Especialização em Ensino de Língua Inglesa e Uso

Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Especialização em Ensino de Língua
Inglesa e Uso de Novas Tecnologias
Módulo III – Metodologia e Gestão de Sala de Aula
Professora: Cíntia Rabello
Aula 1: Approaches and methods in ELT
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Objectives:
• To present an overview of different methods and
approaches towards language teaching;
• To raise participants’ awareness in the fields of
Pedagogy and Andragogy;
• To provide participants with varied techniques
and resources for working with different age
groups in the language classroom;
• To provide participants with opportunities to
practice and produce materials based on the
content.
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Agenda:
• Approaches and Methods in Language Teaching
• Classroom Management
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Warm-up:
• What can you remember
from the CLT module?
• What comes to your mind
when you think of “methods
in ELT”?
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Methods &
Approaches in
Language Teaching
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Lead-in:
• What are the methods and approaches that
language teachers have used over the years to
teach foreign or second languages?
• What are the current methodological trends and
challenges?
• Where does language teaching methodology
appear to be heading?
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
What is a method?
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Method
Approach
What’s the
difference?
Technique
Cíntia Rabello
Procedure
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 1: Worksheet 1
Read the definitions by Celce-Murcia
(2001) for method, approach, technique
and procedure and complete them.
Then, read Harmer’s definition and
compare them to your ideas.
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Approach
Method
Procedure
Technique
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Methods &
approaches
in ELT
Cíntia Rabello
Theories of
Learning
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
“The starting point for all language teaching should be an
understanding of how people learn. But it is too often the case that
‘learning’ factors are the last to be considered. [...]
In other words, the key to successful language learning and
teaching lies not in the analysis of the nature of language but in
understanding the structures and processes of the mind.
Unfortunately, we still know too little about how people learn.
Nevertheless, if we wish to improve the techniques, methods and
content of language teaching, we must try and base what we do I
the classroom on sound principles of learning.”
HUTCHINSON & WATERS, 1987
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
“What the interested teacher needs to do when confronted with a
new method, for example, is to see if and/or how it incorporates
theories of language and learning. What procedures does it
incorporate? Are they appropriate and effective for the classroom
situation that the teacher works with? In the case of techniques
and activities, two questions seem worth asking: are they
satisfying for both students and teachers, and do they actually
achieve what they set out to achieve?
Popular methodology includes ideas at all various levels […], and
it is these methods, procedures, approaches (and models) which
influence the current state of English language teaching.”
HARMER, 2008
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Which learning theories are you
familiar with?
What’s the difference between
them?
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Main learning theories
Behaviorism
Cognitivism
Constructivism/Socio
Interactionism
The affective factor
• Skinner & Pavlov
• Learning = mechanical
process of habit
formation
• Learner = passive
receiver
• Frequent reinforcement
of a stimlus-response
sequence
• Reward-punishment
• Ausubel
• Learning = active
process of making sense
of data
• Learner = active
processor of
information/center of
the learning process
• Problem-solving
• Piaget/Vygotsky
• Learning = active
process of construction
• Emphasis on the process
• Experience/interaction
• Learn by doing/with
others
• Cognitive/social
• Gardner & Lambert
• Learning = emotional
experience
• Cognitive and emotional
aspects
• Motivation
• Learning styles
• Multiple intelligences
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 2: Text Discussion
What are the main methods and approaches presented?
What are the main differences among them?
What’s the author’s conclusion?
Is there such a thing as the best method?
What are the future trends for language teaching?
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 3: Worksheet 2
Based on the article, what are the
main characteristics and
differences among the methods
and approaches?
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Methods and approaches in ELT
Major trends
1920’s/1930’s
1970’s
14th century
• Reading
• Writing
• Vocabulary
• Grammar
Direct
Approach
• Speaking
• Pronunciation
GrammarTranslation
• Reading
• Comprehension
Reading
Approach
16th/19th century
Audiolingual
Method
• Speaking
• Pronunciation
• Accuracy
• Drills
• Speaking
• Communication
• Fluency
Communicative
Approach
1940’s
Alternative approaches/
Designer methods
LEFFA, 1988
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Alternative approaches and methods
Whole
language
Suggestopedia
Community
language
Learning
Neurolinguistic
Programming
The silent
way
Total Physical
Response
Cíntia Rabello
Multiple
Intelligences
The lexical
approach
Alternative
approaches
CompetencyBased
Language
Teaching
RICHARDS & RODGERS, 2011
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 4: Materials
Look at different materials and
decide which method or approach
they refer to.
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 5: Worksheet 3
You are going to watch 3 lessons.
Decide which approach/method is
being used in each one. Then, justify
your decision mentioning at least
three characteristics of each
method/approach in the lessons.
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Lessons
Audiolingual
Method
• Repetitive drills
• Use of visual aids
• NO grammar explanation
Communicative
Approach
• Learners learn a language through using it to
communicate
• Free practice
• Authentic and meaningful communication
Direct Method
• Material is first presented orally
• Series of questions in the target language
• Rules are generalized from the practice and
experience
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 6: Discussion
How important is method to language learning?
Is such as thing as “the best method”? Why? Why
not?
Which method/approach do you use to teach?
Why?
How can you incorporate the ideas here to your
teaching from now on?
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Concluding…
“ We need to be able to say, what is important in
methodological terms, especially if we concede
that a choice of one method alone may not be
right in many situations. We have to be able to
extract the key components of the various
methods we have been describing. What is that
students need, and what should we offer
them?”
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
“[…] the actual way we do things depends not on the
choice of a method (though it is possible that a
method – or a version of a method – may be
appropriate, but rather why and where we are
teaching. What we want to achieve, with whom and
in what context? We need to analyze these features
and then choose from the procedures and
techniques at our command those that best fit the
situation we are in, at all levels and at all stages of
teaching we should be able to say clearly why we
are doing what we are doing…”
HARMER, 2008
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching models/procedures
How do you usually organize your lesson?
Which procedures and techniques do you use?
What are the main teaching models/procedures
for organizing a lesson?
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching models/procedures
Jig-saw reading: Follow the instructions
in Worksheet 4.
PPP
TBL
TTT
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
PPP
Presentation
Practice
Production
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Criticism to PPP
It might be appropriate for beginner and
elementary students;
Teacher-centred;
It seems to assume students learn in ‘straight
lines’;
It reflected neither the nature of language nor
the nature of learning (Lewis, 1993:190);
“It is fundamentally disabling, not enabling”
(Scrivener, 1994:15).
HARMER, 2008
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Some alternatives to PPP
Deep-end strategy
(Johnson, 1982)
ARC
(Scrivener, 1994)
OHE
(Lewis)
III
(McCarthy & Carter, 1995)
ESA
(Harmer, 1998)
• Immediate production (deep end)
• Presentation or practice
• Authentic use
• Restricted use
• Clarification and focus
• Observe
• Hypothesize
• Experiment
• Illustration
• Interaction
• Induction
•Engage
•Study
•Activate
HARMER, 2008
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
PPP
Large number of trainers and trainees still use it as the
main default model for the teaching of new language
forms;
Many coursebooks use this model for organizing
lessons;
“ What all these models demonstrate is a desire to put
PPP firmly in its place as one of a number of teaching
procedures for the teacher o employ – rather than the
central plank of good teaching. The goal is flexibility,
not rigidity.”
HARMER, 2008
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
TBL
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
TTT
Test
Teach
Test
Cíntia Rabello
• Set task
• Sts perform the task
• Teach/review the target language
• Practice it
• Set new/similar task
• Sts perform the task
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
TTT or PPP?
http://www.eltconcourse.com/training/initial/teaching/structurelessons.html
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 7: Mini lesson
Work in three groups. Each group should
design a lesson for teaching “past activities”
using one of the three teaching models we
have just discussed: PPP, TBL and TTT.
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 7: Mini lesson
Stage
Cíntia Rabello
Procedures
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Methods and approaches in ELT
What comes next?
GrammarTranslation
Direct
Approach
Reading
Approach
Audiolingual
Method
Communicative
Approach
•Reading
•Writing
•Vocabulary
•Grammar
•Speaking
•Pronunciation
•Reading
•Comprehension
•Speaking
•Pronunciation
•Accuracy
•Drills
•Speaking
•Communication
•Fluency
????
LEFFA, 1988
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
There’s no best method – why?
It all depends on the teaching context
There is some truth to every method
We need to rethink what “best” might mean
PRABHU, 1990
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Toward a Postmethod Pedagogy
1990’s: New ideas
Need to go beyond
the limitations of
the concept of
method
• call to find an alternative
way of designing effective
teaching strategies
Need to go beyond
the limitations of
the transmissional
model
• call to find an alternative
way of creating efficient
teaching professionals
Postmethod
pedagogy
KUMARAVADIVELU, 2001
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Beyond methods
“Having witnessed how methods go through endless cycles of
life, death, and rebirth, the language teaching profession seems
to have reached a state of heightened awareness – an
awareness that, as long as we remain in the web of method, we
will continue to get entangled in an unending search for an
unavailable solution: that such a search drives us to continually
recycle and repackage the same old ideas; and that nothing
short of breaking the cycle can salvage the situation. Out of this
awareness has emerged what I have called a ‘postmethod
condition’.”
KUMARAVADIVELU, 2003
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
The postmethod era
Recent explorations in L2 pedagogy signal a shift away from the
conventional concept of method toward a “postmethod condition”
that can potentially refigure the relationship between theorizers
and teachers by empowering teachers with knowledge, skill and
autonomy. So empowered, teachers could devise for themselves a
systematic, coherent, and relevant alternative to method, one
informed by principled pragmatism. The postmethod condition can
also reshape the character and content of L2 teaching, teacher
education, and classroom research. In practical terms, it motivates
a search for an open-ended, coherent framework based on
current theoretical, empirical, and pedagogical insight that will
enable teachers to theorize from practice and practice what they
theorize.
KUMARAVADIVELU, 2004
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
The postmethod era
The post-method condition is a sustainable state of
affairs that compels us to fundamentally restructure our
view of language teaching and teacher education. It
urges us to review the character and content of
classroom teaching in all its pedagogical and ideological
perspectives. It drives us to streamline our teacher
education by refiguring the reified relationship between
theory and practice.
KUMARAVADIVELU, 2006
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Conceptualizing postmethod
pedagogy
Pedagogy of
particularity
• All pedagogy is local disillusionment with CLT :
different students and cultures
• Critical awareness reflective teaching
Pedagogy of
practicality
• Theory X practice theory of practice
• Teachers as autonomous individuals
• Teachers’ awareness and sense making
Pedagogy of
possibility
• Empowers participants knowledge and social
practices that work with experiences
• Concerned with individual identity
Kumaradivelu, 2001
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Actualizing postmethod pedagogy
The
postmethod
learner
• Autonomous individual:
academic & social
autonomy
The
postmethod
teacher
• Autonomous individual
• Continual process of self-development
• Encouraged and empowered to embrace
aspects of possibility
• Self-explore and self-improve
• Conduct teacher research
KUMARAVADIVELU, 2006
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Macrostrategic framework for language teaching
KUMARAVADIVELU, 2003
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
The post-methods era – Beyond approaches and
methods
Core principles:
-
Engage all learners in the lesson;
Make learners, and not the teacher, the focus of the lesson;
Provide maximum opportunities for student participation.
Develop learner responsibility;
Be tolerant of learner’s mistakes;
Develop learners’ confidence;
Teach learning strategies;
Respond to learners’ difficulties and build on them;
Use a maximum amount of student-to-student activities;
Promote cooperation among learners;
Practice both accuracy and fluency;
Address learner’s needs and interests.
BAILEY, 1996 in RICHARDS & RODGERS, 2011
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
A principled approach
Diagnosis
• Account for communicative and situational needs anticipated
among designated learners, and to diagnose appropriate
curricular treatment for those specific learners and their
distinctive context and for their particular goals.
Treatment
• Devise effective pedagogical objectives which have taken into
account all the contextual variables in a classroom. It underlies
the creation of a set of learning experiences that are
appropriate for realizing established objectives.
Assessment
• Assess what went right and what went wrong in a lesson, that is
to systematically evaluate the accomplishment of curricular
objectives. And it assists them in revising activities, lessons,
materials and curricula.
BROWN, 2002
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Wrap-up
How does the discussion of methods and the post-method era
relate to your practice as an English teacher?
According to the authors what is the importance of methods
in ELT today? What is more important in this debate?
Which conclusions can we reach about the best method or
approach to teach EFL/ESL?
What are the characteristics/principles of a lesson in the
postmethod era?
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
“Adapt, don’t adopt.”
“[...] We must build on our past and present knowledge of what
works to refine and improve existing language teaching practices
and, it is hoped, develop other practices that will be even better
and more encompassing. We cannot be satisfied with the current,
inprogress state of affairs but must seek out new ways to provide
learners with the most effective and efficient language learning
experiences possible, taking into account the learners’ goals,
interests, and learning contexts. Language teachers must also
become familiar with the research in the field of instructed second
language acquisition.[…]”
CELCE-MURCIA, 2014
Cíntia Rabello
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
References:
BROWN, H. D. English Language Teaching in the “Post-Method” Era: Toward better diagnosis, treatment and
assessment. In: RICHARDS, J. C.; WILLY A. R. Methodology in Language Teaching – An Anthology of Current
Practice. Cambridge: CUP, 2002.
CELCE-MURCIA, M. An Overview of Language Teaching Methods and Approaches. In: CELCE-MURCIA, M.; BRINTON, D.
M;. SNOW, M. A. (eds.). Teaching English as a Second or Foreign Language. 4th ed. Cengage, 2014.
HARMER, J. The Practice of English Language Teaching. 3rd ed. Pearson Longman, 2008.
HUTCHINSON, T. & WATERS, A. English for specific purposes : A learning-centred approach. Cambridge: CUP, 2009.
KUMARAVADIVELU, B. Beyond methods: macrostrategies for language teaching. Yale University Press, 2003.
KUMARAVADIVELU, B. The postmethod condition: (e)merging strategies for second/foreign language teaching. TESOL
Quarterly vol. 28, n. 1, Spring 1994.
KUMARAVADIVELU, B. Toward a postmethod pedagogy. TESOL Quarterly vol. 35, n. 4, Winter 2001.
LEFFA, V. J. Metodologia do ensino de línguas. In BOHN, H. I.; VANDRESEN, P. Tópicos em linguística aplicada: O ensino
de línguas estrangeiras. Florianópolis: Ed. da UFSC, 1988. p.211-236.
RICHARDS, J.; RODGERS, T. S. Approaches and Methods in Language Teaching. 2nd ed. Cambridge: CUP, 2011.
PRABHU, N. S. There is no best method – why? TESOL Quartely, v. 24, no. 2, 1990. pp. 161-176.
Cíntia Rabello