11/14 ( Sat.) Learning a second language (Host: Catherine)

[Catherine]

Hello, my dear Yoyo friends, it’s about time for me to post the article for this Saturday. Recently we’ve been talking a lot about language learning. We’re cutting in from some other aspects this time. Here are historical overview of methods to teach ESL. You can browse and see what are the most effective methods for you.
Methods/Approaches of Teaching ESOL: A Historical Overview 11 KEY ISSUES ❖ Historical overview of methods and approaches to teaching English as a foreign/second language
❖ The grammar-translation method
❖ The direct methodhttps://www.youtube.com/watch?v=MBF1Xs3EwtI
❖ The audio-lingual method
❖ Suggestopediahttps://www.youtube.com/watch?v=3rkrvRlty5M
❖ The silent wayhttps://www.youtube.com/watch?v=xqLzbLCpack
❖ Total physical response
❖ The natural approach
❖ The communicative approach
The Grammar-Translation Method The grammar-translation method (also known as the classical method) was based on the belief that different kinds of knowledge were located in separate sections of the brain. Mathematic knowledge, for example, was thought to be located in one area, art in another, language in another, and so on. It was believed that studying different subjects was a good way of exercising the brain. Thus, learning another language provided the necessary mental exercise to develop the part of the brain believed to be earmarked for languages. The main goal for learning a language was not for speaking and/or communication. The driving force was to exercise the mind and at the same time to be able to read in that language. The languages taught in those early days were Latin and Greek, so another reason for studying foreign languages was to appreciate the classics in their original language. It must be pointed out that education was the privilege of an elite class, thus it was a “mark of an educated person” to be able to read the classics. The name of the method, grammar-translation, captures the main emphases of this method (i.e., the study of grammatical aspects of language and the use of translation as a means of ascertaining comprehension). Communicating in the language was not a goal, so classes were taught primarily in the students’ native language, and the teacher made no effort to emphasize correct pronunciation of the language. Grammar study was the focus of the lessons, with much rote memorization of grammatical aspects such as verb conjugations and recitation of rules that described language functions. It was not surprising, then, that even students who spent several years studying a foreign language were not able to speak that language. Much time was spent in learning about the language, not the language itself. Fortunately, this method is not widely used today in teaching English to English language learners. Yet, unfortunately, some aspects of this method are still employed to teach modern languages in the United States, primarily at the high school and university levels. Emphasis on reading and translating passages, conjugation of verbs, and explanation and memorization of grammatical rules still are observed in foreign language classrooms today

The Direct Method The direct method was a complete departure from the grammar-translation method. This method dates back to 1884 when the German scholar and psychologist F. Frankle provided a theoretical justifi - cation for the method by writing about the direct association between forms and meaning in the target language. It is also based on the work of Gouin, who in the 1880s observed children learning language in natural settings. The emphasis is on the direct associations the student makes between objects and concepts and the corresponding words in the target language. The use of the native language, as in the grammartranslation method, is avoided; the use of the target language is emphasized at all times. In this method, the primary goals are for students to think and speak the language; thus, no use of the native language is allowed. Teachers employ objects, visuals, and realia to make the input comprehensible. Instruction revolves around specifi c topics. Aspects of grammar are taught inductively through the handling of the topic. For example, when studying different types of sports that people practice, students are also introduced to verbs. The focus is not verbs and verb conjugations, but the context is a logical way to expose students to aspects of grammar. By much exposure and handling of the content, students inductively learn the appropriate use of different verbs that relate to sports. In addition, cultural aspects of the countries where the target language is spoken are also included in the lessons. For example, when studying Spanish, students would discuss the sports that are widely practiced in Spain or Mexico. This also brings in aspects of geography—where are these countries located? What aspects of language are related to directionality in describing the location, such as the names of the cardinal points (norte/ north, sur/south, este/east, oeste/west)? How should these be used appropriately when referring to location (al norte de . . .; al sur de . . .; al este de . . .; al oeste de . . .)? In this process, vocabulary is emphasized,
and interaction among students and with the
teacher is fostered, although it is limited to mostly
asking and responding to questions. Reading and
writing are also taught from the beginning.
The most widely known application of the direct
method is practiced at the Berlitz language
schools located throughout the world. Although the
founder, Maximilian Berlitz, referred to the method
as the Berlitz method, the principles applied have
been and continue to be those of the direct method.
Berlitz classes are generally for highly motivated
adults who need to speak a foreign language for
business purposes. Although many of the techniques
developed for the direct method have also been
used in other methods, applying the direct method
in noncommercial schools fell out of favor as early
as 1920 (Richards and Rodgers, 1986). The grammar-translation
method dominated public school and
university language teaching in the United States
until World War II.

Audio-Lingual Method (ALM)
The United States involvement in World War brought a signifi cant change in the teaching of languages in U.S. schools. It quickly became apparent that the grammar-translation method had not produced people who were able to speak the foreign languages they had studied. The U.S. government asked the universities to develop foreign language programs that produced students who could communicate effectively in those languages. Changes in the beliefs about how people learn impacted the teaching methodologies being developed. Based on the behavioristic psychology (refer to Chapter 1), the audio-lingual method was developed. In the audio-lingual method, the emphasis was on the memorization of a series of dialogues and the rote practice of language structures. The basic premises on which the method was based were that language is speech, not writing, and language is a set of habits. It was believed that much practice of the dialogues would develop oral language profi ciency. The use of the native language was avoided. The method became very popular in the 1960s. Language laboratories began to surge, and students were required to listen to audiotapes and repeat dialogues that captured aspects of daily living. In addition, specifi c structural patterns of the language studied were embedded in those dialogues. Students were required to participate in a number of practice drills designed to help them memorize the structures and be able to plug other words into the structure. For example, in a substitution drill, the structure might have been: I am going to the post offi ce. Students were then required to substitute the word post office for other words, such as supermarket, park, beach, or drugstore. The belief was that students, through much practice, would form a “habit” and be able to speak the language when needed. Although the intent was to develop fl uent and profi cient speakers by providing much oral practice of the dialogues and the use of numerous drills to help in this endeavor, the reality was that language profi ciency was not the outcome. Years later, students who studied with the audiolingual method still remembered the dialogues but could not speak the foreign language they had studied. Thus, the method was not successful at accomplishing the main goal. It was too prescriptive; there was no opportunity provided for “true” communication to take place in the ALM classroom. Students had been taught a “script,” and people do not speak following a particular script. Suggestopedia
Suggestopedia was developed by Bulgarian psychiatrist–educator Georgi Lozanov (1982), who wanted to eliminate the psychological barriers that people have to learning. It uses drama, art, physical exercise, and desuggestive–suggestive communicative psychotherapy as well as the traditional modes of listening, speaking, reading, and writing to teach a second language. The infl uence of the science of suggestology is clear in this method that calls class meetings “sessions” (Freeman and Freeman, 1998). 10 Ariza Fund Ch11.indd 65 7/29/10 11:38:50 AM 66 Part Two: Principles and Practices in Language Teaching In this method, the classroom atmosphere is crucial. Creating a relaxed, nonthreatening learning environment is essential for its success. The goal is that students will assimilate the content of the lessons without feeling any type of stress or fatigue. Classrooms are equipped with comfortable seating arrangements and dim lighting in an effort to provide an inviting and appealing environment. Soothing music is employed to invite relaxation and allow students to feel comfortable in the language classroom. The use of the native language is also allowed, especially to give directions and to create that welcoming atmosphere. Based on the belief that how students feel about learning will make a difference in the learning process, Suggestopedia takes into consideration the affective domain. It could be said that the philosophy of the little engine that could—“I think I can, I think I can, I know I can” (Piper, 1976)—is one of the basic underlying principles of Suggestopedia. If the students feel they can learn, they will. The use of drama, songs, and games provides for much practice, yet in a less-threatening and more enjoyable fashion. As in the ALM, dialogues are employed, but they are presented in an enhanced fashion through creative dramatics. The rehearsing of roles provides the necessary practice, yet there is a purpose for practicing. When people are preparing for dramatic roles, they most likely spend much time rehearsing. Despite the advancements over the audio-lingual method, Suggestopedia has not been widely adopted in the United States. It is impractical for large classes. In addition, current textbooks do not embrace this methodology, thus making it diffi - cult for teachers to apply the principles in regular classrooms.

The Silent Way Developed by Caleb Gattegno, the Silent Way requires that the teachers remain silent much of the time, thus its name. In this method, students are responsible for their own learning. Based on the belief that students are initiators of learning and capable of independently acquiring language, the Silent Way provides a classroom environment in which this can take place. The teacher models once, and the students are then given the opportunity to work together to try to reproduce what has been modeled. Beginners are initially taught the sounds of the new language from color-coded sound charts. Next, teachers focus on language structures, sometimes using colored, plastic rods to visually represent parts of words or sentences. As students begin to understand more of the language, they are taught stories using the rods as props. At all stages of the method, the teacher models as little as possible, and students try to repeat after careful listening with help from each other. The teacher leads them toward correct responses by nods or negative head shakes (Ibid). The Silent Way is a fairly complex method that requires the teacher to receive extensive training in the use of the methodology. Students also need to be well versed in the use of the charts and the rods to participate effectively in the lessons. Because, according to research, teachers speak from 65 percent to 95 percent of the time in traditional classrooms, it is diffi cult to fi nd teachers who are comfortable with the required “silence” of the Silent Way, thus limiting the number of teachers available to teach employing this method.

Total Physical Response (TPR) The total physical response (TPR) method was developed by psychologist James Asher (1974). This method is based on the principle that people learn better when they are involved physically as well as mentally. In TPR, students are required to respond nonverbally (physically) to a series of commands. As the teacher gives a command and the students respond physically, the teacher ascertains students’ comprehension of the command. Initially, the teacher begins with simple commands such as: Teacher: Stand up! (teacher models) Students: Respond by standing up. (physical response, not verbal) Teacher: Walk to the front of the room. Students: Respond by walking to the front of the room. 10 Ariza Fund Ch11.indd 66 7/29/10 11:38:51 AM Chapter 11: Methods/Approaches of Teaching ESOL: A Historical Overview 67 Teacher: Turn around and walk back to your seats. Students: Respond by turning around and walking to their seats. Teacher: Sit down. Students: Respond by sitting down. Once the students have practiced a number of times, the teacher simply gives the command and the students respond. Eventually the students will give the commands, thus developing oral profi ciency. In TPR, teachers can employ pictures, objects, and realia for students to manipulate as they respond nonverbally. For example, the students are studying a unit on “emotions.” The teacher can pass out pictures of people displaying different emotions. Then, the teacher can give the following commands: Teacher: Raise the picture of the girl who seems sad. Student(s): Raise(s) picture of sad girl. Teacher: Stand up if you have a picture of two boys who seem happy. Student(s): (who has/have that picture): Stand(s) up. Teacher: Place on the board the picture that shows a woman who seems surprised. Student(s): (who has/have that picture): Walk(s) up to the board and place(s) the picture on the magnetic board. Commands become more complex as the students continue to develop listening comprehension and knowledge of subject matter. For example, with the assistance of pictures, students can be asked to categorize modes of transportation by land, water, or air, or they could be asked to rearrange pictures to show the life cycle of a butterfl y. Once students are able to respond to a series of commands and can give the commands themselves, the teacher can introduce the reading and the writing aspects of language. However, the emphasis in TPR is on listening comprehension until oral profi ciency is developed. TPR is an excellent method to employ with students who are in the preproduction/silent stage of language development. Students who are not yet speaking are able to be involved in lessons and respond nonverbally. Thus, these students begin to feel a sense of belonging and success as they participate in the lessons. The students benefi t from the involvement in the lessons, and the teachers are able to ascertain whether or not the students are developing listening comprehension. TPR is somewhat limited within the confi nes of a classroom; however, with the use of pictures, and other types of manipulatives, a resourceful teacher can bring the outside world into the classroom. For example, a teacher may prepare a transparency of a picture that depicts many actions. Each student gets a copy of the picture (black and white is acceptable for this type of activity). The teacher employs the transparency to demonstrate the actions following the commands given. Students imitate and follow along. This is an excellent way to introduce verbs and new vocabulary using TPR.

https://www.kendallhunt.com/uploadedFil ... din_3e.pdf
Session 1:
1. I assumed that most of us are English lovers. When and why did you started to like English?
2. Why is learning English so important?
What are the reasons people learn English? To pass the exams? To get a good job?To meet people? Discuss with your group and rank the reasons by their importance.
3. Have you taken any language proficiency testes like TOEFL or GEPT? How did they go? If not, do you have any goals for one?
4. Are you aware of the weaknesses in your English skills? What are they? Work with your group and see if there is any to add to or subtract from your list. (The rest of the group should assess your skills, point out more weaknesses that you fail to name, and take out those that they don't think you have .)


Sessions 2:
5. List the top five weak points you think Chinese learners of English tend to have. How do we overcome them?

6. What are the most effective ways for you to learn a language? Under pressure or while having fun?
7. Do you know any foreign languages other than English? Use one of the approaches listed above that has worked for you to teach us a word or expression.
8. Do you know any language learning recouces on line? Please bring your tablet to share them with us.

7. Do you think coming to Yoyo English is helpful for your learning? Why or why not?
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agenda:
3:45 ~ 4:00pm Greetings & Free Talk / Ordering Beverage or Meal / Getting Newcomer’s Information
4:00 ~ 4:10pm Opening Remarks / Newcomer’s Self-introduction / Grouping
(Session I)
4:10 ~ 4:50pm Discussion Session (40 mins)
4:50 ~ 5:10pm Summarization (20 mins)
5:10 ~ 5:15pm Regrouping / Instruction Giving / Taking a 10 Minutes Break (Intermission)
(Session II)
5:15 ~ 5:55pm Discussion Session (40 mins)
6:00 ~ 6:20pm Summarization (20 mins)
6:20 ~ 6:30pm Concluding Remarks / Announcements
***********************************************************************
聚會日期：列於該貼文主題內
聚會時間：當天請準時於 6:45 pm 到達 ~ 約 9:30 pm 左右結束
星期二聚會地點：丹堤濟南店
地址、電話：台北市濟南路三段25號 地圖 (02) 2740-2350
捷運站：板南線 忠孝新生站 3 號出口
走法：出忠孝新生站 3 號出口後，沿著巷子(忠孝東路三段10巷)走約 2 分鐘，到了濟南路口，左轉走約 2 分鐘即可看到。
最低消費： 80 元

注意事項：
1. 文章是否需要列印請自行斟酌，但與會者請務必自行列印 Questions for discussion。
2. 與會者請先閱讀過文章，並仔細想過所有的問題，謝謝合作！

給新朋友的話：
1. 請事先準備 2~3 分鐘的英語自我介紹；會議結束前可能會請你發表 1~2 分鐘的感想。
2. 請事先閱讀文章以及主持人所提的討論問題，並事先寫下自己所欲發表意見的英文。
3. 全程以英語進行，參加者應具備中等英語會話能力，對任一討論問題，能夠以 5 到 10 句英文表達個人見解。
4. 在正式加入之前，可以先來觀摩三次，觀摩者亦須參與討論。正式加入需繳交終身會費 NT$1,000。

[Rock]

Hey, mechanical drills method is missing.
BTW, I always wonder who can really teach the silent method.

[Catherine]

You're right, Rock.I guess we've been using one way or another. You've been missing for a while!
Mechanical practice refers to a controlled practice activity which students can successfully carry out without necessarily understanding the language they are using. Examples of this kind of activity would be repetition drills and substitution drills designed to practice use of particular grammatical or other items. Activities of this kind are of limited value in developing communicative language use.

[Iris Wu]

I remember when I was learning the music instrument, Guzheng, years ago, I always asked my teacher to play it first, then I mimicked. One day, my teacher told me that when she was learning this instrument her teacher was almost 90 years old, he was no longer able to play, so he taught my teacher to listen to her own music with her own heart.

This story reminds me the “The silent method”. As said in the article, “according to research, teachers speak from 65 percent to 95 percent of the time in traditional classrooms, it is difficult to find teachers who are comfortable with the required “silence” of the Silent Way.”

I am thinking when the learning process gets to a certain level, we may appreciate the silent method.

[Rock]

If my memory is correct, the students also cannot speak in a silent way classroom. It's real silence.

[Catherine]

Attendants:
Jason, Shirley, Christina, David, Sunny, Neo,Toshi, Luis, Leo, Leo, Julien, Andy