THE POST METHODS ERA :pencil2: (Experience and knowledge :smiley: (He or…
THE POST METHODS ERA :pencil2:
An approach is described as set of beliefs and principles that can be used as the basis for teaching a language
Refers to a specific instructional desing or system based on a particular theory of language and of language learning. It contains detailed specifications of content, roles of teachers and learners, ande teaching procedures and techniques.
Methods are learned through training. The teachers ros is to follow the method and apply it precisely according to the rules.
The "top-down" criticism :smiley:
Methods typically prescribe for teachers what and how to teach
The role of the teacher is marginalized; his or her role is to understand the method and aply its principles correctly.
Role of contextual factors :smiley:
In trying to apply approaches or methods, teachers sometimes ignore what is the starting point in language program design, namely, a careful consideration of the context in which teaching and learning occurs, inclunding the cultural context.
The need for curriculum development processes :smiley:
-The careful examination, drawing on all available. -The development and trial use of those schools of those methods and materials. -The assessment. - The feedback of all the experience gained.
Look of research basis :smiley:
Approachs and methods are often based on the assumption that the processes of second language, learning are fully understood.
Researchers who study language learning are themselves asually reluctant to dispense presciptions for teaching based on the results of their research, because the know that current knowledge is tentative, partial, and changing.
Similarity of classroom practices
Is very difficult for reachers to use approaches and methods in ways that precisely reflect the underlying principles of the method.
Her colleagues studied how teachers using different methods implemented them in the classroom and found that many of the distintions used to contrast methods, particulary those based on classroom activities, did not exist in actual practice.
Beyond approaches and methods :smiley:
In the development of our profession, it will continue to be useful for teachers and student teachers to become familiar with the major teachingapproaches and methods proposed for second and foregin language teaching
Mainstream approaches and methods draw on a large amount of collective experience and practice from which much can be learned.
To learn how to use different approaches and methods and understand when they might be useful - To understand some of the issues and controversies that characterize the history of language teaching.
Experience and knowledge :smiley:
He or she will begin to develop an individual approach or personal method of teaching.
An individual teacher may draw on different principles at different times, depending on the type of class he or she is teaching