Anas Khanji





My teaching approach

The objective of this assignment is to compare, study and conclude with a personal opinion about the different teaching methodologies. In order to approach this goal, the assignment will include teaching goals, organization of the syllabus, teacher & Ss roles, and evaluation of each method in that order; concluding with a personal approach.

The Grammar –Translation method does not include speaking and listening goals, it focuses on reading and writing skills, so that the Ss improve in grammar rules, tenses, vocabulary by translating texts, structure exercises…As it focuses in vocab and grammar, It has a lexicon-grammatical task based syllabus. Teachers are the authority in the classroom there is no gap for learning from other’s and also no place for auto-corrections since the teacher will always correct Ss and give the answers they don’t know. Ss are evaluated by written tests, texts translation… Translation is a good method but only as second option when there are real understanding problems or with low level Ss, only with beginners. This method is not suitable for people that are willing to use English in real life since it has no speaking or listening, I would say it is good for a ESP course.

Berlitz method includes all 4 skills: speaking, listening, writing and reading. The real objective is communication so it’s no longer suitable for a ESP course, or at least, not like the Grammar – Translation method, since Berlitz method focuses on communicative skills. Teacher’s are no longer the authority in the classroom. Ss practice the target language through the simulation of real situations. Another remarkable fact is, grammar is taught inductively; rules are figured out from examples and may never be given explicitly. In my opinion, that last point might be something negative while teaching lowest level students because it’s harder for them to relate those examples to the target language. It’s a great method to improve Ss English skills, because according to some scientific researches, it’s easier for Ss to remember funny or amusing situations that might happen while they act or go through those situations.

 

 

According to the Audio-Lingual Method skills are presented in their “natural order” which means Ss will practice the skills in the following order: listening, speaking, reading and finally writing. So according to this order, this method contains the items of phonology, morphology, and syntax of the language. Also, student’s errors are avoided through the teacher’s awareness of where the students have difficulties and restriction of what they are taught to say. I wouldn’t stick to this method since in my opinion all 4 skills should be improved together and mistakes shouldn’t be avoided; they are our way to know what should Ss improve or what to emphasis on.

 

Suggestopedia method practices and focuses on all 4 language skills, which syllabus is based on dialogues that are graded by vocabulary and grammar. The teacher is again an authority, but in this case, classroom environment is a key fact, it has to be bright and cheerful. This method suggest the use of music along with the rhythm of the class, texts of 800 words ( aprox ) used to play different roles in a dialogue, always began by the teacher. This method is quite interesting and even though it might be a slower method to improve Ss’ English language skills, it provides an almost-perfect environment suitable for the learning.

 

The TPR Method can be easily related to the suggestopedia since it also focuses on having a relaxing and delightful classroom environment. The teacher is the director of all students’ behavior must be tolerant with mistakes and praise Ss.

This method is quite similar to the content based-instruction and participatory approach since both of them teach through communication rather than for it. Teacher’s build on Ss previous knowledge and experience.

 

The Communicative approach improves student’s strategies for understanding language as it’s authentically used. Cross cultural elements are also included in each unit: students have to learn about the culture of L2 as well. Authentic material is used so that Ss earn real, live language, even though sometimes texts are adapted to fit the grammar or vocabulary purpose of the unit.

 

Now then; after studying the different TEFL methods I would like to come with my ideal and own method. To approach this goal I will base my method on constructivist approach which is based on experimental learning through real life experience to construct and conditionalize knowledge. That means, letting Ss learn by going through real life situations and experiences, and that is the popular “learn by doing”. This method would include all 4 learning skills:

-       Listening: dialogues are not only a good way to practice the speaking skill but a great way to practice the listening one

-       Speaking

-       Reading: Novels and also exchanging letters with a native speaker is a great way to practice it in both formal and informal speech.

-       Writing: It is true that with this method we would not give so much importance to this language skill but it would be also practiced with the exchange of letters.

 

The teacher is no longer the authority but just a passive speaker, which means total tolerance to mistakes (while the main idea is clear), but again, it’s not a director like in the TPR method but also not as active as in the content based-instruction and participatory approach even thought teacher will still be a co-learner.

 

A very important characteristic of this method would be the presence of a bright and cheerful environment just like in suggestopedia, and why not, music can be involved in that ideal environment since the latest scientific researches state that one part of the Ss learning is the subconscious learning, which can be provided by some background voices (like music), in the same way babies learn their first language. The types of learners are self-directed, creative, innovative, drawing upon visual/spatial, musical/rhythmic, bodily kinesthetic, verbal/linguistic, logical/mathematical and naturalistic intelligences. Ss goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality that may modify existing knowledge and allow for creation of new knowledge.

 

This method’s goal is to let Ss “spread their wings” while they are tested everyday in many type of situations. I would say it could be used to teach any level learners, but, before using it, it has to be tested and of course it has to evolve just like students would work hard to improve their English language.

 

 

Anas Khanji Dobosh



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