Language Teaching Methodology

Posted on Aug 6, 2024 in Teaching & Education

Planning

What elements do we need to decide before we start planning?

  1. The goals or aims of the lesson.
  2. What resources to use.
  3. Whether to adapt the coursebook.
  4. The types of activities the learners will do.
  5. How the children are going to interact.
  6. The sequence of activities.
  7. The timing and pacing.
  8. How best to use the classroom.

What factors do the aims depend on?

  1. The learners’ level.
  2. The class profile.
  3. Their needs.
  4. What type of learners are they.
  5. Their interests.
  6. Their motivation.
  7. Their number of learners.
  8. Attendance.
  9. Assumed knowledge.
  10. Anticipated problems.

How are language aims broken down?

Vocabulary, functions, and grammar.

What are the main language skills?

  1. Listening
  2. Reading
  3. Speaking
  4. Writing

Name the other elements we include in a lesson plan.

  1. Resources
  2. Coursebooks
  3. Activities
  4. Interaction
  5. Sequence of activities
  6. Timing and pacing
  7. Classroom

Name the three stages in the language class. What happens in each stage?

  1. Opening: To review work that was done in a previous lesson.
  2. Middle: You focus on the main aim of the lesson.
  3. End: Aims to bring it to a close or conclusion.

How do teachers help learners with vocabulary?

There are two ways:

  1. Directly or explicitly: Through word lists, paired translation equivalents, and related semantic sets.
  2. Indirectly or implicitly: Exposure to words in the context of reading real text.

What does it mean to learn a word?

It depends on how a word is remembered, over what period of time and in what circumstances it can be recalled whether learning a word means that it is always retained.

What does knowing a word involve?

  1. Its spoken and written contexts of use.
  2. Its patterns with words of related meaning.
  3. It means knowing it actively and productively as well as receptively.
  4. Its syntactic, pragmatic, and discoursal patterns.

What are the most important strategies of implicit learning?

  1. A strong implicit-learning hypothesis holds that words are acquired largely by unconscious means.
  2. A weak implicit-learning hypothesis holds that words cannot be learned without at least some noticing.

What are the most important strategies of explicit learning?

  1. A weak explicit-learning hypothesis holds that learners are active processors of information.
  2. A strong explicit-learning hypothesis holds that a range of metacognitive strategies such as planning and monitoring are necessary for vocabulary learning.

What strategies may be central to vocabulary development?

At advanced levels, reading by means of inferential strategies may therefore be central to vocabulary development. At beginning levels, strategies of role-playing can be helpful.

What does a lexical syllabus ensure?

The lexical syllabus ensures that essential grammatical and other structures and functions will be learned automatically.

Define a lexical syllabus.

It concentrates on making full use of the words the learner already has, at any particular stage.

What are the characteristics of a lexical approach?

  1. More time should be spent teaching base verbs than tense formations.
  2. Content nouns should be taught in chunks.
  3. Important idioms should be focused on.
  4. Linking should be taught.
  5. Prepositions and modal verbs should be treated individually.
  6. Metaphors should be taught.

Why is vocabulary central to English Language Teaching (ELT)?

Because words have a central place in culture, and learning words is seen by many as the main task in learning another language.

Name the three kinds of competences of language teachers.

  1. Linguistic proficiency in the target language.
  2. Knowledge about this language.
  3. The ability to identify and select specific aspects of language and combine them.

What do teachers need to be?

Teachers therefore need to be both good informants and good instructors.

Within cognitive analysis, name the different options.

  1. Correct and sloppy speech
  2. Teaching learners phonemic script
  3. Phonetic training
  4. Giving rules
  5. Comparison of L1 and L2 sound systems
  6. Analysis of sounds in works or texts
  7. Looking up the pronunciation of the words in a dictionary

What does teacher choice of activity depend on?

  1. Thorough analysis of learner needs and variables such as learning purpose.
  2. Learners’ age.
  3. Setting.

What is passive vocabulary?

Passive vocabulary refers to vocabulary which can be recognized when found, but which the learner cannot easily produce in speech or writing.

Name some cognitive strategies.

  1. Making associations.
  2. Learning words in groups.
  3. Exploring range of meaning.
  4. Using keywords.
  5. Engage in lexical inferencing in order to try to establish its meaning.
  6. Deduction of the meaning from the context.
  7. Intralingual cues.
  8. Interlingual cues from similarity to words in the first language.
  9. Inferring the meaning of a word from its context.

Name the metacognitive strategies:

  1. Consciously collecting words from authentic contexts.
  2. Making words cards.
  3. Categorizing words into lists.
  4. Reactivating vocabulary in internal dialogue.

What factors are related to input in vocabulary acquisition?

  1. Teacher presentation
  2. Reading words in texts
  3. Learning words during peer exchange
  4. Through self-access work of some kinds

Characteristic features of input

  1. Frequency
  2. Pronunciation
  3. Contextualization
  4. Depth of processing
  5. Building word networks
  6. Cultural factors in the building of meaning