1. Lecture 3 DESIGN AND PROCEDURE Prepared by: Ms. Mahaya Ahmad

2. METHOD Design Approach Procedure

3.  Beliefs and theories about language, language learning, and teaching that underlie a method. Language:  Structural View  Interactional View  Functional View Language Learning:  Process  Condition

4. i. Objectives of a method Objectives of a method ii. How language content is selected and organized iii. Types of learning tasks and activities iv. Role of learners v. Role of teachers vi. Role of instructional material

5.  Techniques and practices employed in the classroom as consequences of particular approaches and design.

6.  Process Oriented Product Oriented –  accuracy  proficiency

7. How content of selected  Use of target language.  Direct or indirect decisions on the selection of language items. E.g.: words, sentence patterns, tenses, and constructions  Subject Matter vs. Linguistic Matter Subject Matter Linguistic Matter

8. Subject Matter-  What to talk about. E.g.: ESP courses  Sequencing is according to learners’ communicative needs.

9. Linguistic Matter-  How to talk about it. E.g.: Audio-lingual Method,Situational Language Teaching.  Sequencing is according to difficulty or frequency.

10. Syllabus-  Contents of a course of instructions and the order in which they are taught.  Associated with methods that are product oriented.  Less used in process based.

11.  7 basic syllabus types: Yalden (1987), Long & Crookes (1992), and Brown (1995) SyllabusMethods StructionalAudio-lingual SituationalOral/ Situational Topical FunctionalCommunicative Language Teaching NotionCommunicative Language Teaching Skills-based Task-basedTask based

12.  Instructional process  Organized and directed interaction of teachers, learners, and materials.

13. I. Differences in methods will reflect on the difference in kinds of learning and teaching activities in the classroom. II. E.g.: Teaching activities that focus on grammatical accuracy is different from that of communicative skills. III. E.g.: Audio-lingual- uses dialogue and pattern practice Silent Way- problem solving activities use special charts and rods.

14.  Different theories of language dictate the use of different kinds of activities for use with different activity types.  E.g.: Games used in Audio-lingual for motivation.  Difference in activity types result in different arrangement and grouping of learners.  E.g.: A method that stresses on oral chorus by drilling will require different groupings of learners.

15.  Due to different underlying beliefs about learning processes, syllabuses, learning activities, therefore methods, roles and functions of learners, teachers, and instructional materials also differ.

16.  How learners are regarded.  A method reflects responses to questions by learners, learners contribution to the learning process.

17.  Seen in types of activities learners carry out,  Control over the content of learning,  Patterns of learner groupings,  Degree to which learners influence the learning of others,  View of learner as processor, performer, initiator, and problem solver.

18.  E.g.: Audio-lingual – learner roles are limited - learners seen as stimulus-response - learning is a result of repetitive practice.  Newer / recent methods – learner roles are more significant.

19.  Johnson & Paultston (1976) define learner roles as: a) Learners plan own learning, assume responsibility for what they do in classroom b) Learners are members of a group, learn big interacting with others c) Learners monitor and evaluate progress d) Learners tutor other learners e) Learners learn from teachers, other learners, and from teaching sources

20.  Related to assumptions about language and language learning  Some methods are totally dependent of teacher  Some methods see Teachers as catalysts, consultant, and guide  Teacher and learner roles define the type of interaction

21. What are expected of teachers? a) Types of functions teachers are expected to fulfill? b) Control over how learning takes place c) Degree to which teacher is responsible to determine the content of what is taught d) Interactional patterns that develop between learners and teachers

22.  E.g.: Audio-lingual Method: Teacher is regarded as the primary source of language and language learning. Counseling Learning: Teacher as a psychological counselor – warm, sensitive, accepting

23.  Teacher & learner roles/relationships  Assymmetrical e.g.: conductor- orchestra member, doctor- patient, coach- player  Symmetrical e.g.: friend- friend, teammate- teammate.  ROLE OF TEACHER: reflect the objectives of the method and learning theory, success of a method depends on whether the teacher can provide the content and create conditions for successful language learning.

24.  Is specified by objectives, syllabus, learning activities, learner and teacher roles  Define day-to-day learning objectives  Further specify subject matter  Defines linguistic contents to determine language skills that need to be taught – listening, speaking, reading or writing

28.  Form of Materials o Textbook o Audiovisuals o Computer software

29. Focus on communicative abilities of interpretation, expression and negotiationFocus on understandable, relevant, interesting exchange of information NOT on grammatical presentationInvolves different kinds of texts and media

30. Allow students to progress at own rateAllow different learning styles Provide opportunities for independent learning Provide opportunities for self-evaluation

31. Describes how a method realizes its approach and design How tasks and activities are integrated into teaching Involves 3 dimensions

32.  The use of teaching activities to present new language. E.g.: drills, dialogues, information  Ways that teaching activities are used for practicing language  Procedures & techniques in giving feedback.

33. SILENT WAY (STEVICK 1980) 1. The teacher points at meaningless symbols of the spoken language. The students read the sounds aloud, first in chorus and then individually. 2. After the students can produce the sounds, the teacher moves to a second set of charts containing words frequently used in the language, including numbers. The teacher leads the students to pronounce long numbers. 3. The teacher uses colored rods together with charts and gestures to lead the students into producing the words and basic grammatical structures needed. FUNCTIONAL- NOTIONAL ( FINOCCHIARO AND BRUMFIT 1983) 1. Presentation of a brief dialogue or several mini-dialogues. 2. Oral practice of each utterance in the dialogue. 3. Questions and answers based on the topic and situation in the dialogue. 4. Questions and answers related to the student’s personal experience but centered on the theme of the dialogue. 5. Study of the basic communicative expressions used in the dialogue or one of the structures that exemplify the function. 6. Learner discovery of generalizations or rules underlying the functional expression of structure. 7. Oral recognition, interpretative procedures. 8. Oral production activities, proceeding from guided to freer communication.

34. Method:  Approach – a theory of the nature of language 1. - an account of the nature of language proficiency 2. - an account of the basic units of language structure

35. Design:  The general and specific objectives of the method  A syllabus model 1. Criteria or the selection and organization of linguistic and/or subject-matter content  Types of learning and teaching activities 1. Kinds of tasks and practice activities to be employed in the classroom and in materials  Learner roles 1. Types of learning tasks set for learners 2. Degree of control learners have over the content of learning 3. Patterns of learner groupings that are recommended or implied 4. Degree to which learner groupings influence the learning of others 5. The view of the learner as a processor, performer, initiator, problem solver, etc.  Teacher roles 1. Types of functions teachers fulfill 2. Degree to which the teacher determines the content of learning 3. Types of interaction between teachers and learners  The role of instructional materials 1. Primary function of materials 2. The form materials take (e.g., textbook, audiovisual) 3. Relation of materials to other input 4. Assumptions made about teachers and learners

36. Procedure  Classroom techniques, practices, and behaviors observed when the method is used 1. Resources in terms of time, space, and equipment used by the teacher 2. Interactional patterns observed in lessons 3. Tactics and strategies used by teachers and learners when the method is being used