TECHNIQUES

TEXTBOOKS
TECHNOLOGY
TECHNIQUES
 TECHNIQUES REDEFINED

TASK
ACTIVITY
PROCEDURE
PRACTICE, BEHAVIOR, EXERCISE,
STRATEGY
TECHNIQUE
 CATEGORIZING TECHNIQUES

1. From Manipulation to
Communication
2. Mechanical, Meaningful, and
Communicative Drills
3. Controlled to Free
Techniques
 A TAXONOMY OF TECHNIQUES
CONTROLLED TECHNIQUES
Warm-up Drill
Setting Translation
Organizational
Dictation
Content explanation
Copying
Role-play
demonstration Identification
Dialogue/ narrative Recognition
recitation Review
Reading aloud
Testing
Checking
 Question-answer, display Meaningful drill
 A TAXONOMY OF TECHNIQUES
SEMI-CONTROLLED TECHNIQUES
Brainstorming
Information
Story telling
Questions-answer,
exchange
referential Wrap-up
Cued Narration
narrative/Dialogue /exposition
Information preparation
transfer
Role-play
Games
Report
Problem solving
Drama
Simulation
Interview
Discussion
Composition
A propos
 TEXTBOOKS

OTHER WRITTEN TEXTS

 TEXTBOOK EVALUATION CRITERIA

Goals of the Sequencing

course Vocabulary
Background of the General
students sociolinguistic
factors
Approach Format
Language skills Accompanying
General content materials
Quality of Teacher’s guide
practical material
TECHNOLOGY
 TECHNOLOGY IN THE LANGUAGE
CLASSROOM

Commercially produced
audiotapes
Commercially produced
audiotapes
Self-made audiotapes
Self-made videotapes
Overhead projection
 COMPUTER-ASSISTED LANGUAGE
LEARNING (CALL)
Collaborative projects
Peer-editing of compositions
E-mail
Web page design
Reinforcement of classroom
material
Games and simulations
Computer adaptive testing
Speech processing
 INTERACTIVE
LANGUAGE
TEACHING II

SUSTAINING INTERACTION
THROUGH GROUP WORK
  GROUP WORK:
a generic term conveying a
multiplicity of techniques in
which two or more students
are assigned a task that
involves collaboration and self-
initiated language.
 ADVANTAGES OF GROUP WORK

It generates interactive language.

It offers an embracing affective
climate.
It promotes learner responsibility
and autonomy.
It is a step toward individualizing
instruction.
EXCUSES FOR AVOIDING GROUP
WORK
The teacher is no longer in control of
the class.
Students will use their native language.
Students’ errors will be reinforce in
small groups.
Teachers cannot monitor all groups at
once.
Some learners prefer to work alone.
 IMPLEMENTING GROUP WORK
IN YOUR CLASSROOM
Selecting appropriate group techniques

Planning group work

Monitoring the task

Role of facilitator and resource
Debriefing
Reporting on task objectives
Establishing affective support
 SELECTING APPROPRIATE
TECHNIQUES

Pair work and group work distinction

Pair work is more appropriate than
group work for tasks that are
Short
Linguistically simple
Quite controlled in terms of the
structure of the task.
Appropriate pair activities (not recommended for
groups of more than two)
Practicing dialogues with a partner
Simple question-and-answer exercises
Performing certain meaningful substitution
“drills”
Quick brainstorming activities
Checking written work with each other
Preparation for merging with a larger group
Any brief activity for which the logistics of
assigning groups, moving furniture, and getting
students into the groups is too distracting.
The first step in promoting successful group
work is to select an appropriate task.
Games
Role-play and simulations
Drama
Projects
Interview
Brainstorming
Information gap
Jigsaw
Problem solving and decision making
Opinion exchange
Seven rules for implementing a group
technique:
Introduce the technique
Justify the use of small groups for
the technique
Model the technique
Give explicit detailed instructions
Divide the class into groups
Check for clarification
Set the task in motion