Techniques and Principles in Language Teaching

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Techniques and Principles in Language Teaching : 

Techniques and Principles in Language Teaching Larson Freeman

Why did the writer choose this title? : 

Why did the writer choose this title? There must be a coherent set of links between techniques and principles.

Slide 3: 

Diane Larson-Freeman is a Professor of Education and the Director of the English Language Institute at the University of Michigan. She has been a teacher educator for 25 years and has published a number of books and articles in the areas of second language acquisition research, English grammar, language teaching methods, and teacher education.

Introduction : 

Introduction 1- Goals of this book. 2- Thought-in-Action-Links. 3- Layout of chapters.

What is the difference between techniques , principles, and method? : 

What is the difference between techniques , principles, and method? Techniques (actions) Principles (thoughts) Method: the link between actions and thoughts

goals of this book : 

goals of this book To learn about many different language methods. To help you uncover the thoughts that guide your actions. To introduce you to a variety of techniques.

Thought-in-action links : 

Thought-in-action links

Layout of chapters : 

Layout of chapters We learn about the methods by entering a classroom where each method is being practiced. In this book, each chapter deals with one language teaching method. However, in a few chapters, a more general approach to language teaching is described, so one or more methods that are examples of the approach are described.

Slide 9: 

In this book, we will observe the techniques the teacher is using and his or her behavior. After that, we will infer the principles on which the teacher’s behavior and techniques are based. After we have identified the principles, we will answer the following ten questions.

Slide 10: 

What are the goals of teachers who use this method or that method?

Slide 11: 

What is the role of the teacher? What is the role of the students?

Slide 12: 

What are some characteristics of the teaching/learning process?

Slide 13: 

What is the nature of the student-teacher interaction? What is the nature of the student-student interaction?

Slide 14: 

How are the feeling of the students dealt with?

Slide 15: 

How is language viewed? How is culture viewed?

Slide 16: 

What areas of language are emphasized? What language skills are emphasized?

Slide 17: 

What is the role of the student’s native language?

Slide 18: 

How is evaluation accomplished?

Slide 19: 

How does the teacher respond to student errors?

Slide 20: 

At the end of each chapter are two types of exercises: - The first type allows you to check your initial understanding of the method presented. The second type of exercise asks you to make the connection between what you understand about a method and your own teaching situation.

The end : 


Students’ feedback : 

Students’ feedback

Pros (in favor of) : 

Pros (in favor of) A clear and comprehensive idea about the book. Teacher and students interaction. Good classroom management Ideas are well organized Interaction between teachers so that they played the role of students themselves. Confident teachers. Smooth turn taking (no interruption) Highly spirited. Effective. All in all a comprehensive presentation.

Cons (against) : 

Cons (against)

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