Eclectic and Dogme Methods in Teaching English as a Second Language
Adil Tugyan eTwinning TR Ambassador
ECLECTIC METHOD
Eclectic approach is a method of language learning/teaching that combines various approaches and methodologies to teach language depending on the aims of the lesson and the abilities of the learners. In this approach teacher has more flexibility & adaptability to choose best elements according to the need & aim of the students. Different teaching methods are borrowed and adapted to suit the requirement of the learners. It breaks the monotony of the class. There are varied approaches and methods used for language teaching. HOW ?
In eclectic approach, the teacher can choose from these different methods and approaches: 1. 2. 3. 4. 5. 6. 7. 8.
Grammar Translation Method Direct Method Structural Situational Approach Audio-lingual/Audio visual Method Bilingual Method Communicative Language Teaching Total Physical Response The Silent Way
Grammar-translation Method: It is a method of teaching languages by which students learn grammatical rules and then apply those rules by translating between the target language and the native language. Direct Method: In this method the teacher refrains from using the students' native language. The target language is directly used for teaching all the four skills—listening, speaking, reading and writing. Structural-situational Approach: In this approach, the teacher teaches language through a careful selection, gradation and presentation of vocabulary items and structures through situation based activities. Audio-lingual/Audio-visual Method: In this style of teaching students are taught through a system of reinforcement. Here new words and grammar are directly taught without using the students' native language. However, unlike direct method, audiolingual method does not focus on vocabulary. Instead, the teacher focuses on grammar through drill and practice.
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Bilingual Method: The word 'bilingual' means two languages. In bilingual method, the teacher teaches the language by giving mother tongue equivalents of the words or sentences. This method was developed by C.J. Dodson. Communicative Language Teaching: This approach lays emphasis on oral method of teaching. It aims to develop communicative competence in students. Total Physical Response: It is based on the theory that memory is enhanced through association with physical response. The Silent Way: In this method the teacher uses a combination of silence and gestures to focus students' attention. It was developed by Caleb Gattegno
ECLECTIC ENGLISH RESOURCES New
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Borrowing, Buying, Selling, Paying - vocabulary, java script "Comparative" Geography Quiz - java script quiz Crime and Criminals - vocabulary, java script Difficult Prepositions - vocabulary, java script Oscar Wilde Funny Quotations - skills, java script Have To & Don't Have To - grammar pages Verbs Used to Discuss Graphs - vocabulary, java applet
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A level Test of English as a second language a grammar-based English test similar to the International House Kharkiv placement test.
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Colours - Elementary Clothes - Elementary
Difficult Prepositions - Pre-Intermediate
Conditions, Duties, Career and Pay - Intermediate Crime and Criminals - Intermediate Shopping Vocabulary - Intermediate Weather Vocabulary - Intermediate
Expressions with The Verb To Be - Upper-Intermediate Borrowing, Buying, Selling, Paying - Upper-Intermediate Verbs used to discuss graphs - Upper-Intermediate
A Part And The Whole Quiz - Advanced Little English Quiz - Advanced
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Oscar Wilde Funny Quotations - Intermdeditate
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"Comparative" Geography Quiz - Pre-Intermediate "Superlative" Geography Quiz - Pre-Intermediate Passive Voice History Quiz - Pre-Intermediate
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The The The The
verb verb verb verb
to to to to
be be be be
Present Continuous - When to use Present Continuous - How to form The ING Form Of The Verbs The Present Continuous and Simple Tenses
Present Present Present Present Present
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DOGME
Dogme language teaching is considered to be both a methodology and a movement . Dogme is a communicative approach to language teaching that encourages teaching without published textbooks and focuses instead on conversational communication among learners and teacher. It has its roots in an article by the language education author, Scott Thornbury
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DOGME HAS TEN KEY PRINCIPLES.
1. Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves. 2. Engagement: students are most engaged by content they have created themselves 3. Dialogic processes: learning is social and dialogic, where knowledge is co-constructed 4. Scaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills 5. Emergence: language and grammar emerge from the learning process. This is seen as distinct from the 'acquisition' of language. 6. Affordances: the teacher's role is to optimize language learning affordances through directing attention to emergent language. 7. Voice: the learner's voice is given recognition along with the learner's beliefs and knowledge. 8. Empowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks. 9. Relevance: materials (e.g. texts, audios and videos) should have relevance for the learners 10. Critical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases. 11. There are three precepts that emerge from the ten key principles.
CONVERSATION-DRIVEN TEACHING
Conversation is seen as central to language learning within the Dogme framework, because it is the "fundamental and universal form of language" and so is considered to be "language at work". Since real life conversation is more interactional than it is transactional, Dogme places more value on communication that promotes social interaction. Dogme also places more emphasis on a discourse-level (rather than sentence-level) approach to language, as it is considered to better prepare learners for real-life communication, where the entire conversation is more relevant than the analysis of specific utterances. Dogme considers that the learning of a skill is co-constructed within the interaction between the learner and the teacher. In this sense, teaching is a conversation between the two parties. As such, Dogme is seen to reflect Tharp's view
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that "to most truly teach, one must converse; to truly converse is to teach". MATERIALS LIGHT APPROACH
The Dogme approach considers that student-produced material is preferable to published materials and textbooks, to the extent of inviting teachers to take a 'vow of chastity' and not use textbooks. Dogme teaching has therefore been criticized as not offering teachers the opportunity to use a complete range of materials and resources..However there is a debate to the extent that Dogme is actually anti-textbook or anti-technology. Meddings and Thornbury focus the critique of textbooks on their tendency to focus on grammar more than on communicative competency and also on the cultural biases often found in textbooks, especially those aimed at global markets. Indeed, Dogme can be seen as a pedagogy that is able to address the lack of availability or affordability of materials in many parts of the world. Proponents of a Dogme approach argue that they are not so much anti-materials, as pro-learner, and thus align themselves with other forms of learner-centered instruction and critical pedagogy. EMERGENT LANGUAGE
Dogme considers language learning to be a process where language emerges rather than one where it is acquired. Dogme shares this belief with other approaches to language education, such as task-based learning. Language is considered to emerge in two ways. Firstly classroom activities lead to collaborative communication amongst the students. Secondly, learners produce language that they were not necessarily taught. The teacher's role, in part, is to facilitate the emergence of language. However, Dogme does not see the teacher's role as merely to create the right conditions for language to emerge. The teacher must also encourage learners to engage with this new language to ensure learning takes place. The teacher can do this in a variety of ways, including rewarding, repeating and reviewing it. As language emerges rather than is acquired, there is no need to follow a syllabus that is externally set. Indeed, the content of the syllabus is covered (or 'uncovered') throughout the learning process.[
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