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An Examination Of The Dogme Method Of Language Acquisition In English Language Teaching

1292 words - 5 pages

Initially Dogme is a filmmaking technique established in 1995 by a group of Danish directors when they tried to create more successful films with fewer preparations. Meddings and Thornbury (2009, 104) state that “Dogme demands that no props are introduced to the authentic film location…and the sole use of hand-held camera”. Eventually this technique was obtained as a teaching method since sometimes teachers may face a lack of materials which can be a loss of electricity source that could affect a lesson based on listening or at least affect photocopying materials for students. When a teacher is asked to do a listening lesson for instance, one of the first things required is a CD player. Being reliant on such materials, the teacher would not be able to proceed the lesson if the required ‘luxuries’ recorder was unavailable. Meddings and Thornbury (2009)
A perspective among inexperienced teachers, should be corrected, that the Dogme teaching method is totally against using teaching materials. According to Meddings and Thornbury (2009) a teacher, using the Dogme English Language Teaching method, should benefit from any teaching facilities have been acquired. However those facilities should not be the main source of teaching dominating the lessons, the teacher has to be in charge of directing the lessons. In other words, course books are not excluded within the Dogme approach but they are used according to some principles the same like all ELT approaches.

The Dogme ELT approach principles:
A Dogme ELT class is based first and foremost on conversations when a lesson starts by eliciting some key points to be discussed by the teacher and the learners. According to Thornbury (2005) learning objectives can be achieved using classroom discussions organised and directed by the teacher. Second, learners’ needs and interests are essentials in the Dogme ELT. Thornbury and Meddings (2003) argue that the learning process would achieve its extreme expectations if the main source of ideas is the learners themselves while the texts materials are the scaffold. Moreover, flexible interactions between the students and the teacher in the classroom are considered to play a very important role in facilitating the learning process. When roles are exchanged between the two parties, the learners are more concerned about their learning and more motivated. On the other hand it liberates the teacher from spoon-feeding the students all the time. An Oxford online forum report (2005) confirms that “the teacher could reasonably pass many traditionally teacher-like functions over to the learners”. Furthermore, learners are co-constructing the target language in a Dogme classroom whereas in material-oriented classroom the learners are receivers and the teacher is a sender “audience and actors co-relation”. Thornbury (2005) discusses what dialogic learning is and the importance of having a social atmosphere during the learning process. Finally, language materialization is...

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