Yes we have been briefly introduced to the five methodologies in teaching English language, and the method which caught my quit precious interest was the PPP and Alternatives to PPP because its somewhat similar to one of the methods we are using in the Academy where I'm practicing my profession. Where in we give to our students all the materials to the specified tasks. For example in teaching Phonics, we provide cassette and tapes, books and work book. And then we let our students learn on their own but first we have to present the lesson and then tell them what they are going to do upon recieving the said materials.And right after they finished the given tasks, they are going to practice it and have some drill and after that there are some activities or problem to be solved which found in their work book and as soon as they've done it, that's the time of teacher's participation. We do the checking and testing whether they've done it well or not, based on the objectives of the lesson and if there are some failures(e.g.if they used some aspect incorrectly), they're going to repeat the process until they perfected it.And I found it effective and productive in the teaching-learning process.
I was interested in the lexical approach, which is one of the five methodologies that we studied last class. I think it is right for me and my students who take lessons from me. That is because I have been teaching in the high school where it pays more attention to reading comprehension skills and a small amount of listening skills for English test. It means this English test requires a great deal of vocabulary and the lexical knowledge. Many English teaching skills are needed depending on four skills, listening, speaking, writing, and reading. But when teaching reading part in the textbook, the lexical approach that I used is sometimes useful, I think. For example, when teaching reading section in class, I use other reading materials such as news articles or English web sites to motivate students about reading part. Using the copy of new articles, I first let them find out topic, and main ideas to understand the whole passage. Then students underline words, phrasal verbs, and chunks that they don't know well and are frequently used. Most importantly, I emphasize that they should memorize these words and chunks, providing them hand-outs. In this way, they could build a variety of lexical knowledge and this has had a positive effect on reading skills. And I think this kind of approach provides them with an opportunity to know a lot of lexical chunks, phrases, and collocations that are frequently used in written or spoken texts.
While I'm most often using the PPP approach in my classes, I think all of them are effective...but when? For beginners, PPP is probably best. Focusing on the Lexical or Dogme approach might not be so effective at that level. Which do I personally like? Actually, Dogme. Our instructor points out that it makes our position as teachers almost unnecessary. Not sure how much I agree. With a group of higher-level students, I would prefer this method. Students expressing their ideas at the moment of thought is as close as we can get to their mind. They can teach each other and you learn what you teach. We've seen this with the example of the two students working out how to convey an idea about their friend's immigration. It is raw... my role is important and simple: guide and assist when needed. --Todd Koenig
Lee, Oksoo(Elise, WB) I usually use PPP( Presentation, Practice, and Production) approach in my classes. I think PPP is quite proper for the elementary school students. They don't have enough input yet. So I give them some input first, and drill it, practice through a variety of activities. Then finally let them produce it.
For students of a little bit higher lever I try to use the Lexical approach. Through this approach they can learn a lot of words and expressions. This is a good way to increase their input. Furthermore I enjoy doing this approach personally. It makes me feel fulfillment when I complete making different kinds of handouts.
We learned the five popular methodologies. And they have the unique features and merits. I think that the very effective teaching methodology is PPP and alternatives to PPP. First of all, the students can learn the practical English vy setting the several daily situation. We can help that students are speaking more and more through this process. And PPP procedure is possible to repeat similar sentences by using cue-reponse drill. It's very easy for students to make many creative sentences. It's possible to communicate again and again between students and teacher and to overcome the fear about speaking English. But if we teach only just repeating many sentences, students will be bored in a moment. So it's important the interesting situation and sentences for effective English learning.
I have used PPP and laternatives to PPP (ESA)unconsciously. I had never learned teaching methodology before I started teaching. I just tried many different kind of teaching using some materials but the best way to draw my students' attention was PPP. I show them some pictures and flash cards first and help them to know some words and sentences. I usually let them repeat the sentence in chorus or one by one. And then I get them to make sentences or keep a Enlish diary using their own words they learned. The reason I prefer PPP is that arousal and affect are important for successing learning. And my goal in class is to encourage them to use any of lanuage they learned and knew. I became known that there are many different effective ways of teaching from last class but I need to study the strong and weak point of each methodology and I'd like to use and adjust them properly in my class.
In educational history, many theories and methodological approaches appreared, became popular and then were ignored. Grammar-translation method was criticized its focus on grammar rules. Direct method or Audiolingualism was also criticized for too much repetition and drills. Within several years, CLT was often mentioned and regarded as one of the best alternatives in teaching approach. I thik, however, CLT is not attractive to me and Korean students. Korean students are EFL learners and they have to learn English for getting jobs or entering good college not for communication. In real situation, I need to know methods in teaching reading skills or methods to motivate students' to speak in controlled but interesting way, for example, lexical approach or PPP. I was often confused between reality and theories in the book. Now I think there's no one best approach in teaching. I have to mix the several methods in a class.
When I teach English, I feel "right" to the Task-based Learning which makes students learn English more actively. Task-based Language Learning consists of three different basic steps, the Pre-task, the Task Cycle and the Language focus. Teacher has to give students meaningful tasks and encourage them to complete the tasks. In the Pre-task stage, the teacher explain about the topic with the class and helping students to understand the task instruction. Then, you enter the Task Cycle stage. Students work the task in pair or small group while teacher is monitoring far from them. And they have to report on their task in writing or verbally. At last, in the Language focus stage, students examine and discuss specific things. Through this methodology, teacher can make students practice four different skills. Also, you might give them great academical compensation if they finish the tasks well. But Students must have high English level to perform the tasks by themselves.
We practiced the five methodologies in our class. Each have merits and demerits, but TBL is right to me. Recognizing the task, solving and reporting, through these processes, we learend that regarding with the topic and how to solve the problem. Because of pre-explanation we understood the task enough. Since we dicussed what we have to, we could approch the problem eaily. I think it's important to choice a proper method considering something that what situation, what culture and how old.
I did't have enough knowledge of methodology, when I taught English 4 years ago. (I don't teach English these days.) At that time, I shown my students some pictures or vedios first and asked them what they saw, where the situation occurred and so on. The second, I told accurate words, phrases or sentence and I got my students to repeat them. The thrid, I drilled them in new expression. Most of my students disliked boring time, they liked to speak repeatedly such as sing, chant. Lastly, I got them to apply lerning expression to new situation. When I used this method, it was effective that the students learned English. I realized that the way was PPP. So, I think PPP is the best methodology in elementary shool.
I was interested in the TBL(Task-based Learning) which was one of methodologes we studied. If I were a teacher, I would use TBL approach in my class. The reason why I am interested in it is because I am a very logical person. That's why I will give the students more detailed drills and informations to help them perform better. Task-based methodology is more complicated, so I can say that it is more suitable for adult than children. Also, they would be able to focus on the completion of a task while they ask and answer questions to solve a problem. Then, they could share a topic or a task with collegues and help each others with a whole range of their experiences. When the discussion is over, I will give them feedback on their presentations.
I can not imagine that only one or two methods would be enough for teaching English as L2. Teachers need to deliberately manage the methods instead of repeating a single method all through the course. Nevertheless, I think the Task-based-Learning (TBL) method has a lot of potentials for the wide range of class types; either the class size is big or small, intermediate or advanced (maybe except for the beginners), grouped or individualized If the tasks are enough interesting and attractive, students would get easily immersed and improve their language skills more naturally. Just like other fields, the knowledge of language L2 would be more applicable and practically valuable when obtained from the real-world knowledge. However, TBL method requires many important conditions to lead the results to satisfaction; Teachers have to be highly knowledgeable about the tasks and provide with wide rage of inputs compare to other methods. Even it would be much difficult in evaluation since the criteria might need to include not only the language improvement but the achievement in tasks also.
I'm not a teacher. So just for now, I'm enjoying learning various methodologies, and thinking how to apply it to my future students, picturing myself having a great time with them. I've been taught by Grammar-translation methods. I believe that methods were helpful to improve my translation and reading skill. I agree with the importance of learning grammar. Without the grammar knowledge, it's hard to get high level of English proficiency. But even though I studied hard by this methods, I frequently experienced frustrations to use English because there are cases that simply putting words in grammar rules doesn't make sense. A word has many meaning depending on various prepositions sticked to the word. In the case of conversation, there are expressions that are not observe the grammar rules. For these reason, I'm still hesitate to speak or write English worrying if I would make grammatical mistakes and some misunderstandings. Therefore I'm interested in Lexical approach. It seems to be useful to promote vocabulary and grammar proficiency for English learners. However, I have problems to apply this approach. I've learned teaching multi-word unit is important, but didn't get clear statement about how and what to teach. There are numerous chunked expressions in the dictionary. And we can't memorize all the things in it. I need to study more about priority of chunked expressions to teach and appropriate teaching methods for it. And also I want to search related articles which prove the usefulness of this approach.
※※I would choose Two Forms of Integrated-Skill Instruction, " CBLT" and "CBI". ※※ The reason why is that the integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for communication. This approach allows teachers. And to track students' progress in multiple skills at the same time. Integrating the language skills can be highly motivating to students of all ages and backgrounds.
■ Method 1) TEFL Methodology taught in training programs is generally either "PPP" or "ESA" "PPP" - means Presentation, Practice, and Production "Presentation" is where the target language (the language to be taught to the students) ■ Method2) "ESA" - means Engage, Study, and Activate Roughly equivalent to PPP, ESA is slightly different in that it is designed to - and allows - movement back and forth between the stages. However, each stage is similar to the PPP stages in the same order. Proponents of this method stress its flexibility compared to PPP. ■ Method 3) "CLT" Communicative Langage Teach. In CLT, language learning emphasizes learning to communicate as opposed to learning a set of rules. However, whereas the ultimate goal of CLT is agreed upon as the achievement of communicative competence, differing methods and approaches produce a wide variety of syllabus designs and teaching procedures ‘'functional’' approach and ‘'notional’' approach were used interchangeably. ■ Method 4) " CBLT" task-based language teaching (TBLT). This overlooks the social aspects of the learning environment such as interpersonal negotiation of what is to be done. This new practice devices utilizing and at the same time facilitating classroom interaction, namely ‘'tasks.’' Based on this notion of tasks. The tasks provide learners with appropriate target language samples and comprehension and production opportunities of negotiable difficulty. ■ Method 5) "CBI" Content-Based Instruction. This emphasize learning content through language, while the second stresses doing tasks that require communicative use and students practice all the language skills in a highly integrated, communicative fashion while learning content.
Pyo Hyun-hwa(WA) I Think PPP is right to me. In this procedure the teacher introduces a situation containing the language to be taught. Then students practice the language using accurate reproduction techniques. Lastly, the students are asked to use the new language in sentences of their own. This methodology is good for elementary students as I’m elementary school teacher. Many students are getting to speak in English confidently at this time. So I have to help them proceed. To do that, I need this methodology and they can develop more and disappear a lot of fear about English.
I usually use the PPP method in my classes. I try to encourage as much output as possible. This means asking a lot of questions and keeping the lesson simple, fun and useful. My main goal is to help the students reproduce what they have learned by putting them in the right situation and asking the right questions. The PPP method is a great way to brew confidence in the classroom. Communication is fun and extremely useful and it is much easier to learn (or produce) when you are having fun.
I learned the five popular methodologies. Grammar-translation method teaching focus on grammatical rules and had to be learned through memorization. Direct method drills in listening and speaking. This method used only target language. So Direct method can use specific levels. Audioglingualism focus on speech, the students don’t learn grammar. If I teach them, I will teach synthetic method. Each method has merits and demerits, and then it makes up for the insufficient parts. Also we have to consider the student’s character and personality that we will use proper situation.
I have taught elementary school student for a long time. I usally use PPP(Presentation, Practice, Production) approach in my classes. I could fint PPP is right for the elementary school students. In the class, I explain about the background, situation and some new words first and practie them with the subjects, and do proper activities. I use PPP for all range of speaking, writing, reading etc.
Yes we have been briefly introduced to the five methodologies in teaching English language, and the method which caught my quit precious interest was the PPP and Alternatives to PPP because its somewhat similar to one of the methods we are using in the Academy where I'm practicing my profession. Where in we give to our students all the materials to the specified tasks. For example in teaching Phonics, we provide cassette and tapes, books and work book. And then we let our students learn on their own but first we have to present the lesson and then tell them what they are going to do upon recieving the said materials.And right after they finished the given tasks, they are going to practice it and have some drill and after that there are some activities or problem to be solved which found in their work book and as soon as they've done it, that's the time of teacher's participation. We do the checking and testing whether they've done it well or not, based on the objectives of the lesson and if there are some failures(e.g.if they used some aspect incorrectly), they're going to repeat the process until they perfected it.And I found it effective and productive in the teaching-learning process.
ReplyDeleteI was interested in the lexical approach, which is one of the five methodologies that we studied last class. I think it is right for me and my students who take lessons from me. That is because I have been teaching in the high school where it pays more attention to reading comprehension skills and a small amount of listening skills for English test. It means this English test requires a great deal of vocabulary and the lexical knowledge.
ReplyDeleteMany English teaching skills are needed depending on four skills, listening, speaking, writing, and reading. But when teaching reading part in the textbook, the lexical approach that I used is sometimes useful, I think. For example, when teaching reading section in class, I use other reading materials such as news articles or English web sites to motivate students about reading part. Using the copy of new articles, I first let them find out topic, and main ideas to understand the whole passage. Then students underline words, phrasal verbs, and chunks that they don't know well and are frequently used. Most importantly, I emphasize that they should memorize these words and chunks, providing them hand-outs. In this way, they could build a variety of lexical knowledge and this has had a positive effect on reading skills. And I think this kind of approach provides them with an opportunity to know a lot of lexical chunks, phrases, and collocations that are frequently used in written or spoken texts.
While I'm most often using the PPP approach in my classes, I think all of them are effective...but when? For beginners, PPP is probably best. Focusing on the Lexical or Dogme approach might not be so effective at that level. Which do I personally like? Actually, Dogme. Our instructor points out that it makes our position as teachers almost unnecessary. Not sure how much I agree. With a group of higher-level students, I would prefer this method. Students expressing their ideas at the moment of thought is as close as we can get to their mind. They can teach each other and you learn what you teach. We've seen this with the example of the two students working out how to convey an idea about their friend's immigration. It is raw... my role is important and simple: guide and assist when needed. --Todd Koenig
ReplyDeleteLee, Oksoo(Elise, WB)
ReplyDeleteI usually use PPP( Presentation, Practice, and Production) approach in my classes. I think PPP is quite proper for the elementary school students. They don't have enough input yet. So I give them some input first, and drill it, practice through a variety of activities. Then finally let them produce it.
For students of a little bit higher lever I try to use the Lexical approach. Through this approach they can learn a lot of words and expressions. This is a good way to increase their input. Furthermore I enjoy doing this approach personally. It makes me feel fulfillment when I complete making different kinds of handouts.
We learned the five popular methodologies. And they have the unique features and merits. I think that the very effective teaching methodology is PPP and alternatives to PPP. First of all, the students can learn the practical English vy setting the several daily situation. We can help that students are speaking more and more through this process. And PPP procedure is possible to repeat similar sentences by using cue-reponse drill. It's very easy for students to make many creative sentences. It's possible to communicate again and again between students and teacher and to overcome the fear about speaking English. But if we teach only just repeating many sentences, students will be bored in a moment. So it's important the interesting situation and sentences for effective English learning.
ReplyDeleteI have used PPP and laternatives to PPP (ESA)unconsciously. I had never learned teaching methodology before I started teaching. I just tried many different kind of teaching using some materials but the best way to draw my students' attention was PPP. I show them some pictures and flash cards first and help them to know some words and sentences. I usually let them repeat the sentence in chorus or one by one. And then I get them to make sentences or keep a Enlish diary using their own words they learned. The reason I prefer PPP is that arousal and affect are important for successing learning. And my goal in class is to encourage them to use any of lanuage they learned and knew. I became known that there are many different effective ways of teaching from last class but I need to study the strong and weak point of each methodology and I'd like to use and adjust them properly in my class.
ReplyDeleteIn educational history, many theories and methodological approaches appreared, became popular and then were ignored. Grammar-translation method was criticized its focus on grammar rules. Direct method or Audiolingualism was also criticized for too much repetition and drills. Within several years, CLT was often mentioned and regarded as one of the best alternatives in teaching approach. I thik, however, CLT is not attractive to me and Korean students. Korean students are EFL learners and they have to learn English for getting jobs or entering good college not for communication. In real situation, I need to know methods in teaching reading skills or methods to motivate students' to speak in controlled but interesting way, for example, lexical approach or PPP. I was often confused between reality and theories in the book. Now I think there's no one best approach in teaching. I have to mix the several methods in a class.
ReplyDeleteWhen I teach English, I feel "right" to the Task-based Learning which makes students learn English more actively. Task-based Language Learning consists of three different basic steps, the Pre-task, the Task Cycle and the Language focus. Teacher has to give students meaningful tasks and encourage them to complete the tasks. In the Pre-task stage, the teacher explain about the topic with the class and helping students to understand the task instruction. Then, you enter the Task Cycle stage. Students work the task in pair or small group while teacher is monitoring far from them. And they have to report on their task in writing or verbally. At last, in the Language focus stage, students examine and discuss specific things. Through this methodology, teacher can make students practice four different skills. Also, you might give them great academical compensation if they finish the tasks well. But Students must have high English level to perform the tasks by themselves.
ReplyDeleteWe practiced the five methodologies in our class. Each have merits and demerits, but
ReplyDeleteTBL is right to me. Recognizing the task, solving and reporting, through these processes, we learend that regarding with the topic and how to solve the problem.
Because of pre-explanation we understood the task enough. Since we dicussed what we have to, we could approch the problem eaily.
I think it's important to choice a proper method considering something that what situation, what culture and how old.
I did't have enough knowledge of methodology, when I taught English 4 years ago.
ReplyDelete(I don't teach English these days.)
At that time, I shown my students some pictures or vedios first and asked them what they saw, where the situation occurred and so on. The second, I told accurate words, phrases or sentence and I got my students to repeat them. The thrid, I drilled them in new expression. Most of my students disliked boring time, they liked to speak repeatedly such as sing, chant. Lastly, I got them to apply lerning expression to new situation.
When I used this method, it was effective that the students learned English.
I realized that the way was PPP.
So, I think PPP is the best methodology in elementary shool.
I was interested in the TBL(Task-based Learning) which was one of methodologes we studied. If I were a teacher, I would use TBL approach in my class. The reason why I am interested in it is because I am a very logical
ReplyDeleteperson. That's why I will give the students more detailed drills and informations to help
them perform better. Task-based methodology is more complicated, so I can say that it is more
suitable for adult than children. Also, they
would be able to focus on the completion of a task while they ask and answer questions to
solve a problem. Then, they could share a topic
or a task with collegues and help each others
with a whole range of their experiences. When the discussion is over, I will give them feedback on their presentations.
I can not imagine that only one or two methods would be enough for teaching English as L2. Teachers need to deliberately manage the methods instead of repeating a single method all through the course.
ReplyDeleteNevertheless, I think the Task-based-Learning (TBL) method has a lot of potentials for the wide range of class types; either the class size is big or small, intermediate or advanced (maybe except for the beginners), grouped or individualized
If the tasks are enough interesting and attractive, students would get easily immersed and improve their language skills more naturally. Just like other fields, the knowledge of language L2 would be more applicable and practically valuable when obtained from the real-world knowledge.
However, TBL method requires many important conditions to lead the results to satisfaction; Teachers have to be highly knowledgeable about the tasks and provide with wide rage of inputs compare to other methods. Even it would be much difficult in evaluation since the criteria might need to include not only the language improvement but the achievement in tasks also.
I'm not a teacher. So just for now, I'm enjoying learning various methodologies, and thinking how to apply it to my future students, picturing myself having a great time with them.
ReplyDeleteI've been taught by Grammar-translation methods. I believe that methods were helpful to improve my translation and reading skill. I agree with the importance of learning grammar. Without the grammar knowledge, it's hard to get high level of English proficiency. But even though I studied hard by this methods, I frequently experienced frustrations to use English because there are cases that simply putting words in grammar rules doesn't make sense. A word has many meaning depending on various prepositions sticked to the word. In the case of conversation, there are expressions that are not observe the grammar rules. For these reason, I'm still hesitate to speak or write English worrying if I would make grammatical mistakes and some misunderstandings.
Therefore I'm interested in Lexical approach. It seems to be useful to promote vocabulary and grammar proficiency for English learners.
However, I have problems to apply this approach. I've learned teaching multi-word unit is important, but didn't get clear statement about how and what to teach. There are numerous chunked expressions in the dictionary. And we can't memorize all the things in it. I need to study more about priority of chunked expressions to teach and appropriate teaching methods for it. And also I want to search related articles which prove the usefulness of this approach.
※※I would choose Two Forms of Integrated-Skill Instruction, " CBLT" and "CBI". ※※
ReplyDeleteThe reason why is that the integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for communication.
This approach allows teachers. And to track students' progress in multiple skills at the same time.
Integrating the language skills can be highly motivating to students of all ages and backgrounds.
■ Method 1) TEFL Methodology taught in training programs is generally either "PPP" or "ESA"
"PPP" - means Presentation, Practice, and Production "Presentation" is where the target language (the language to be taught to the students)
■ Method2) "ESA" - means Engage, Study, and Activate
Roughly equivalent to PPP, ESA is slightly different in that it is designed to - and allows - movement back and forth between the stages. However, each stage is similar to the PPP stages in the same order. Proponents of this method stress its flexibility compared to PPP.
■ Method 3) "CLT" Communicative Langage Teach. In CLT, language learning emphasizes learning to communicate as opposed to learning a set of rules. However, whereas the ultimate goal of CLT is agreed upon as the achievement of communicative competence, differing methods and approaches produce a wide variety of syllabus designs and teaching procedures ‘'functional’' approach and ‘'notional’' approach were used interchangeably.
■ Method 4) " CBLT" task-based language teaching (TBLT). This overlooks the social aspects of the learning environment such as interpersonal negotiation of what is to be done. This new practice devices utilizing and at the same time facilitating classroom interaction, namely ‘'tasks.’' Based on this notion of tasks. The tasks provide learners with appropriate target language samples and comprehension and production opportunities of negotiable difficulty.
■ Method 5) "CBI" Content-Based Instruction. This emphasize learning content through language, while the second stresses doing tasks that require communicative use and students practice all the language skills in a highly integrated, communicative fashion while learning content.
Pyo Hyun-hwa(WA)
ReplyDeleteI Think PPP is right to me. In this procedure the teacher introduces a situation containing the language to be taught. Then students practice the language using accurate reproduction techniques. Lastly, the students are asked to use the new language in sentences of their own.
This methodology is good for elementary students as I’m elementary school teacher. Many students are getting to speak in English confidently at this time. So I have to help them proceed. To do that, I need this methodology and they can develop more and disappear a lot of fear about English.
I usually use the PPP method in my classes. I try to encourage as much output as possible. This means asking a lot of questions and keeping the lesson simple, fun and useful. My main goal is to help the students reproduce what they have learned by putting them in the right situation and asking the right questions. The PPP method is a great way to brew confidence in the classroom. Communication is fun and extremely useful and it is much easier to learn (or produce) when you are having fun.
ReplyDeleteI learned the five popular methodologies. Grammar-translation method teaching focus on grammatical rules and had to be learned through memorization. Direct method drills in listening and speaking. This method used only target language. So Direct method can use specific levels. Audioglingualism focus on speech, the students don’t learn grammar.
ReplyDeleteIf I teach them, I will teach synthetic method. Each method has merits and demerits, and then it makes up for the insufficient parts. Also we have to consider the student’s character and personality that we will use proper situation.
I have taught elementary school student for a long time. I usally use PPP(Presentation, Practice, Production) approach in my classes.
ReplyDeleteI could fint PPP is right for the elementary school students. In the class, I explain about the background, situation and some new words first and practie them with the subjects, and do proper activities. I use PPP for all range of speaking, writing, reading etc.