1.

Provide the most appropriate definition of ELT Methodology

ELT Methodology is the study of the practices and procedures used in teaching the English language, and the principles and beliefs that underline them. Methodology includes: The study of the nature of language skills (reading, writing, speaking and listening) and procedures for teaching them. The study of the preparation of the lesson plans, materials and textbooks for teaching language skills. Evaluation and comparison of language teaching methods. Edward Anthony, the American applied linguist, tried to clarify the difference between Methodology and Methodics, which is a philosophy of language teaching at the level of theory and principles. He identified three levels of conceptualization and organization concerning LT Methodology: Approach, which is the level at which the assumptions and beliefs about the language teaching and language learning are specified. Method, which is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; it concerns teacher and student roles, linguistic and subject-matter objectives, sequencing of material. Technique, which is the level which deals with concrete classroom procedures, with the implementation, activities, exercises, tasks and strategies used to accomplish immediate objectives which must be consistent with a method.

2. Richards and Rodgers presented a Comprehensive Model of what constitutes a Method. What are the three main components? How would you define/describe each component?
The three main components which, according to Richards and Rodgers, a method consists of are: approach, design and procedure. A method is theoretically related to an approach, organizationally determined by a design, and practically realized in procedure.

Approach refers to theories about the nature of language and language learning.

1./ A theory of the nature of language An account of the nature of language proficiency. 1

An account of the basic units of language structure. the structural view language is a system of structurally related elements for the coding of meaning; the target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units (phonemes), grammatical units (clauses, phrases, sentences), grammatical operations (adding, shifting, joining and transforming elements) and lexical items (function words and structure words). the functional view language is a vehicle for the expression of functional meaning; this theory emphasizes the semantic and communicative dimension rather merely grammatical characteristics of language. the interactional view language is seen as a tool for the creation and maintenance of social relations Structural, functional or interactional models of language provide the theoretical framework that may motivate a particular teaching method, but they need to be complemented by theories of language learning.

2./ A theory of the nature of language learning An account of the psycholinguistic and cognitive processes involved in language learning. An account of the conditions that allow for successful use of these processes. At the level of process, Stephen D. Krashen distinguishes between acquisition (natural assimilation of language rules through using language for communication) and learning. At the level of conditions, input must be comprehensible, slightly above learners present level of competence, interesting and relevant, experienced in low-anxiety contexts

Design

In order for an approach to lead to a method, it is necessary to develop a design which links theory to practice. At the level of design we define objectives, Syllabus Model, learning tasks, teaching activities, the roles of learners, the roles of teachers and the role of instructional materials within a model. The general and specific objectives of the method some methods focus primarily on oral skills, some on accurate grammar and pronunciation. A Syllabus Model is a criterion for the selection and organization of linguistic and subject-matter content Types of learning and teaching activities imply kinds of tasks and activities to be realized in the classroom. Learner roles types of learning tasks set for learners, the degree of control learners have over the content of learning, the degree to which learners influence the learning of others, patterns of learning groupings

that are recommended or implied, the view of the learner as a processor, performer, initiator, problem solver. Teacher roles types of functions teachers fulfill, the degree to which the teacher determines the content of learning, the degree of teachers influence over learning, types of interaction between teachers and learners. The role of instructional materials implies the goals of materials and the form of materials (textbook, audiovisuals, computer software)

Procedure

At the level of procedure, we are concerned with how the tasks and activities of the particular method are integrated into lessons and used as the basis for teaching and learning. There are three dimensions to a method at the level of procedure: 1. the use of teaching activities (drills, dialogues, etc.) to present new language and to clarify and demonstrate the aspects of TL. 2. the ways in which particular teaching activities are used for practicing language. 3. the procedures and techniques used in giving feedback to learners. Any language teaching method can be described in terms of the issues identified at the levels of approach, design and procedure.

3. What are some of the principles underlying the Grammar-Translation Method?

The goal of foreign language study is to learn a language in order to read its literature. Reading and writing are the major focus. One of the principles of the Grammar-Translation Method is to approach the language first through detailed analysis of its grammar rules. Following this method, grammar is taught deductively, by the presentation and study of grammar rules which are then practiced through translation exercises. These exercises imply translating sentences and texts into and out of the target language. This method emphasizes accuracy; students are expected to attain high standards in translation. The sentence is the basic unit of teaching and language practice. The first language is maintained as the reference system in the acquisition of the second language. The students native language is the medium of instruction and is used to explain new items and to enable comparisons to be made between the foreign language and the students native language. As far as the vocabulary is concerned, its selection is based solely on the reading texts used; words are taught through bilingual word lists, dictionary study and memorization. Finally, this method implies passing the increasing number of formal written examinations.

4. In your own words explain the difference between learning about a language and learning to use a language.
Rote learning vs. acquisition and comprehension The Acquisition/Learning Hypothesis makes the distinction between two ways of developing competence in a second or foreign language. Acquisition refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. It is a long-lasting process contrary to learning. Contrary to acquisition, learning is a conscious process. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge. Learning is a formal teaching, and correction of errors helps with the development of learned rules. Learning cannot lead to acquisition. Vocabulary items vs. communication Bilingual vs. monolingual dictionaries and word lists Feel the difference between the native and the target language Not to translate literally Learn all 4 language skills reading, writing, speaking and listening Deductively/inductively Induce out of context Not pure memorization of rules and facts Know how to manipulate with what you have learned Understand even those things that you have not learned Feel the meaning of the lexical units in different contexts Understand native speakers, not just the language spoken in classroom Feel the difference between the formal and informal register Learn something about the culture, phrases of politeness, idioms, and communication skills in order not to be rude to the native speaker.

5. What are some of characteristics of the Direct Method that make it distinctive from the Grammar-Translation Method?
The spoken language is primary, which is reflected in an oral-based methodology. Learners hear the language first, before seeing it in written form, both speech and listening comprehensions are taught. The Direct Method implies oral communication skills question-and-answer exchanges between teacher and students. Teachers with nativelike fluency are required in the Direct Method. The rules of grammar should be taught inductively, only after the students have practiced the grammar points in context. The replaces the textbook in the early stages of learning. There is an encouragement of direct and spontaneous use of teaching language in the classroom. Classroom instruction is conducted 4

exclusively in the teaching language. Sentences should be practiced in meaningful contexts and not as isolated elements. Meaning is conveyed directly through demonstration and action. The teaching language is taught without translation or the use of students native language. The Direct Method uses monolingual approach to teaching. Known words are used to teach new vocabulary; teacher also uses mime, demonstration and pictures to teach concrete vocabulary, and the association of ideas to teach abstract vocabulary. Only everyday vocabulary and sentences are taught whereas in the GrammarTranslation Method the goal is to learn language in order to read literature. This goal implies detailed knowledge of grammar rules and facts in order to understand morphology and syntax of a foreign language. Little attention was paid to speaking and listening. The sentence is basic unit of this method. Lexical and grammatical accuracy is emphasized. Grammar is used deductively. The students native language was used to explain new items, but students were not taught the language itself. This Method is still widely used but it lacks theory. Gowin introduced some innovations to the Direct Method. He attempted to make the second language learning more like first language learning. He thought that teaching a foreign language should be based on observations of childrens use of language. He used themes and situations as a way of organizing and presenting a new language. This reformer believed that spoken language should be primary and that the findings of phonetics should be applied to teaching and teacher training. This method is important in understanding literary texts, but does not help since it applies linguistic theory.

6. It has been said that it may be advantageous to a teacher using the Direct Method not to know his students native language. Do you agree? Why?
The Direct Method requires teachers who are native speakers or who have nativelike fluency in the foreign language. Students are exposed to spoken language since both speaking and listening are taught paying attention to correct pronunciation. In other words, by teaching real language students can better feel the language. Teacher has to teach students to think in the target language so we should always provide meaningful contexts. In this way, students make their own conclusions out of context and thus improve their vocabulary. Students work cooperatively. However, the strict adherence to the Direct Method principles was often counterproductive, since teachers were required to go to great lengths to avoid using the native language, when sometimes a simple, brief explanation in the students native language would have been a more efficient rout to comprehension. In other words, even though one basic rule of this method is not to translate, it is advisable to translate into students native language, especially at lower levels.

7. What are the goals of teachers who use the Audio-Lingual Method? List some features of the teaching/learning process.
The primary goal is oral proficiency. Brooks short-range objectives (include training in listening comprehension, accurate pronunciation, recognition of speech symbols as graphic signs on the printed page, and ability to reproduce these symbols in writing) long-range objective is to use the teaching language as the native speaker uses it. This means that the focus in the early stages is on oral skills, with gradual link to other skills as learning develops. Oral proficiency is equated with accurate pronunciation and grammar and the ability to respond quickly and accurately in speech situations. The teaching of listening comprehension, pronunciation, grammar and vocabulary are all related to development of oral fluency. Reading and writing skills may be taught, but they are dependent on prior oral skills. According to Skinners theory of behaviourism, the human being is an organism capable of wide repertoire of behaviour. The occurrence of these behaviours is dependent on three crucial elements in learning: a stimulus which serves to elicit behaviour a response triggered by a stimulus reinforcement which serves to mark the response as being appropriate or inappropriate, and encourages the repetition or suppression of the response in the future Skinner had elaborated a theory of learning applicable to language learning in his influential book Verbal Behaviour. Foreign language learning is seen as a process of mechanical habit formation. Good habits are formed by giving correct responses rather than by making mistakes. By memorizing dialogues and performing pattern drills the chances of making mistakes are minimized. Students have little control over the content and are not encouraged to initiate the interaction since it would lead to mistakes. Teaching language is the only language used in the classroom. Spoken language is taught in dialogue form by choral response. Dialogues provide the means of contextualizing key structures and illustrate situations in which structures might be used, as well as some cultural aspects of the teaching language. Dialogues are used for repetition and memorization. Correct pronunciation, stress, rhythm and intonation are emphasized. After a dialogue has been presented and memorized, specific grammatical patterns selected from the dialogue are practiced. Grammatical explanation of a structure comes when the structure is already familiar, which is the inductive approach to teaching grammar. Various kinds of drills are used to practice grammar patterns repetition, inflection, transformation, integration, restoration, rejoinder, restatement, completion, transposition, expansion, contraction. Vocabulary items are taught only in a

linguistic and cultural context, and not in isolation. Vocabulary is minimized until common structures have been learned. A student textbook is often not used in the elementary phases of a course since written word can distract students attention from the aural input. When reading and writing are introduced, students are taught to read and write what they have already learned to say. At more advanced levels, more complex reading and writing tasks are introduced.

8. There are many reasons for the teachers silence in the Silent Way. Can you state the reasons? What does the phrase teaching is subordinated to learning mean?
Basics to the Silent Method are simple linguistic tasks in which the teacher models a word, phrase or sentence, and then elicits responses. Learners create their own utterances by putting together old and new information. Charts, rods and other aids may be used to elicit learner responses. The teacher should be silent as much as possible in the classroom, and the learner should be encouraged to produce as much language as possible. Learner discovers or creates rather than remembers and repeats what is to be learned. Student is a principal actor rather than a bench-bound listener. Teacher creates memorable images, which helps to conserve memory. Silence is considered the best vehicle for learning, because in silence students concentrate on the task to be accomplished and the potential means to its accomplishment. Silence, as avoidance of repetition, is an aid to alertness, concentration and mental organization. Learners acquire inner criteria which allow them to monitor and self-correct their own production. They are expected to develop independence, autonomy and responsibility. They are aware that they must depend on their own resources of the knowledge of their native language and the target language. They have only themselves as individuals and the group to rely on, and so must learn to work cooperatively. They need to feel comfortable both correcting one another and being corrected by the others. The absence of explanations requires learners to make generalizations, come to their own conclusions, and formulate rules. Teachers role is more to provide opportunities for learning rather than to teach. Teacher needs to involve students in class activities, get out of the students way, check the homework, provide guidelines for those who want to know more, awaken their curiosity. Students will learn something better if they have to try harder.

9. One of the principles of the Total Physical Response Method is that when student anxiety is low, language learning is enhanced. How does this method lower student

anxiety? Does it make any sense to delay the teaching of speaking in the target language?
This method is designed by James Asher. He shares with the school of humanistic psychology a concern for the role of emotional factors in language learning. This method is based on the attempt to teach language through physical activity. A method that is undemanding in terms of linguistic production and that involves gamelike movements reduces learner stress, and creates a positive mood in the learner, which facilitates the learning. By focusing on meaning interpreted through movement rather than on abstract language forms, learner is liberated form self-conscious and stressful situations and is able to devote full energy to learning. He/she is relaxed, and learning is pleasurable to him/her. Rote learning is avoided as dull and stressful. This kind of learning is fun, especially for children. The learners are not under pressure, since they are encouraged to speak when they feel ready to speak and teachers retrain from too much correction in the early stages, so that learners are not inhibited and feel free to speak. According to Asher, there is a specific innate bio-programme for language learning which defines an optional path for first and second language learning. Children develop listening competence before they develop the ability to speak. At the early stages of first language acquisition they can understand complex utterances that they cannot produce. The foreign language learner should first internalize a cognitive map of the target language through listening exercises. Once a foundation in listening comprehension has been established, speech evolves naturally and effortlessly out of it. Learners acquire language through motor movement which is a right-hemisphere activity. Right-hemisphere activities must occur before the left-hemisphere can process language for production and initiate more abstract language processes. That is why the imperative drills are the major classroom activities. Learners have the primary roles of listener and performer. They listen attentively and respond physically to the commands given by the teacher. Conversational dialogues are delayed until after about 120 hours of instruction. Learners are encouraged to speak when they feel ready to speak, when they are already familiar with the language and when a sufficient basis in the language has been internalized. The delay of speaking makes sense because students will make fewer errors, will be more fluent in teaching language and the anxiety will be low. Once they have started speaking, they will acquire new vocabulary and structure faster and with less effort because they will already have the basis.

10. Describe some elements of the (De)Suggestopedia Method that you could usefully adapt to your own teaching/learning style. Does it make sense to you that when your students are relaxed and comfortable, their

learning will be facilitated? Should direct/indirect suggestions be used?

Bulgarian psychologist Georgi Lozanov was the author of the approach. Students set some kind of psychological barriers so the negative feelings need to be overcome, or eliminated. Theory of learning and theoretical components are: Authority the teacher must be the authoritative figure Infantilization the teacher should have role-play Double-plannedness learners learn from both facts and classroom environment. Intonation, rhythm intonation helps learners to dramatize target material. Rhythm is also crucial to successful learning. Music helps creating relaxing atmosphere so that anxiety and tension are revealed. Usually, the course lasts for 30 days. In each class, the focus is on the dialogue. Early in the course, there are some drills so that students are fully engaged in them. Students should be relaxed and feel comfortable since their mental state is of a crucial importance to their success. Whether direct or indirect suggestions be used or not, depends on the situation and the mental state of the student at that moment. If the teacher feels that, the student will accept the suggestion properly, without making any negative consequences on the student, he/she should correct that student directly. On the other hand, if the teacher feels that it is not an appropriate time for such a suggestion, he/she should do it indirectly.

11. Describe the two most basic principles which underlie the kind of learning that can take place in the Community Language Learning Method.
The Community Language Learning Method encourages students to become whole persons. Counselling Learning Approach provided by Charles A. Curran implies that teachers have a role of counsellor and are supposed to help students (clients) to overcome their negative feelings about language. Teacher should provide security. Students should pay attention and express their aggression. Learning task helps increasing attention. Aggression applies to students demonstration of what they have learned. Other important points in this method are retention and reflection. What has been retained becomes a part of new persona the learner will become a new persona at the end of the course. They are members of language community and they are expected to become counsellors to new fellow members. The final point is discrimination when students are ready to sort out what they have just learned.

16. Why is the effective presentation of new material such an important teaching skill? What happens in an effective presentation?
An effective presentation demands students full attention to the target material. Their primary knowledge about the topic has to be checked in order to establish the links between the material being taught and something the students already know about. The presentation should be as clear as possible. Learners have to see or hear the material clearly. The person giving the presentation should illustrate and repeat all the facts that students do not understand. It is also important that presentation is as accurate as possible. Another important thing is that presentation must be as simple as possible. The concept must be explained in simple way without unnecessary information but just relevant facts. Vocabulary should be simple and everyday with no complex structures. Finally, the presentation has to be as helpful as possible. The presentation has 5 dimensions which have to be followed in order to make it more effective: 1. Bridge-in teacher has to make students interested in what he/she is going to teach 2. Objective teacher has to be objective during delivering the presentation 3. Pre-test teacher has to identify the prior knowledge and how much the students know about the very topic 4. Participatory learning the presentation should consist of various activities which the students are engaged in 5. Post-test teacher has to find how much students have learned about the topic presented. The teacher has to be aware that it is easier to focus on the material when it is interesting, so he/she should provide some memorable images, handouts, certain games. When teaching grammatical structures, teacher should use some striking, rude, bizarre, comic examples and illustrations. Vocabulary should be presented by using visual-associative methods and mind-mapping technique.

17. Presently in ELT there is an emphasis on students discovering their learning styles and teaching learning strategies. How would you define both of these concepts? What is the benefit of spending time teaching learners strategies in the classroom?
Every individual approaches a problem or learns a set of facts or organizes a combination of feelings from a unique perspective. Styles are general characteristics of intellectual functioning that differentiate one individual from another.

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According to Skehan, learning styles are general predispositions, voluntary or not, toward processing information in a particular way. Since learning styles are determined by the way people internalize their total environment, physical, affective and cognitive domains merge in learning styles. Ausbel identified 18, and Joseph Hill 29 different styles, but only a few of the possible number of styles have received the attention of second language researchers in recent years. 1. Field-independent style is the ability to perceive a particular relevant item or factor in a field of distracting items. A field-independent style enables you to distinguish parts from a whole, to concentrate on something, to analyze separate variables, but can make you fail to see the relationship of the parts to a whole as well. Field independence is closely related to learning that involves analysis, attention to details, mastering of exercises and drills. Field-independent learners are better in deductive lessons. Field dependence is the tendency to be dependent on the total field. The parts embedded within the field are not easily perceived, though the total field is perceived more clearly as a unified whole. Field-dependent persons will be successful in learning the communicative aspects of the second language and are more successful with inductive lesson designs. 2. Left- and Right-Brain Functioning. The left hemisphere is associated with logical, analytic thought, with mathematical and linear processing of information. According to Krashen, Seliger and Hartnett, left-braindominant second language learners are more successful in an inductive classroom environment, and they are better at producing separate words, carrying out sequences of operations, and dealing with abstraction, classification, labelling and reorganization. The right hemisphere perceives and remembers visual, tactile and auditory images; it is more efficient in processing holistic, integrative and emotional information. Right-brain-dominant learners appear to deal better with whole images, with generalizations, metaphors, emotional reactions and artistic expressions. However, most problem solving involves the capacities of both hemispheres. 3. Ambiguity tolerance concerns the degree to which you are cognitively willing to tolerate ideas and propositions that run counter to your own belief system or structure of knowledge. In second language, learning a great amount of apparently contradictory information is encountered and successful language learning necessitates tolerance of such ambiguities. On the other hand, too much tolerance of ambiguity can make people accept virtually every proposition before them, not efficiently subsuming necessary facts into their cognitive organizational structure. Intolerance of ambiguity can result in rigid and dogmatic mind that is too narrow to be creative. 4. Reflectivity and impulsivity. An impulsive person has an intuitive style, which implies an approach in which he makes a number of gambles before the solution is achieved. Reflectivity leads to systematic styles, common to thinkers who weigh all the considerations in a problem and after extensive reflection, carefully venture the solution. For example, a reflective person

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makes fewer errors in reading, but an impulsive one reads faster. Reflective person can benefit more from inductive reasoning. 5. Visual and auditory styles. Visual learners prefer reading and studying charts, drawing and other graphic information. Auditory style is characterized by a preference for listening to lectures and audio tapes. Strategies are specific methods of approaching a problem or a task posed by second language input and output. In second language acquisition we distinguish between learners strategies, which are related to input, taking in messages from others, and communication strategies related to output, how we productively express meaning, how we deliver messages to others. Learning strategies deal with the receptive domain of intake, memory, storage and recall. 1. Metacognitive strategies involve planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension and evaluating learning after an activity is completed. 2. Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself. 3. Socioaffective strategies have to do with social-mediating activity and with transacting with others. Communication strategies are the strategies that pertain to employment of verbal or nonverbal mechanisms for the productive communication of information. 1. Paraphrase use of an incorrect target language vocabulary item which has enough semantic features in common with the desired item, make up a new word, or describe the object of the action. 2. Borrowing the learner translates word for word from the native language or uses native language term without bothering to translate. 3. Appeal for assistance the learner asks for the correct term. 4. Mime the learner uses nonverbal mechanisms. 5. Avoidance the learner avoids talking about concepts for which the target language item or structure is not known, or he or she begins to talk about it, but stops in midutterance.

18. What is Gardners Multiple Intelligences Model? Why might it be significant for ELT?
Multiple Intelligences Model refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. Traditional IQ or intelligence tests are

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based on a test called the Stanford-Binet, founded on the idea that intelligence is a single, unchanged, inborn capacity. Traditional IQ tests are increasingly being challenged by the Multiple Intelligences Movement. Multiple Intelligences Model is based on the work of Howard Gardner. Gardener notes that traditional IQ tests measure only logic and language, yet the brain has other equally important types of intelligence. He argues that all humans have these intelligences, but people differ in the strengths and combinations of intelligences. He believes that all of them can be enhanced through training and practice. MI focuses on differences between learners and the need to recognize learner differences in teaching. Gardner states 8 native intelligences: 1. Linguistics the ability to use language in special and creative ways which is something lawyers, writers are strong in. 2. Logical or Mathematical the ability to think rationally often found with doctors, scientists, etc. 3. Spatial the ability to form mental models of the world, something decorators, painters are good at. 4. Musical a good ear for music 5. Bodily/Kinaesthetic having a well coordinated body 6. Interpersonal the ability to understand oneself and apply ones talent successfully, which leads to happy and welladjusted people in all areas of life. 7. Intrapersonal the ability to be able to work well with people. 8. Naturalist the ability to understand and recognize the patterns of nature. MI might be important for ELT because it can be applied to TL. MI pedagogy focuses on the language class as the setting for a serious of educational support systems aimed at making the language learner a better designer of his/her own learning experiences. The students move through a cycle of activities highlightening use of different intelligences in the activities that the teacher has chosen. The MI classroom is designed to support the development of the whole person, and the environment and its activities are intended to enable students to become more well-rounded individuals. There is no syllabus in respect to MI-based language teaching but there is a basic developmental sequence which has 4 stages: 1. Awaken the intelligence through multi sensory experiences (touching, smelling, tasting, seeing, etc.) 2. Amplify the intelligence - students improve the intelligence by choosing objects and events and defining with others the properties and contexts of experience of these objects and events. 3. Teach with/for the intelligence via worksheets and small group projects and discussions, the intelligence is linked to some aspects of language learning which are the focus of the class.

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4. Transfer of the intelligence students reflect on the learning experiences of the previous 3 stages and relate these to issues and challenges in the out-of-class world. MI can be also used to individualize learning through project work.

METHODOLOGY - WINTER SEMESTER Exam questions and answers

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