Subject: How To Teach LinguisticsPresenter: Mohamed Ahmed

Al-AzounySupervisor: Dr. Salah Badr

Characteristics of LanguageLanguage is cultured based

Language is unique system Language is social behave

Language is medium of instructionLanguage is structural system

Language is made up habit

Characteristics of Foreign Language

Different Sound patterns

Different Words

Different Meaning

Little ode structure

Acquisition Learning

When language is

learnt naturally and

without any

systematic practice

then it is called

acquisition

Behaviouri

sm Or

Cognitivi

sm

Behaviouri

sm

Language is

learnt only

through practice.

The more the learner

is exposed to the

use of

language, the

better chance of

learning it.

Producing the

correct linguistic

response to a

stimulus requires

efforts. If the

learner is not

called upon to

make this effort

there is no

learning.

Producing

correct response

also requires

attention.

Behaviouri

sm

The spoken

language comes

earlier than the

written and the

passive experience

of language

is necessary before

any productive

(active) use

can begin.

Learning takes

place fast if a

correct response is

given t the

students. The

learner must know

at once if his effort is

right or wrong.

Every new item

must be learnt by

reinforcement

by further practice

before further

learning

begins.

Cognitivism

If a child ready to learn then he can be taught

General objective

s of teaching English

• Understand the spoken language

To enable the students to:

• Speak English correctly

• Write the language properly • Read the language with ease

Approach:

Method:

Procedure:

Technique:Refers

to theorie

s about t

he nature of

language and learning

The practica

l realiz

ation of a

n

approach

An order sequence

of

techniques

What are teaching models that have influenced current teaching process?

Grammar Translation

Audio-lingualism

Direct Method

Presentation, Practice,

Production

The Communicative ApproachTask Based Learning

Community language learning

The Situation MethodTotal Physical Response

The Silent Way

Grammar Translation 1840s -

1940s

•It is one of the most traditional methods that was originally used to teach “dead” languages such as Latin and Greek.

•By analyzing the grammar and finding equivalents between the students’ language and the language to be studied, students will learn how the foreign language is constructed

Techniques of GT

THE DIRECT METHODThe

Reform Method

The Natural Method

The Anti-Grammati

cal Method

The Berlitz

Method

The Situational Method

What is TPR

A language teaching

method built around

the coordination of

speech and action; it

attempts to teach

language through

physical ( motor )

activity.

Audio-lingualism (1950s – 1960s )

Audio-lingual methodology owed its existence to the Behaviorist models of learning. It is based on Structural Linguistics and Behavioral psychology Using the Stimulus – Response Reinforcement model, it attempt, through a continuous process to engender good habits in language learners.

Structural Linguistic Language is a system of structural related elements, like phonological units, grammatical units, and lexical items, for the transmission of meaning. So to learn the target language is to mater the elements of the target language system.

Behavioral Psychology

•Language learning is habit-

formation.•Mistakes, the bad habit,

should be avoided.

•Language skills are learned

more effectively if they are

presented orally first, then in

written form.

•The meaning of words can be

learned only in a linguistic and

cultural context.

Behaviora

l Psycholo

gy

Structura

l Linguisti

c

Principles of AL •Use drills to teach the lines of dialogues. •Repeat the language mode as accurately and quickly as possible.

Techniques of ALDialogue Memorization

Backward Build-up (Expansion) Drill

Repetition Drill

Transformation Drill

Question-and-answer Drill

Use of Minimal Pairs

Complete the Dialogue

The Communicative Approach (CLT)it is a kind of foreign language teaching, which is based on the communication using the target language.

Presentation, Practice, Production

Task Based Learning (TBL)It focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.

In TBL, Activities or tasks require the students to use the language in real life situations and to be focused on meaning.

A Task is an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome”

SEQUENCE OF ACTIVITIES

Pre-task

Introduction to topic and task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare.

Task Cycle

Task: Students do the task, in pairs or small groups. Teacher monitors from a distance.

Planning: Students prepare to report to the whole class( orally or in writing) how they did the task, what they decided or discovered.

Report: Some groups present their reports to the class, or exchange written reports and compare results.

Language Focus

Analysis: Students examine and discuss specific features of the text or transcript of the recording.

Practice: Teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis (Willis 1996: 38).

Types of TasksLISTING: Processes: Brainstorming, fact-finding.

ORDERING AND SORTING:

Processes: Sequencing, ranking, categorizing, classifying.

COMPARING: Processes: Matching, finding similarities, finding differences.

PROBLEM SOLVING: Processes: Analysing real or hypothetical situations, reasoning, and decision making.

SHARING PERSONAL EXPERIENCES:

Processes: Narrating, describing, exploring and explaining attitudes, opinions, reactions.

CREATIVE TASKS: Processes: Brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others.

Community language learning Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn.

What makes a good teacher?• A simple answer for what makes a good teacher is that: Good teachers care more about their students’ learning than they do about their teaching.