Eclectic method eTwinning Webinar

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.

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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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Added English Forums for learners of English Beginner's Corner forum - for starters English Grammar forum - need any help?

Learning English forum - Share your ideas English Garage forum - nothing is off topic

Highest Rating From the Visitors

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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

Most Often Visited

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Present Continuous Tense - grammar pages Colours - vocabulary, interactive java applet Level Test - interactive java applet

Most Often Rated

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Level Test - interactive java applet Colours - interactive java applet The Verb To Be - grammar page

Level Tests

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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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You may want to try our new Beta Level Test that uses CGI. Let us know what you think of it from the Contact Page.

Vocabulary

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Colours - Elementary Clothes - Elementary

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Difficult Prepositions - Pre-Intermediate

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Conditions, Duties, Career and Pay - Intermediate Crime and Criminals - Intermediate Shopping Vocabulary - Intermediate Weather Vocabulary - Intermediate

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Expressions with The Verb To Be - Upper-Intermediate Borrowing, Buying, Selling, Paying - Upper-Intermediate Verbs used to discuss graphs - Upper-Intermediate

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A Part And The Whole Quiz - Advanced Little English Quiz - Advanced

Scrambled Sentences

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Oscar Wilde Funny Quotations - Intermdeditate

Quizzes

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"Comparative" Geography Quiz - Pre-Intermediate "Superlative" Geography Quiz - Pre-Intermediate Passive Voice History Quiz - Pre-Intermediate

Grammar File

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The The The The

verb verb verb verb

to to to to

be be be be

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Present Continuous - When to use Present Continuous - How to form The ING Form Of The Verbs The Present Continuous and Simple Tenses

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Present Present Present Present Present

Perfect Perfect Perfect Perfect Perfect

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positive sentences negative sentences yes/no questions information questions

- When to use Tense - How To Form Tense - Already and Yet Tense - For and Since and Past Simple tenses

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English Irregular Verbs More Irregular Verbs

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Short Answers Page

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Should - When to Use; How to Use Should - Positives; Negatives; Questions

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Have to - When to Use; How to Use Have to - Positives; Negatives; Questions

Exam Preparation

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IELTS Sample Speech Sessions English verbs used to discuss graphs and changes

Business English

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Conditions, Duties, Career and Pay - Intermediate Borrowing, Buying, Selling, Paying - Upper-Intermediate English verbs used to discuss graphs and changes

Scrapbooks

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Halloween Scrapbook - pictures taken on Saturday Dot Com Club Session on 1 November 2003.

Worksheets

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English Students' Funny Mistakes Longman Dictionary of Contemporary English Guided Tour

Scavenger Hunts

Learn how to search effectively. For computer newbies - Google, Baby Steps. And for computer gurus - Meet Google. Good luck hunting!

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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