1. Methodology MSc in TESOL Muna Morris-Adams

2. Outline 1.Introduction 2.ELT methodology 3.Trends and influences 4.The MET module 5.Action Research 6.Assessment 7.Research projects 8.References

3. In what sense can we talk about “the end of methodology” ? Wallace 1999

4. All effective methodology is in response to a social context and that context is subject to a process of change at all levels – macro, micro and individual.

5. Kumaravadivelu Particularity Practicality Possibility

6. A guide to Methodologia: past, future and present Waters, A. ELT Journal 2009 Vol. 63/2:108-115

7. Critical Pedagogy Socio-cultural theory

8. Zone of Proximal Development “ the distinction between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” Vygotsky (1978:86)

9. “The act of teaching or explaining to others may help L2 learners construct a more coherent and clearer representation of their own L2 knowledge.” Storch (2002:122)

10. ELF: English as a Lingua Franca EIL: English as an International Language WE: World Englishes

11. “develop their own norms rather than continuing to defer to those of the so-called educated native speaker. “ Jenkins 2006

12. “Native speaker norms of identity and proficiency disempower learners with a sense of inadequacy, preventing local communities from developing their pedagogical and linguistic resources in their own terms.“ Canagarajah 2002:59

13. The Methodology module 1.Methodology, methods and action research 2.Communicative Language Teaching 3.Grammar teaching in the classroom 4.Phonology and discourse intonation 5.Task-based teaching, interaction and integration

14. 6.Readers 7.Listeners 8.Speakers 9.Writers 10.ESP applications

15. How can we describe spoken language ? Which feature of comprehensible input should we encourage learners to notice ? What sort of speaking opportunities should we create in classroom ? How can we best research learners’ spoken input ?

16. Action Research “study of a social situation with a view to improving the quality of the action within it” Elliot 1991:69

17. “Applied to classrooms, action research is an approach to improving education through change, by encouraging teachers to be aware of their own practice, to be critical of that practice, and to be prepared to change it. “ McNiff 1992:4

18. “Action Research is primarily concerned with change, being grounded in the idea that development and innovation are an essential part of professional practice.” Altrichter, Posch & Somekh 1993:201

19. Action  Observation  Planning  Reflection 

20.  Identify an issue, interest or problem  Seek knowledge  Plan an action  Observe the action  Reflect on the observations  Revise the plan  Strickland 1988:76

21. Research projects Developing focus on form methods in the task-based teaching cycle Does allowing learners to nominate and negotiate topics during speaking practice produce interaction that greater resembles conversation ? The effect of phonics instruction on a group of Arab young learners’ spelling of letters and mono-syllabic words

22. The implications and consequences of adopting new approaches to ELT will be shaped by the use teachers and learners make of them in the classrooms. Lima 2009:273

23. References Altrichter, H., Posch, P. & Somekh, B. 1993 Teachers investigate their work: an introduction to the methods of action research London:Routledge Canagarajah, S. 2002 Reconstructing Local Knowledge Journal of Language, Identity and Education, 1/4: 243-259 Holliday, A. 1994 Appropriate Methodology and Social Context Cambridge University Press Jenkins, J. 2006 Current perspectives on teaching World Englishes and English as a Lingua Franca TESOL Quarterly 2006, 39/3 Kumaravadivelu, B. 2003 Beyond Methods New Haven: Yale University Press Lima, C. 2009 ELT and the challenges of the times ELT Journal 2009, 63/3 Sharifian, F. (ed.) 2009 English as an International Language: Perspectives and Pedagogical Issues Bristol:Multilingual Matters Prabhu, N.S. 1990 There is no best method –why? TESOL Quarterly 24/2:161-176 Storch, N. 2002 Patterns of Interaction in ESL Pair Work Language Learning 52/1:119-158 Vygotsky, L.S. 1978 Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press Wallace, M. 1999 Plenary paper presented at IATEFL International Conference, March 1999 Waters, A. 2009 A guide to Methodologia: past, present and future ELT Journal 2009 Vol. 63/2:108- 115