story, reciting a
poem.
• Ss/Ss: Students working in small groups, such as practicing conversation, role-playing.
• S - S: Two students work in pairs such as practicing a dialogue, carrying out an information gap
activity.
• SS: Students doing their work individually such as reading, completing an exercise.

56.

Classroom interaction and
organization

57.

Error correction
Slips
• ‘Slip of a
tongue’
• Can be a
result of
tiredness,
worry, etc.
• Unconscious
Mistakes
Errors
• You make an
intentional
choice that
turns out to
be wrong
• Conscious
• Unsystematic
• Occur when
students try to
say something
that’s beyond
their current level
• Systematic

58.

Types of errors and mistakes
• Interference errors (mother tongue interfere with SL ‘By me not have a dog’)
• Intralingual (don’t know the rule well but use it)
- Overgeneralisation (know 2 rules, but they interfere ‘He can sings’)
- Ignorance of rule restrictions (apply a rule where it shouldn’t be applied ‘I saw a
pencil who was brown’)
- Incomplete application of rules (using half of a structure ‘You like to sing?’)
- False hypothesis (‘One day it was happened’)
• Developmental mistakes (intermediate using mixed conditionals)
* Fossilized mistakes – repeated, the ones that became a habit.

59.

Range of correctness
• Nearly right
(- Have you seen him today?
- No, but I’ve seen him yesterday)
• Wrong and miscomprehensive -> need to be
corrected
(Like visit station train in the zoo)

60.

Ways of error correction
• Interrupt them to correct
• Use body language
• Give delayed correction
• Errors can remain uncorrected
• Self-correction and peer-correction

61.

TTT – Teacher talking time. Why
should we manage it?

62.

Syllabus, curriculum
Curriculum - an externally imposed and prescribed set of learning objectives and content. Such
lists are often drawn up by ministries or other external powers such as examination boards.
Do not usually prescribe how a course will be taught; they merely list what is to be taught and
what the learners should be able to do by the end of a course
Syllabus - a list of the topics to be covered on a course. This is usually drawn up by the
institution in which teaching takes place sometimes with input from both internal sources
(students, teachers, academic managers etc.) and external sources (sponsors, examination
boards, ministries etc.).
Often do prescribe the methodology even if only implicitly
Course plan - a list of the content and ordering of a schedule of work to be covered by a group
of learners and their teacher(s). Such lists are usually drawn up by teachers and/or academic
managers and based on a syllabus which, in turn, may be based on a curriculum.
Usually set out for a period of days, weeks or months and are more an overview of the timetable
into which day and lesson plans can be inserted. They are often quite explicit concerning the
design of a lesson in terms of methodology.

63.

Textbooks, publishers
• Oxford
• Cambridge
• Macmillan
• Longman (+ Pearson)
• Pearson
• National Geographic
• Hamilton House (easy to
find)
- Student’s book (Pupil’s book)
- Workbook (Activity book)
- Teacher’s book
- Supplementary materials (CDs,
tests, additional tasks, tests,
creative tasks, …)

64.

How to choose a textbook? What
to do next?
• Set the aims
• Identify the level
• Look through the teachers book
• Plan the supplementary materials and/or other
textbooks you use
• Plan the assessment
• Plan the speed
• Be flexible

65.

Supplementary materials
• Given with the textbooks/downloadable from the
publisher’s website
• Additional textbooks
• Books/magazines
• Face-to-face games (active/board/…)
• Online games and resources (Wordwall, Quizlet, Flippy,
ProgressMe, Взнания, British Council, ESOL Courses,
Lyricstraining, …)
• Videos, podcasts
-> alignment !

66.

Gamification
• Kids or adults?
• Why is important?
• How to integrate?
- Group work

67.

Today:
• Age groups
• Discipline and classroom management

68.

Age groups.
Distinctive features?
1.
Playing – main kind of activity.
TPR, immersion, behaviorism, development of
fine motor skills, body and brain; working with
parents
1. “Baby English” – 1-2 y.o.
2. Same + using school supplies, art
2. Toddlers – 2-3,5 y.o.
3. Same + independent work, communication
and basic social skills, basics of reading and
3. Preschool – 3,5-6 y.o.
writing
4. Primary school + Preteens – 7- 4. Learning – main kind of activity. Developing
curiosity, learning and analyzing grammar
11 y.o.
rules; first difficulties of the preteen age.
5. Teenagers – 12-17 y.o.
*Gamification
5. Self-discovery – main kind of activity. Building
6. Young adults – 18-24 y.o.
friendly relationships, reasoning, learning
more advanced material. *Gamification
7. Adults
6.
Building a life + self-discovery, world-discovery.
Activeness, curiosity. *Gamification
7.
Self-awareness, self-motivation

69.

Discipline and classroom management.
What is a disciplined classroom with a positive climate?

70.

Teachers who successfully manage misbehavior … What
are they like?

71.

Basic rules?

72.

What types of
misbehavior may
occur most
frequently?

73.

What can basically cause
misbehavior?

74.

Discipline is not
punishment!
Why?
What kind off sanctions
can you use?

75.

How to deal with misbehavior?
+ Keep the work/fun balance
+ “Be funny, but not a joke”
+ Explain your aims
+ WORK TOGETHER

76.

Other basic
tips

77.

Dealing with kids’ misbehavior
Set expectations in advance
Let them come up with the rules together (with your guidance) and make them clear, use L1 and pictures if
needed
Ask them about the consequences
Zoning
In a big group – find a leader
Games and visuals
Body language, eye-contact
Respond, not react
Talk about your feelings
Funny or neutral sanctions + If you say something – make it true
Discipline in private, respect
Focus on success
Plan and prepare, have an ace up your sleeve
IT’S NOT ABOUT YOU
Identify the causes (Fast-finisher? Tired? Bored? Slept badly? Low self-esteem? …)
ALL KIDS (and adults) WANT TO BE ACCEPTED AS THEY ARE

78.

Gaining attention
• Routines
• Visual rules, “Maybe you forgot?”
• Body language and signals, eye-contact
• “Who hears me…” — touch your nose
• 1, 2, 3 – eyes on me; 4, 3, 2 – eyes on you
• Clapping, ringing a bell, etc.
• “Give me 5 - rule”
• Warm up
• Meditation, breathing, music
• Whispering, changing intonation
• Switching the lights
• Changing seats/zones

79.

What can cause adults’ (and
sometimes teens’) misbehavior?
• Increase in anger in society
• Not knowing ways of expressing the feelings appropriately
• Seeing themselves as ‘customers’ and institutional support
• Lack of interest and motivation
• Tiredness
• Low self-esteem and high affective filter

80.

Dealing with adults’ misbehavior
• Build authority
• Be confident
• Set the expectations in advance, ask
• Have funny sanctions
• Focus on success
• Be flexible
• Discuss the problems in private
• Listen to their stories and opinion
• Keep calm
• Document everything
• Suggest alternatives
• Show your enthusiasm
• WORK TOGETHER

81.

TTT managing tips

82.

Other theories of L acquisition
• Neo-behaviorism
• Cognitive theory
• The Nativist Theory
• Connectionism
• Emergentism
• Statistical learning
• Chunking theory

83.

Approaches in LT from a historical perspective
Today:
• Grammar-translational approach (classical)
• Direct method (natural)
• Reading method

84.

Grammar-translation
• <19th century
• Latin, Greek, etc.
• Read, write, translate – main skills
• Main purpose – intellectual development, reading classical
literature
• Teacher-centered
• Back translation (1-2-1)
• Lists of words
• Highlighting grammar and learning the rules
• Attention to accuracy and written texts
• No oral practice
• Negative attitude towards mistakes
• All errors should be corrected straight away
• Learning about the L but not the L itself

85.

What we still use from GT:
• Synonyms/antonyms
• Filling the gaps/opening the brackets/etc.
• Reading comprehension questions
• Cognates (office, computer, …)

86.

Direct
method
• Was meant to be totally different from GT
• Basic idea – learn the L2 the way you learnt the L1
• Only target language is used during the classes
• Inductive approach
• Teachers – mostly native speakers
• Speaking is supreme
• First learn how to speak, then – to read and write
• Visual support
• Listening ex.
• Supportive environment (high risk of AF)
• A lot of preparation required
• May not be helpful with tests and exams

87.

Classroom implementation
• Language immersion experience
• Show -> say
• Try -> correct -> repeat
• Ask and answer questions

88.

Reading approach
• USA 1930-s
• Lessons are built on silent reading and comprehension
ex.
• More practical
• Can help with the tests
• Good for scientists
• Easier in preparation
• Native speaker/professional teacher is not required
• Deductive grammar taught for reading comprehension
• Text as a source of vocabulary (translated)

89.

Reading
• Intensive / Extensive reading
• Skimming (gist) / Scanning

90.

Approaches in LT from a historical perspective
Today:
• Audio-Lingual approach
• Cognitive approach
• Humanistic approach
• Communicative approach

91.

Audio-lingual approach (Audio• visual)
1940-50ss
• “The Army method”
• Quick results
• Behaviorists approach: stimulus-response learning
• Structuralist view (chunks), no grammar analysis
• Constant drilling, repetition, substitution
• Visual support
• Mostly listening and oral practice
• L2 only
“There is | a pencil | on the desk”

92.

Classroom implementation
• Chunks, Drilling, Substitution
• Visual support
• Listening activities

93.

Cognitive approach
• 1960-70ss
• Focus on characteristics of the learners’ brains and
strategies they can use to improve their learning
• Analytical method
• Mnemonics
• Bridging
• Error correction and feedback
• Errors analysis
• Great for linguists

94.

Affective Humanistic approach
• 1960-70ss
• Cold War, Vietnam War, Hippie, …
• “A second chance approach”
• Sensitivity to feelings and emotions
• Development of human values
• Growth in self-awareness and understanding of others
• Active student evolvement
• A teacher is a model
• Student-centered
• Non-threatening environment
• Students learn best what they really want to learn
• Self-evaluation is the only meaningful evaluation

95.

Names of the
approach:
• E. Erikson
• A. Maslow
• C. Rogers
“As persons are accepted and prized,
they tend to develop a more caring
attitude towards themselves”

96.

Humanistic approach
+
• Low AF, anxiety
• Friendly atmosphere
• Motivated students
• Good results in
developing skills
• Creativity building
• Self-confidence
• Individual approach +
team work
-
• Too soft (unprepared for
social difficulties, unable
to cope with stress,
criticism, handle
competitiveness)
• Requires a lot of
preparation and
professional teachers
• Difficulties in discipline
and order
• Difficulties in selfmotivation

97.

How
to
implement:
• Warm-up
• i+1
• Scaffolding
• Flexible programme
• Ask about students’ interests, needs, moods
• Give time to speak out
• Positive reinforcement
• No force
• Acting, role-playing, singing
• Cooperative work
• Create a safe zone

98.

Communicative approach
• 1980-now
• Main need is communication and social interaction
(Shengen zone, etc.)
• Notion and function
• Student-centered
• Focus on meaningful communication
• Focus on main communicative
competences:
Grammatical, Sociolinguistic,
Strategic, Discourse

99.

Basic principles:
• Learn a L through using it to communicate
• Language should be contextualized
• Communication involves
the integration of different L skills (reading, writing,
st
speaking, listening + 21 century skills + subskills (pronunciation, grammar, spelling)
• L is not supposed to be perfect but has to be comprehensive
• L1 can be used
• L is learnt through the process of struggling to communicate
• Different L variations (UK, US, …)
• Flexible programme
• Fluency is more important than accuracy
• Registers and styles
• Authentic materials and language (‘sup?’)
• Material is chosen according to the age, level, interests
• The activities should be meaningful to a learner
• Delayed error correction, peer/self-correction

100.

Today:
• Lexical approach
• Structural approach
• Comprehension approach
• TPR
• Guided discovery
• The Silent Way
• Suggestopedia
• Eclectic approach

101.

Lexical
approach
• Michael Lewis, 1990s
• "Language is grammaticalised lexis, not lexicalised grammar"
(Lewis 1993)
• Language is not learnt by learning individual sounds and
structures and then combining them, but by an increasing
ability to break down wholes into parts.
• Grammar is acquired by a process of observation, hypothesis
and experiment.
• We can use whole phrases without understanding their
constituent parts.
• Acquisition is accelerated by contact with a sympathetic
interlocutor with a higher level of competence in the target
language.

102.

Structural approach
• 1950s
• Objectives
- To lay the foundation of English by establishing through
drill and repetition about 275 graded structures.
- To enable the children to attain mastery over an essential
vocabulary of about 3000 root words for active use.
- To correlate the teaching
of grammar and composition with the reading lesson.
- To teach the four fundamental skills, namely
understanding, speaking, reading and writing in the order
names.
- To lay proper emphasis on the aural- oral approach,
activity methods and the condemnation of formal
grammar for its own sake.

103.

Principles of the structural
• approach
Importance of Framing Language Habits.
• Importance of Speech – The structural approach is based on
the principle of effective used of speech.
• Importance pupil's activity.
• The Principles of Oral work – Oral work is the basis and all the
rest are built up from it.
• Each language as its own Grammar – Instead of teaching
Grammar of the target language and its structures are to be
taught.
• Creation of different types of meaningful situations by
dramatization, facial expression, actions etc.
• One item of language is taught at one time.
• Mastery of structures is emphasized.

104.

Selection
of
structures
• Usefulness – the structures, which are more frequent in use should be
introduced first
• Productivity – some if the structures are productive, other structures can
be built upon. for e.g.: we have two sentence pattern: a) Mr. Roy is here b)
Here is Mr.Roy – the former pattern is productive because we can frame
many sentences on the same pattern like – “He is there”, etc.
• Simplicity – The simplicity of the structure depends upon the form and the
meaning.
• Teach-ability – Items easy from teaching point of view.
• Frequency – The structures must be selected with a high frequency of
occurrence.
• Range – to know, in how many contexts it is applicable
• Coverage – A word covering a number of meanings For e.g.: Meals
• Learnability – teacher should focus on the items that are easy for students
to learn should be taken first.

105.

Comprehension approach
• Natural approach/TPR
• Learning through listening and understanding
• Based on Krashen's theories of second language
acquisition

106.

Total Physical Response (TPR)
• US, James Asher
• TPR is both a teaching technique and a philosophy of
language teaching
• Lessons in TPR are organized around grammar, and in
particular around the verb
• Grammar is not explicitly taught, but is learned by
induction
• TPR – learning a language through listening and
acting, without stress

107.

Guided
discovery
• “Guided discovery, also known as an inductive
approach, is a technique or approach where a teacher
provides examples of a language item and helps the
learners to find out the rules themselves”
• Main points:
Collaboration
Task Setting
Monitoring
Consolidation

108.

The Silent Way
• 1963, Caleb Gattegno
• Teachers should concentrate on how students
learn, not on how to teach
• Imitation and drill are not the primary means by
which students learn
• Learning consists of trial and error, deliberate
experimentation, suspending judgment, and
revising conclusions
• In learning, learners draw on everything that
they already know, especially their native
language
• The teacher must not interfere with the learning
process
• Teachers use colour code, realia, visuals and
facial expressions instead of words

109.

Suggestopedia
• 1970s, Georgi Lozanov
• Main stages: presentation, active concert, passive
concert, practice
• “Positive belief systems”
• Cognitive, Motivational, Emotional and Social effects

110.

Which approach is the best?

111.

Eclectic approach
• The eclectic approach is a teaching style used in
teaching a second or a foreign language. This
approach combines the principles of various methods
and approaches of teaching a language depending on
the lesson objectives and individual differences of
students (Iscan, 2017)

112.

Main principles:
• Giving teachers a chance to choose different kinds of teaching
techniques in each class period to reach the aims of the lesson;
• Flexibility in choosing any aspect or method that teachers think
suitable for teaching inside the classroom;
• Giving a chance to pupils to see different kinds of teaching
techniques that break monotony and dullness on one hand and
ensure better understanding for the material on the other hand;
• Solving difficulties concerning presenting the language material in
the pupils textbook;
• Using different kinds of teaching aids which leads to better
understanding;
• Saving a lot of time and efforts in presenting language activities.

113.

Advantages:
• More flexibility
• Covering every aspect of language skills
• Variety in the classroom
• Dynamic classroom atmosphere