The Role of the Teacher in Teaching Methods

Grammar-Translation Method

T as authority in classroom

T remains in centre of attention

Classroom procedures imposed on (narzucać)Ss

QUIZING

Explicit – explain rules, present exceptions

Recite rules

Copy and learn by heart

Frontal method

Learners can learn rules of grammar and then they learn them by heart, they can’t use them

Teacher ask questions, nominate and provide feedback

In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the target language, and to further students’ general intellectual development. Grammar-translation classes are usually conducted in the students’ native language. Grammar rules are learned deductively; students learn grammar rules by rote, and then practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences being translated than to their content. When students reach more advanced levels of achievement, they may translate entire texts from the target language. Tests often consist of the translation of classical texts. There is not usually any listening or speaking practice, and very little attention is placed on pronunciation or any communicative aspects of the language. The skill exercised is reading, and then only in the context of translation.

Direct Method

T as partner

T as demonstrator

T organises communicative activities

T stimulates self-correction

Teacher helps to discover, figure out the rules of grammar

Teacher draws, shows maps and pictures

He monitors and indicate errors

The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

Example
The teacher explains new vocabulary using realia, visual aids or demonstrations.

In general, teaching focuses on the development of oral skills.[3] Characteristic features of the direct method are:

teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials

teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)

centrality of spoken language (including a native-like pronunciation)

focus on question-answer patterns

Classroom instructions are conducted exclusively in the target language.

Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase.

Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.

Grammar is taught inductively.

New teaching points are introduced orally.

Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.

Both speech and listening comprehensions are taught.

Correct pronunciation and grammar are emphasized.

Student should be speaking approximately 80% of the time during the lesson.

Students are taught from inception to ask questions as well as answer them.

Audio-Lingual Method

T as orchestra leader

T as dog trainer

T conducts drills (metoda wielokrotnego powtarzania), reinforces (wzmacniać) Ss’ responses

Originated from the Behaviourist theory of learning languages!

Similar to the earlier Direct Method. Teaches the language directly. Doesn’t focus on teaching vocabulary. Students are drilled in the use of grammar.

There are 4 parts to the Audio Lingual method.

1. Repetition The students repeat what the teacher says:

2. Inflection The teacher says a word or sentences, the students change the form

3. Replacement The teacher says a sentence and the students replace a word in the sentence

4. Restatement The teacher says a sentence and the students rephrase the sentence

The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue. These patterns are elicited, repeated and tested until the responses given by the student in the foreign language areautomatic.

Some characteristics of this method are:

Drills are used to teach structural patterns

Set phrases are memorised with a focus on intonation

Grammatical explanations are kept to a minimum

Vocabulary is taught in context

Audio-visual aids are used

Focus is on pronunciation

Correct responses are positively reinforced immediately

Conditioning – wytwarzanie odruchu warunkowego

Silent Way

T as technician

T as engineer

T facilitates (ułatwiać) Ss’ learning

T facilitates self- and peer-correction

T open to Ss’ suggestions when the student needs help – the teacher helps him or her, he provides guidelines

Cognitivism

Main teaching tools are rods, pointer

Teacher has to contol, be in charge of

The silent way is a methodology of teaching language based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible. There are three basic principles:

- The learner needs to discover or create
- Learning is made easier by the use of physical objects such as Cuisenaire rods
- Learning is made easier by problem-solving using the target language

The general goal set for language learning is near-native fluency in the target language, correct pronunciation and mastery of the prosodic elements of the target language.

earner role

Learners are expected to develop independence, autonomy and responsibility.

Independent learners are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language.

Learner role

Autonomous learners choose proper expressions in a given set of circumstances and situations.

Responsible learners know that they have free will to choose among any set of linguistic choices, the ability to choose intelligently and carefully is said to be evidence of responsibility.

Teacher role

Teacher silence is, perhaps, the most demanding aspect of the Silent Way. Teacher silently monitors learners’ interactions.

“ Teaching” meant to present an item once, using typically nonverbal clues to get across meaning. So, he uses gestures, charts and manipulates in order to elicit and shape student responses.

Teacher role

The teachers’ role is one of neutral observer, neither elated by correct performance nor discouraged by error.

ADVANTAGES

This method fosters cooperative learning between individuals.

It embodies a new approach to education in general, a respect for the individual and an awareness of the individual’s extraordinary cognitive powers.

If it is succeeded to teach the language the by using the rods without repeating too much, it will really save time and energy for both teachers students. […]. The self-esteem of the students will be increased and this will enhance learning. By this way students will say ‘I learned instead of I was taught well.’ (Demircan1990).

DISADVANTAGES

For some teachers the rigidity of the system (no repetitions by the teacher, no answers by the teacher etc.) may be meaningless.

How such a method would in the average classroom situation, or how successfully it might be used at more advanced levels is a question mark left in our minds.

Language is separated from its social context and taught through artificial situations usually by rods.

(De)Suggestopaedia

T as respected authority

T to display positive attitude towards Ss

T to display understanding towards Ss

T demonstrates, acts

T initiates interaction

RAPPORT (mutual respect)

Humanistic approach

Some of the key elements of Suggestopedia include a rich sensory learning environment (pictures, colour, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatised texts, music, active participation in songs and games

TEACHER’S ROLES Teacher should create situations in which learners are most suggestible and then to present linguistic material in a way most likely to encourage positive reception and retention by learners. Show absolute confidence in the method. Organize properly, and strictly observe the initial stages of the teaching process—this includes choice and play of music, as well as punctuality. Give tests and respond tactfully to poor papers (if any). Maintain a modest enthusiasm. Teachers are expected to be skilled in acting, singing and psychotherapeutic techniques

LEARNERS’ ROLES Students volunteer for a suggestopedic course Learners must not try to figure out , manipulate, or study the material presented but must maintain a pseudo-passive state

ADVANTAGES OF SUGGESTOPEDIA students can lower their affective filter. Classes are held in ordinary rooms with comfortable chairs, a practice that may also help them relaxed. Authority concept Students remember best and are most influenced by information coming from an authoritative source, teachers. Double-planedness theory: It refers to the learning from two aspects. They are the conscious aspect and the subconscious one. Students can acquire the aim of teaching instruction from both direct instruction and environment in which the teaching takes place. Peripheral learning: Suggestopedia encourages the students to apply language more independently, takes more personal responsibility for their own learning and get more confidence. Peripheral information can also help encourage students to be more experimental, and look to sources other than the teacher for language input.

DISADVANTAGES OF SUGGESTOPEDIAThe main disadvantages of suggestopedia are as follow: Environment limitation: Most schools in developing countries have large classes. Each class consists of 30 to 40 students. There should be 12 students in the class. The use of hypnosis: Some people say that suggestopedia uses a hypnosis, so it has bad deep effects for human beings. Lazanov strongly denied about it. Infantilization learning: Suggestopedia class is conditioned be child-like situation. There are some students who do not like to be treated like this as they think that thay are mature.

Community Language Learning

T as counsellor (adviser)

T as therapist

T removed from centre of attention

T sensitive to Ss’ limitations

T open to Ss’ suggestions

Humanistic approach

Teacher demonstrates that learning is fun, he has to monitor them, understands students weaknesses

One of the key ideas is that it is the students who determine what is to be learned, so that the role of the teacher is that of a facilitator and support.

Native language are permitted among students . . Translation will be provided by the teacher . . Specially created for adult learner who might fear to appear foolish . . Students apply the target language independently when they feel confident enough to do so . . Students are encouraged to express how they feel about the learning process 

Students and teachers work together to facilitate learning by

valuing each other,

lowering the defense that prevent interpersonal interaction

reducing anxiety

and constituting a supportive community.

Teachers role is that of a true counselor.

They are not perceived as a threat

They don’t impose boundaries and limits

They concentrate on the learners needs

ADVANTAGES :. Works well with lower levels students who are struggling in spoken English .. Lower students’ anxiety and overcome threatening affective filter.. It creates a warm , sympathetic and trusting relationship between teacher and learners . . Counselor allow the learners to determine type of conversation . . Train students to become independent .

DISADVANTAGES :. Some learners find it difficult to speak on tape .. In order for students to become independent , teacher might neglect the need for guidance .. Teacher has to be highly proficient in the target language and in the language of students .. Translation is an intricate and difficult task . The success of this method relies largely on the counselor’s translation .. It is time consuming to carry out .

Total Physical Response

T as director of Ss’ behaviour

Initially, T as initiator

Later, T as participant/partner

Role-reversal

Total Physical Response (TPR) is a methodology for teaching language by involving students in physical activity.

The first goal of a teacher using TPR is to help the students develop listening fluency (Asher: 1969, p. 5). The other language skills, speaking and writing, are supposed to be learned in a later stage as Asher believes that the ability to understand a language by listening to it would later have a positive effect on building the other skills (Asher, 1969, p. 5).

In TPR, students learn by reacting to commands given either by the teacher or their fellow students. Therefore, students learn only by hearing sentences in which the imperative is used. The imperative is so prominent as Asher regards language as "grammar-based" with the verb - especially the verb used in the imperative - being the "central motif" (Richards & Rodgers, 2001, p. 73). Asher in fact believes that "[m]ost of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skilful use of the imperative by the instructor" 

The teacher’s role in TPR is to select the teaching material and plan the tasks the students are going to do (Knight, 2001, p. 154). His main role in the classroom is to give commands to the students. The teacher might for example tell the students: “Stand up!”, “Sit down!”, “Take your pencil!” etc. The instructor also serves as a model and gives feedback to the students. The feedback he/she gives is likened to the feedback children receive from their parents. The teacher is to gradually increase the amount of correction given to the learner as he progresses in his knowledge of the target language just as parents will tolerate less mistakes as a child gets older (Richards & Rodgers, 2001, p.76). The learner's part is to listen and to respond physically to the commands. When the students have sufficient listening fluency and feel ready for it, they can begin to speak as well. In this later stage, TPR uses role plays and dialogues in which the students act out real life situations

TPR is… a method of teaching language using physical movement to react to verbal input in order to reduce student inhibitions and lower their affective filter (stress).

Roles of Learners & Teacher

Learners have the primary roles of listener & performer. They listen attentively and respond physically to the commands given. The teacher who has a direct and active role has the responsibility of providing the best kind of exposure to language.

Communicative Language Teaching

T as facilitator of Ss’ learning

T as organiser teacher becomes one of the students, joins the group

T as co-communicator

T as participant

T as guide

T as prompter

T as resource

Organize communicative activities

Introduce the task – instruct – get the activity going

Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

Example 
Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.

The type of classroom activities proposed in CLT also implied new roles in

the classroom for teachers and learners. Learners now had to participate in

classroom activities that were based on a cooperative rather than individualistic

approach to learning. Students had to become comfortable with listening to

their peers in group work or pair work tasks, rather than relying on the teacher

for a model. They were expected to take on a greater degree of responsibility

for their own learning. And teachers now had to assume the role of facilitator

and monitor. Rather than being a model for correct speech and writing and one

with the primary responsibility of making students produce plenty of error-free

sentences, the teacher had to develop a different view of learners’ errors and of

her/his own role in facilitating language learning