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Approaches and methods of language teaching
Part Two: Being able to discuss various language teaching
“Methodological’ Stances
Homework Task Six
The goal of this homework task is for you to compose your own language teaching statement and use one or more of the 12 principles to support what you do in your language classroom. Look at your Homework Task One lesson plan and then discern your teaching principles from that lesson.
To accomplish this task, you may do the following two steps:
Step 1: Read the teaching statement by Dr. David L. Chiesa below as an example, which is located after the References.
Step 2: Please write your own teaching statement (2 pages maximum). You may take your answers from the 3 action tasks above as a guiding framework.
I have been working as an ESP teacher at Tashkent Pediatric Medical Institute for more than ten years. I always try to conduct my lessons communicatively and motivate students to learn and do their best to be successful.
In my classes, I try to use almost 12 principles, but I would like to share with three the favorite ones used in my lessons. They are the followings:
Intrinsic Motivation
I think that motivation is very important principle in any action. It is difficult to get a good result (or even any result) without motivation. “If there is a will there is a way” so if person really wants something she/he will definitely get that. The same statement goes for learning language. Because when person learns a new language and tries to communicate in that language the person should think in the target language and this activity changes the structure of the brain and requires some time and effort.

Strategic Investment

The second principle, which I use, is the strategic investment. During my lessons, I often tell to my students if they limit the language learning process with the lesson only, they hardly will be able to learn it. They must do a lot of self- study in order to improve their language skills. Each student has different problems in learning process, different week points. Some have problem with the listening or speaking skills while others with the writing and reading. Therefore, they have to work on these problems a lot, not just during the lesson. Of course, I always guide them by giving tasks, materials and suggestions. Remember, “Practice makes perfect”.
As for my teaching statement, usually I try to explain to my students that they should try to think in the Target language (English). In my opinion that is the most effective way to be able to speak in English and improve all language skills. There are lot activities that can be used individually or in the group.
Providing opportunities
The third principle, which I usually use, is creating the necessary social conditions for learning to happen. As a passionate language educator, my mission must include various concerns. I must focus on the student as a developing individual in learning a new language, culture, the appropriate support according to the student’s learning style, and intelligence elevating the self-esteem of my students and fostering a positive self-image is my one of my goals. For me the human mind is inherently social which emerges out of participation in external forms of social interaction that become internalized psychological tools for thinking. It is through dialogic interaction and co-construction of meaning, where learners have potential growth in knowledge, skills, and awareness that can lead to development. However, interaction can be fruitful when learners feel comfortable in their learning contexts with their interlocutors.
The role of a teacher is a facilitator and supporter for students, a teacher is motivating them to speak in any way, if there are questions, a teacher is an advisor. Besides, a teacher support there is a peer support too. By the activity ‘Case study’ students explain their piece of information, other students listen and if there are some misunderstandings, they ask for clarifications. On the other hand, if some words are not clear or a student lacks some vocabulary to speak, a peer is there to help and together they explain their information to the new group. When I have to present a new topic, I always keep in mind the idea of creating friendly and supportive environment. For this reason, I chose an activity in which learners learn something new on their own. E.g., I use “role play” or “case study” techniques in which I give the new input to learners supported with guiding questions. They discuss and present what they have understood from the input.

Homework Task Seven

Look at the lesson plan from Homework Task One. Identify principles and features of Communicative Language teaching in the lesson and then, write a rationale (1 page) about it.
In my lesson for Homework Task One, almost all principles of CLT can be implemented successfully. Team task based technique as group presentation, which I used in that lesson is considered a pure CLT activity, it gives a chance to us to observe implementation of all CLT principles in an extended way. The use of this technique gives teacher an opportunity to see all students communicating with each other. Students are interacting with each other the task is authentic, it gives students reasons to talk to each other as it happens in real life. The task for students is to make compliments and receive them appropriately. Another principle of CLT, which exists in the activity, is no controlled practice of language. Students are free to communicate, there is a friendly atmosphere, and the trust is established for students so that they are not afraid of speaking and making mistakes. The roles of the teacher are facilitator, motivator, supporter as well as good listener. If there appears misunderstanding of a sentence or concept, teacher becomes a good advisor. I want to stress also one thing which is about lack of vocabulary of a learner. If problem with new words occurs the Ss are ready to explain or paraphrase with peers.

Homework Task Eight

As explained in the key concepts section there are four main characteristics that constitute a ‘task’ in the TBLT framework: (1) meaning is primary; (2) there is a goal which needs to be worked towards; (3) task completion has some priority; and (4) there is a real-world relationship. Using the lesson from Homework Task One, explain if you use a true ‘task’ in the lesson. Thus, how does the task you identify use the four main characteristics? If not, please create a task that can be used for your Homework Task One and explain how it is a task using the four main characteristics.
The lesson that I have chosen for the Homework task 1 was aimed to improve the speaking skill of the students, make them feel free even they have some grammar mistakes in communication and motivate them to speak in order to make people feel happy.
Taking into consideration the information that is given in this chapter I will write about Task Characteristics of the activities that I use to improve the speaking and listening skill.
Task Characteristics. The activities that I have chosen for this particular lesson are aimed to improve listening and speaking skill of the students, develop their speaking fluency. By practicing listening and doing exercises the students will have an opportunity to work on their listening and speaking skills. The teacher will have an opportunity to organize the lesson using interactive exercises.
Pre-task stage. Using videos for educational purposes. There are countless ways in which videos can support the lesson. In my case it can be used to reinforce a grammar point, practice vocabulary, discuss and debate, play roles.
Authentic Videos are considered to be brilliant way for students to hear up-to-date authentic speech and be exposed to various accents and various cultures. Moreover, because there are countless animated videos based on medical topics, you can use them to introduce or spark discussions about medicine, be it a disease, anatomy or physiology of any organ systems.
Before the movie clip, do not tell the students what they are looking for, but tell them to watch with a keen detective’s eye. Afterwards ask them a question about a specific terms, or phrases based on the content used in it.
Activity 1. Taking the notes, sorting them out
Use a video to reinforce or teach vocabulary with this simple activity.
Ask students to take notes and make a list of vocabulary used to show the organs of the system and their functions. Ask them to sort out the words and phrases in two columns: In one column organs of each system, and to the functions of this organs. As students watch the video clip, they have to take notes and sort them out accordingly.
Activity 2Matching
After watching the clip, give students a set of cards (no more than ten), in pairs or individually. Each card should contain one or two sentences from the movie clip. These can be as significant or insignificant as you want, depending on the length of the clip and what the focus of the lesson is. Students have to match the phrases and sentences with the organs and system.