SHAREN FAYE E. LAO – 21-1083-853 DR.

LUZVIMINDA ABDUL

MA- ENGLISH GF ENG 200: Modern Techniques in Teaching English

Activity 3 GF English 200

Do research and readings on the following approaches/ methods/ techniques in Language Teaching

1. Language Experience Approach (LEA)

2. Audio Lingual Method (ALM)

3. Communicative Language Teaching (CLT)

4. Individualized Instruction

5. Strategies for developing Oral Inter-action Skills/Oral Communicative Activities (at least 5)

Prepare a matrix. Do the same with activity 2.

THEORY PROPONENT SALIENT FEATURES ROLE ASSESSMENT/

EVALUATION
TEACHER STUDENT
LEA The Roach Van • Materials are to model the students think In most forms of
rationale Allen learner-generated. writing and the aloud about the LEA, the
behind LEA (1964) is a • All thinking aloud their experience is
is that leading communication process; experience transcribed as
materials proponent skills--reading,  to develop while writing the learner
with of the writing, listening, writing skills about it; dictates it,
familiar language and speaking--are and introduce students’ signs without
vocabulary experience integrated. different into an transcriber
and ideas approach • Difficulty of writing genres appropriate corrections to
are more vocabulary and through mini- written version grammar or
meaningful grammar are lessons; what the vocabulary. This
and determined by the  to promote teacher technique keeps
accessible learners own rereading as a models; the focus on the
than texts language use. strategy for students reread content rather
found in • Learning and students to what they than the form of
pre- teaching are remember have dictated what is written
prepared personalized, what they are students and provides
books. communicative, writing about; document concrete
and creative. to develop their language evidence of the
purpose of experience learner's
writing and through language growth
writing for an pictures and over time. Errors
audience; written can be corrected
to demonstrate compositions later, during
appropriate revising and
writing editing stages of
conventions. the writing
process.
ALM It is based Richards •Material is In the Audio- •In the Audio- – Teacher expect
on and presented in dialog lingual Method lingual method to students to
behaviorist Rodgers form. the teacher the students play distinguish
theory, (2001) •There is no has an active a passive role. The sounds between
which provide dependence on role as he is students are mere similarly sound-
 professes one of the mimicry, the sole imitators of the structured
that certain most memorization of authority to teacher's model. words.
traits of thorough set phrases, and control and Their sole
living description overlearning. direct the objective is to – Providing
things, and s of the •Structural patterns whole learning follow the appropriate verb
in this case historical are taught using program. He teacher’s form in a
humans backgroun repetitive drills. monitors and direction and sentence
could be d of the •There is little or corrects the respond as
trained Audio- no grammatical students’ precisely and as
through a lingual explanation. performance. promptly as
system of Method. •Great importance The teacher possible
reinforcem to pronunciation. endeavors to
ent— •Very little use of keep the
rewards or the mother tongue students
punishmen by teachers is attentive by
t. permitted. varying drills
•Vocabulary is strictly and tasks and
limited in context. choosing
relevant
situations to
practice
structures.
CLT This It was Meaning is paramount Teachers had Learners had • Concerns not
strategy to Noam Dialogues, if used, to assume the to participate only the
language Chomsky's enter around role of in learner’s
teaching is theories in communicative facilitator classroom accuracy but also
based on the 1960s, functions and are and monitor. activities that their fluency
the focusing on not normally Rather than were based on
philosophy competenc memorized. being a model a cooperative
that, in e and  Contextualization for correct rather than
order to performan is a basic premise. speech and individualistic
learn a ce in  Language learning writing and approach to
language, language is learning to one learning.
one must learning, communicate and with the Students had
practice that gave effective primary to become
using that rise to communication is responsibility comfortable
language to communica sought. of making with listening
communica tive  Drilling may occur, students to
te meaning language but peripherally. produce plenty their peers in
to others. teaching,  Comprehensible of error-free group work or
but the pronunciation is sentences, the pair work
conceptual sought. teacher had to tasks, rather
basis for  Translation may develop a than relying on
CLT was be used where different view the teacher
laid in the students need or of learners’ for a model.
1970s by benefit from it. errors and of They were
the  Reading and her/his own expected to
linguists writing can start role in take on a
Michael from the first day. facilitating greater degree
Halliday,  Communicative language of
who competence is the learning responsibility
studied desired goal for their own
how  Teachers help learning.
language learners in any
functions way that
are motivates them to
expressed work with the
through language.
 grammar,  Students are
and Dell expected to
Hymes, interact with
who other people,
introduced either in the flesh,
the idea of through pair and
a wider group work, or in
communica their writings.
tive
competenc
e instead of
Chomsky's
narrower
linguistic
competenc
e.[
Individualize Method of Introduced  Learners should  Proctors are  Learners Assessments
d Instruction instruction in 1964 by complete the supposed to should should be
does vary Fred Keller, work on their be helping complete performed at
slightly the own, in order to learners and the end of
the work on
from Personalize grasp all concepts. to each section,
their own, in
individual d System of  Assessments incorporate a to determine
to Instruction, should be social order to if the concept
individual. or the performed at the element into grasp all has been
Keller Plan, end of each the learning concepts. “mastered”
is perhaps section, to process.  Learners are by the
one of the determine if the encouraged learner. This
first concept has been to use the is known as
comprehen “mastered” by the written the “unit-
sive learner. This is materials. perfection
systems of known as the requirement”
Presentation
individualiz “unit-perfection .
ed
s are
requirement”.
instruction.  Learners are generally
encouraged to use only utilized
the written as a
materials. supplement
Presentations are ary
generally only instructional
utilized as a tool.
supplementary
instructional tool.
 Proctors are
supposed to be
helping learners
and to
incorporate a
social element
into the learning
process.

Strategies for
Developing
Oral Inter-
action Skills:
a. Repeated Reading  Van  Educators  Educators students Students are
Interactive “with” den may prompt prompt actively assessed by
Read Alouds rather Broek children to children to engage in completing
 than “to” , 2001 make make reading open-ended
children  Hargr connections connections through statements
results in ave & with the story with the story making and their
improve Sénéc by making by making connections participation
ments in hal, open-ended open-ended and in meaningful
compreh 2000 statements statements participate discussions.
ension,  Wasik like “I wonder  creates in
vocabula & what will opportunities meaningful
ry, and happen next” to discussions
Bond,
concept or “This part intentionally
2001
develop reminds me of introduce
ment a time when I new learning
was…”. These within a
open-ended familiar
statements context
also allow for
more detailed
responses
rather than
simple yes/no
questions.
b. Vocabula Beck, Unfamiliar word  Prior to  Students Assessment
Vocabulary ry McKeo was introduced reading read aloud focuses on
Instruction instructio wn and follows the aloud, books to academic
Using ‘The n should and 6 steps: educator acquaint vocabulary
Super 6’ be Kukan 1. Say: the word in selects 3- their selves learning
intention (2002) the context of 4 with new
al, Marzano the story unfamiliar vocabulary
explicit (2004) 2. Explain: what it words & context
and means using from the for new
relevant simple words story that word
3. Example: is will be learning
given from the targeted  Students
children’s or for need to
adult’s instruction understand
experience  During the the general
4. Repeat: the read- concept
word after the aloud, the expressed
educator educator by the
5. Personalize: the reads the word.
word by thinking unfamiliar
of a personal word and
connection to defines it
the word and using
sharing with a simple
peer words.
6. Interact: with  After the
the word read
through a multi- aloud, the
sensory, educator
kinaesthetic or returns to
concept the page
development in the
activity story
where the
unfamiliar
 word was
introduced
and
follows the
6 steps
c. Understa Story elements are  Educator Students read Assessment
Highlighting nding the introduced highlights aloud a is done by
Story organizat Learners story story allowing
Elements ion of a understand the elements Students learn students to
material story by throughout and identify the
helps highlighting the the story understand different
students story elements read aloud the different elements &
understa & how it aids in  Educators elements of parts of the
nd it organizing the help the story stories or
story learners Students applying
develop a should be what they
better able to tell & learned by
understandi begin to making their
ng of the write their own stories
story 7 how own stories
it is through the
organized help of the
elements
d. Teaching Pictograp Ukrainetz 
After reading  Educator Students Students
Children to hy, the , (1998) a story aloud, asks construct are
Draw combinati students children to appropriate assessed by
Pictographs on of create a create a narratives, how well
simple simple line simple line or accounts they created
drawings drawing of drawing of of “what & organized
and each element each happened”, information
minimal in the story element in to both their learned
writing,  These the story social and through their
can help pictographs of  Educators academic pictographs
children what use these success
in happened in pictographi Students
retelling the story c Children are
stories serve as a representat able to
reference ions to participate
point for oral discuss the in story
and written timelines retells
story retelling. we see in independent
 Children are narratives ly, but do
able to not have to
participate in rely on oral
story retells or written
independently language
, but do not skills alone
have to rely
on oral or
written
language
skills alone.
e. Using 1.Theory 1. Allan  Story elements Educator Students draw Students
graphic of dual Paivio, are introduced prompts use pictographs are
organizers coding, (1986) using simple of targeted under each assessed
humans 2. David images vocabulary story according to
 process Ausubel,  Images are and element. how well
informati (1963) placed in the cohesive  Students they
on in 3. storybook at ties by use the organized &
both Howard essential parts modelling or completed retell
visual & Gardner, in the story writing the graphic information
verbal (1983) where the story words on organizer or story
form element is the graphic to retell the using a
2.Meanin most evident organizer story or as graphic
gful  These images beside the a planning organizer
Verbal are also used appropriate tool for
Learning/ to create a story writing the
Subsump graphic element story.
tion organizer by
Learning placing them
Theory left to right
3. across the
Multiple length of a
Intelligen page.
ces  In preparation
theory for oral
retelling, the
students draw
pictographs
under each
story element.

SOURCES:

https://www.education.vic.gov.au/school/teachers/teachingresources/
discipline/english/literacy/readingviewing/Pages/teachingpraclangexp.aspx

https://k12teacherstaffdevelopment.com/tlb/understanding-the-language-experience-approach-lea/

https://mje.mcgill.ca/article/download/7380/5310/0

https://www.cal.org/caela/esl_resources/digests/LEA.html

https://www.k12academics.com/education-subjects/language-education/language-teaching-methods/audio-
lingual-method

https://sites.google.com/site/theamazingworldofteaching/methods-and-approaches-in-elt/audiolingual-method

https://www.academia.edu/34248075/Audio_lingual_Method

https://online.ulm.edu/articles/education/communicative-language-approach-in-esl.aspx

https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf

https://ontesol.com/communicative-approach/

https://education.stateuniversity.com/pages/2085/Individualized-Instruction.html

https://elearningindustry.com/individualized-instruction-model
https://www.ldatschool.ca/building-oral-language-skills/