INTRODUCTION

TO AM401
Samarnh Pang
Goals of the author
1. For students about many different language teaching
methods;
2. For students to uncover the thoughts that guide your
own actions as a teacher
3. For students to get familiar with variety of techniques,
some of which will be new.
To what end? (Stevick, 1993)
⚫“A simple technique of using a picture to provide a
context for a dialogue that students are supposed to learn
can lead to very different conclusions about teaching and
learning depending on how the technique is managed.”.
⚫“The brain copies and creates language patterns”
“The researchers suggested that while
teachers may draw on principles and
practices from approaches and methods
they have studied or been trained in,
once they enter the classrooms and
develop experience in teaching, their
practice is much more likely to reflect an
interaction between training-based
knowledge, knowledge and beliefs derived
from the practical experience of teaching
and their own teaching philosophy and
principles.”—Jack C. Richard
TERMS
▪ Theory: a well-substantiated explanation of an
aspect of the natural world that can incorporate
laws,
▪ Approach: the theoretical framework that
supports an instructional design
▪ Principles: Guiding statements, values and beliefs
based on the approach
▪ Method: a teaching design based on a particular
approach
▪ Techniques: teaching procedures/activities that
are employed with a particular method
Example I
▪ Connectivist (Theory & Social
Constructivism) 🡪
▪ Student Centered Teaching/Communicative
(Appraoch)🡪
▪ ‘Students learn best when they are placed in
an meaningful interactive situation’
(Principle) 🡪
▪ Communicative Language Teaching
(Method)🡪
▪ Role-play (Technique)
Example II
▪ Behaviorism (theory) 🡪
▪ ‘Banking’ Approach (Approach) 🡪
▪ Discipline and Order (Principle) 🡪
▪ Audio-lingual Teaching (Method) 🡪
▪ Drill and practice (technique)
Doubting game and believing game
⚫What can I influence students’ success as a teacher?
◦ Our contemporary education, then, that indoctrinates us in the
glorification of doubt, has created in fact what could be called a
religion or theory of doubt, in which to be seen to be intelligent
we have to be seen to doubt everything, to always point to
what’s wrong and rarely to ask what is right or good…---
(Sogyal Rinpoche,1993)
 10 questions that will guide our teaching practice.
1. What are the goals of teachers who use this method?
2. What is the role of the teacher and students?
3. What are some characteristics of the teaching/learning process?
4. What is the nature of students-teacher interaction?
5. How are the feelings of the students dealt with?
6. How is language viewed? How is culture viewed?
7. What areas of language/skills are emphasized?
8. What is the role of the students’ native language?
9. How is evaluation accomplished?
10. How does the teacher respond to student errors?
Q & A session!