Grammar Teaching Techniques, Angielski

Controlled Techniques

1. Warm-up: Mimes, dance, songs, jokes, play. This activity has the purpose of getting the students stimulated, relaxed, motivated, attentive, or otherwise engaged and ready for the classroom lesson. It does not necessarily involve use of the target language.

2. Setting: Focusing in on lesson topic. Either verbal or nonverbal evocation of the context that is relevant to the lesson point; by way of questioning or miming or picture presentation, possibly tape recording of situations and people, teacher directs attention to the upcoming topic.

3. Organizational: Managerial structuring of lesson or class activities. Includes disciplinary action, organization of class furniture and seating, general procedures for class interaction and performance, structure and purpose of lesson, etc.

4. Content explanation: Explanation of lesson content: grammatical, phonological, lexical (vocabulary), sociolinguistic, pragmatic, or any other aspects of language.

5. Role-play demonstration: Use of selected students or teacher to illustrate the procedure(s) to be applied in the lesson segment to follow. Includes brief illustration of language or other content to be incorporated.

6. Dialogue/Narrative presentation: Reading or listening passage presented for passive reception. No implication of student production or other identification of specific target forms or functions (students may be asked to “understand”).

7. Dialogue/Narrative recitation: Reciting a previously known or prepared text, either in unison or individually.

8. Reading aloud: Reading directly from a given text.

9. Checking: Teacher either circulating or guiding the correction of students’ work, providing feedback as an activity rather than within another activity.

10. Question-answer, display: Activity involving prompting of student responses by means of display questions (i.e., teacher or questioner already knows the response or has a very limited set of expectations for the appropriate response). Distinguished from referential questions by means of the likelihood of the questioner’s knowing the response and the speaker’s being aware of the fact.

11. Drill: Typical language activity involving fixed patterns of teacher and student responding and prompting, usually with repetition, substitution, and other mechanical alterations. Typically with little meaning attached.

12. Translation: Student or teacher provision of L1 or L2 translations of given text.

13. Dictation: Student writing down orally presented text.

14. Copying: Student writing down text presented visually.

15. Identification: Student picking out and producing/labeling or otherwise identifying a specific target form, function, definition, or other lesson-related item.

16. Recognition: Student identifying forms, etc., as in Identification, but without producing language as response (i.e., checking off items, drawing symbols, rearranging pictures).

17. Review: Teacher-led review of previous week/month/or other period as a formal summary and type of test of student recall performance.

18. Testing: Formal testing procedures to evaluate student progress.

19. Meaningful drill: Drill activity involving responses with meaningful choices, as in reference to different information. Distinguished from Information Exchange by the regulated sequence and general form or responses.

Semicontrolled Techniques

20. Brainstorming: A special form of preparation for the lesson, like Setting, which involves free, undirected contributions by the students and teacher on a given topic, to generate multiple associations without linking them; no explicit analysis or interpretation by the teacher.

21. Story-telling (especially when student-generated): Not necessarily lesson-based, lengthy presentation of story or even by teacher or student (may overlap with Warm-up or Narrative recitation). May be used to maintain attention, motivation, or as lengthy practice.

22. Question-answer, referential: Activity involving prompting of responses by means of referential questions (i.e., the questioner does not know beforehand the response information). Distinguished from Question-answer, Display.

23. Cued narrative / Dialog: Student production of narrative or dialog following cues from miming, cue cards, pictures, or other stimuli related to narrative/dialog (e.g., metalanguage requesting functional acts).

24. Information transfer: Application from one mode (e.g., visual) to another (e.g., writing), which involves some transformation of the information (e.g., student fills out diagram while listening to description). Distinguished from Identification in that the student is expected to transform and reinterpret the language or information.

25. Information exchange: Task involving two-way communication as in information gap exercises, when one or both parties (or a larger group) must share information to achieve some goal. Distinguished from Question-answer, Referential in that sharing of information is critical for the resolution of task.

26. Wrap-up: Brief teacher or student produced summary of point and/or items that have been practiced or learned.

27. Narration / exposition: Presentation of a story or explanation derived from prior stimuli. Distinguished from Cued Narrative because of lack of immediate stimulus.

28. Preparation: Student study, silent reading, pair planning and rehearsing, preparing for later activity. Usually a student-directed or –oriented project.

Free Techniques

29. Role-play: Relatively free acting out of specified roles and functions. Distinguished from Cued Dialogues by the fact that cueing is provided only minimally at the beginning, and not during the activity.

30. Games: Various kinds of language game activity, if not like other previously defined activities (e.g., board and dice games making words).

31. Report: Report of student-prepared exposition on books, experiences, project work, without immediate stimulus, and elaborated on according to student interests. Akin to Composition in writing mode.

32. Problem solving: Activity involving specified problem and limitations of means to resolve it; requires cooperative action on part of participants in small or large group.

33. Drama: Planned dramatic rendition of play, skit, story, etc.

34. Simulation: Activity involving complex interaction between groups and individuals based on simulation of real-life actions and experiences.

35. Interview: A student is directed to get information from another student or students.

36. Discussion: Debate or other form of grouped discussion of specified topic, with or without specified sides/positions prearranged.

37. Composition: As in report (verbal), written development of ideas, story or other exposition.

38. A propos: Conversation or other socially oriented interaction/speech by teacher, students, or even visitors, on general real-life topics. Typically authentic and genuine.

(Based on : Brown, H. Douglas. 1994. TEACHING BY PRINCIPLES: AN INTERACTIVE APPROACH TO LANGUAGE PEDAGOGY. Prentice Hall Regents.)