Teaching Techniques and Strategies in Foreign Languages (1)

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Teaching Techniques and Strategies in Foreign

Languages

Presented by

Dr. G. Sakinah Abdur-Rashied,

Assistant Professor of

Modern Foreign Languages

Jackson State University



Teaching Techniques and Strategies in Foreign

Languages

Best Practices in Foreign Language

Teaching and Learning



M ethodologies in Foreign

Language Teaching Grammar-Translation Method (1890-1930)

Cognitive Approach (1940 ± 1950) Audio-Lingual Method (1950-1960)

The Direct Method (1970)

The Natural/Communicative Approach(1960 ± 2000)



M ethodologies Continued

Total Physical Response/TPR (1960±

2000)

The Silent Way (1960 ± 2000)

Suggestopedia (1960 ± 2000)

Community Language Learning/CLL:

(1960 ± 2000)

Total Immersion Technique



Grammar Cognitive

Translation Approach

Use of dictionaries

Grammar explanations

Exercise drills

Little opportunity for second-languageacquisition existed

Introduction for the first

time of the four skills

Listening

Speaking

Reading Writing



Audio-Lingual Dire

M ethod M ethod Audio tapes and lab

Mimic native speakers

Dialogues recited andMemorized

Repetition and

substitution

Transformation and

translation

Discussion in the

language

Teacher/studentinteraction

Accuracy in

pronunciation and

oral expression

became the main

intention



Communicative Physical

Approach Response

Tracy Terrell and

Stephen Krashen says Acquisition-focused

approach progresses

through three stages:

1. Aural comprehension2. Early speech production

3. Speech activities

TPR founded by James

Asher Language and body

movement are

synchronized through

imperative commands

Kinetic movement vs.

rote memorization

Speech is delayed



The Silent Way

Introduced by Dr. Caleb

Gattegno of Alexandria,Egypt

Production beforemeaning

Color-coded phonetics

No pronunciation model

Ability to draw studentsout orally

Teacher takes a back seat Small group or round-

table required

No textbook, syllabus in

initial phase The silent way truly gives

students a spoken facility



Suggestopedia M ethod

Based on the Bulgarianmedical doctor, hypnotist,

psychology professor Dr.

Georgi Lozanov and histechniques of superlearning This

Avant-garde method is sub

conscious & subliminalmelodic and artistic

Background classical or

Baroque music

Soft lights, pillows

Cushions on floor

Low/no stress focus

Maximizes naturalholistic talents

Low/no stress focus

Breathing exercises to

lead into the ³alpha state´

Derivative Programs

1. Donald Schuster (SALT)

2. Lynn Dhority (ACT)

3. Suzuki Method of

Music learning



Community Language

Learning/CLLDesigned and elaborated by

Charles Curran

Eases the learner intogradual independenceand self-confidence inthe target language

S A R D

1. S = Security to foster student confidence

2. A = Attention or aggression (involvement and

frustration)

3. R = retention and

reflection (what isinternalized andultimately reflectedupon)

4. D = discrimination (thelearner can now

discriminate throughclassifying a body of material, seeing howone concept interrelatesto another previously

presented structure)



Total Immersion Technique

This technique in foreign language pedagogy³immerses´ or ³submerges´ the student directly

into the target language from the first openingday or hour of class. There are basically twotypes:

1. Effective ± begins in hour one wherein the

teacher speaks the foreign language slowly,clearly, and uses understandablecomprehensible cognates( pictures/photo/TPR

2. Ineffective ± begins in hour one wherein theteacher speaks rapidly at native speed as if thestudents were residing within the target culture.



Strategies in Foreign language

Learning and Teaching Definition of Strategies:

1. Wenden and Rubin (1987) defines strategies

as«´any set of operations, steps, plans,routines used by the learner to facilitate theobtaining, storage, retrieval, and use of information.´

2. Richards and Platt (1992) state that learningstrategies are ³intentional behavior andthoughts used by learners during learning so asto better help them understand, learn or remember new information.´



Strategies Continued

According to Rubin (1987) there are three types of

strategies:

1. Learning strategies

2. Communication strategies

3. Social strategies



Learning Strategies

Cognitive Learning

Strategies

Steps or operations

used in learning that

require direct

analysis,

transformation, or

synthesis

Six main cognitive

strategies:

1. Clarifying/Verifying2. Guessing / Inductive

Inferencing

3. Deductive Reasoning

4. Practice5. Memorization

6. Monitoring



Learning Strategies Cont¶d

Communicationstrategies

Related to the processof participation in aconversation and

getting meaningacross or clarifyingwhat the speaker intended

Social strategies

Those activities that

learners engage in to

be exposed to and to

practice their

language knowledge



Teacher Role in Strategy

Training Teacher should learn

about students

1. Interests

2. Goals

3. motivations

4. Learning styles

5. Purpose for learninga language

The most importantteacher role in foreign

language teaching isthe provision of awide range of tasks tomatch the needs of allstudents possessing

different learningstyles, motivationsetc. (Hismanoglu)



Application of Techniques

Language masteredmore meaningfully

when instructorsutilize:

1. Sounds

2. Patterns

3. Gestures4. Symbols

5. And multimedia

Computers and

interactive multimedia

learning are creatingmeaningful learning

environment in

foreign language

pedagogy (Jacobs,1992)



Techniques continued

Good teaching means

that the teacher must:

1.B

e knowledgeable indiscipline

2. Show enthusiasm

3. Emphasize concepts andcritical thinking

4. Encourage questionsfrom students

5. Be caring tostudents(Ali, 2005)

Creativity and Art as aconstructivist techniquewhich allows student to

make personaldiscoveries throughstudent centeredlearning: with thefreedom to choose how

to learn, what to learn,when to learn, and to

become an activemember of thecommunity of learners



E ffective Teaching and E ffective Learning Process

Teacher Student

Planning and stategies

Methodology

PreparationPresentation

Promote thinking skills

Technology integration

Satisfaction

Motivation

Result

Evaluation

Group Work

Attitude & perception

Critical thinkingWillingness to learn

Cooperative learning

Goal orientation

State of the mind

Self-regulated

Reason application

Accountability



Factors E ffecting Learning Outcome

Student¶s attitude

Learning environment

Student¶s interaction

Learning instruction

Teacher¶s attitude

Social environment

Classroom management

Student-teacher interaction



Techniques of Positive Teaching

Storytelling + surprises

Use reasoning

Use communications

RelevancyUse left-right brain

Connections



Techniques of Positive Teaching Continued

Presentations

Using fewer facts

Media integration

Emphasize Concepts

Experience

Encourage questions



Learning Process

Motivation Engagement Group Learning

Learning Process



References

Faryadi, Q., (2007). Techniques of Teaching Arabic as a ForeignLanguage through Constructivist Paradigm: Malaysian Perspective

Hadley, A. (2001). Teaching Language in Context, Third Edition, Heinle

& Heinle PublishersHismanoglu, M. (2000). Language Learning

Strategies in Foreign Language Learning and Teaching. TESLJournal Vol. VI, No.8, http://itesl.org/ retreived August 8, 2009.

Lozanov, G. (1999). Methodologies in Foreign Language Teaching: a brief historical overview.

Pufahl, I., Rhodes, N. & Christina, D. (2001). What We can Learn fromForeign Language Teaching in Other countries. Center for AppliedLinguistics.

Richards, J. & Platt, J. (1992).Longman Dictionary of LanguageTeaching and Applied Linguistics

Wenden, A. & Rubin, J., (1987). Learner Strategies in LanguageLearning, Prentice Hall.

Teaching Techniques and Strategies in Foreign Languages (1)

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