This document outlines various aspects of English language teaching methodology. It discusses the amount and type of teacher talk, how students learn through modifications to speech, the use of teacher questions, and providing feedback to students. It also covers motivating students through intrinsic and extrinsic factors, as well as specific techniques like role-playing. Potential classroom management issues are examined, such as distracting students or non-participants. The document concludes by thanking the reader.
3. Amount and type of teacher talk
• In most classes is the teacher who talks the most.
• How much you talk depends on the class objective, scheme of the
course or programme.
• Substantial live target language input the students are likely to
receive.
• The nature of the activity
How the students learn
• Teacher speech Modifications: phonology, lexis, syntax and
discourse, it makes language more comprehensive, more valuable
for acquisition.
• Rates of speech appear to be slower.
• Pauses are evidence of speech planning.
• Pronunciation tends to be exaggerated and simplified
• Vocabulary use is more basic.
• Degreed of subordination is lower.
• More declaratives and statements are used than questions.
4. Teacher questions
• Increase Wait time – comprehensions and interpretation
• Distribute questions among all students
• Use display questions and referential question
Feedback on learner performance
• Positive feedback let students know that they have perform
correctly and increase motivation
• Negative feedback does not change pupil behavior.
Prize
• Increase motivation but has to be analyzed how it works. When
and how is provided
6. Students feeling and Motivating students:
• National and cultural influences, education system, immediate
classroom environment, school policy and textbook.
Teachers response
• “Language is a skill, and a skill needs to be applied, not just
stored in the head or admired at a distance”
Intrinsic and extrinsic motivation
• Intrinsic motivation is the one that each student brings inside.
They know the benefits of learning a particular language.
• Extrinsic motivation is when students need to be reminded of
where success could lead. It can come through rewards.
7. How to motivate students to speak
• Role-play, with one student taking the role of a foreigner Native-
speaking visitors answer questions on specific topics
• Pen friends, by mail or E-mail Group presentations of topics
students have researched
• Interclass debates
• Speech competitions
• Concerts with plays and singing
9. *
Case1. THE BACK-ROW DISTRACTOR:
• The same student always sits at the back and distracts others.
Case 2: THE NONPARTICIPANTS
• Several students are not taking part in the assigned activity.
Case 3: THE OVER EXUBERANT STUDENT
• When one outgoing student dominates question time, comment
time, and all the rest of the talking time.
10. *
“The way we move and stand and the
degree to which we are physically
demonstrative can have a clear effect on
the management of the class.” (Harmer, J 2007 )
11. *
•Teachers need to consider how close they should be to the students they are working
with
Proximity
•Deciding how close to the students you should be when you work with them. It is the
general way in which teachers sit or stand in classrooms
Appropriacy
•Motionless teachers can bore students, while teachers who are constantly in motion
can turn their students into tennis spectators. Most successful teachers move around
the classroom to some extent
Movement
•Teacher has to be aware of what students are doing and, where possible, how they are
feeling. This means watching and listening just as carefully as teaching.
•Awareness means assessing what students have said and responding appropriately.
•We also need to be self-aware, in order to try to gauge the success (or otherwise) of
our behaviour and to gain an understanding of how our students see us.
Awareness
12. *
Audibility
Speak clearly, be
audible
Variety
Vary the quality
of voices and
the volume of
speaking
according to the
type of lesson
and the type of
activity
Conservation
Take great care of
voice. Breathe
correctly, don’t
strain larynxes
13. *
*We need to start the lesson off in such a way that the
students’ interest is aroused so that they become engaged.
*Changes of direction to be effective, the teacher first needs
to get the students’ attention.
*Brought an activity or a lesson to a finish, it helps if we
provide some kind of closure: a summary of what has
happened, perhaps, or a prediction of what will take place in
the next lesson.
15. *
*Whole class
This does not always mean the class sitting in orderly rows;
whatever the seating arrangement. This is useful for presenting
information and for controlled practice. teaching can be dynamic
and motivating and, by treating everyone as part of the same
group, we can build a great sense of belonging - of being part of
a team.
*Solowork
It allows students to work at their own speed, allows them
thinking time, and allows them to be individuals.
16. *
*Class-to-class
Class-to-class. good for surveys. time-consuming to organize.
can often give students a huge sense of satisfaction.
*Groupwork and pairwork
Cooperative activity in that the students involved work together
to complete a task. In pairs and groups, students tend to
participate more actively, and they also have more chance to
experiment with the language than is possible in a whole-class
arrangement.
19. *
* Richards J. & Renandya W(2002). Methodology in Language
Teaching.An Anthology of Current Practice. Cambridge
University Press Section 2 chapter 4 pages 40-48
*
* Harmer, J. (2007).How to teach English. Pearson Education
Limited Chapter 3 page 15-23
*
* Nunan D. (1991) Language Teaching Methodology. A textbook
for teachers. Sidney.Prentice Hall Chapter 10 page 189-207
*
* Ur, P. (2009). A Course in Language Teaching. Cambridge
University Press. Module 16 Units1-5 page 227-237
