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Approaches and Methods in Languaje Teaching, Design, Factor responsible…
Approaches and Methods in Languaje Teaching
The direct Method
Based on natural language learning principles.
Steps implemented in practice
Grammar was taught inductively
New teaching point were introduced orally
Oral communication skills were built up in a carefully graded progression organized
Concrete vocabulary
Only everyday vocabulary and sentences were taught
Both speech and listening comprehension were taught
classroom instruction was conducted exclusively in the target languaje.
correct pronunciation and grammar were emphasized
Approaches and methods in teachers preparation programs
the study of approaches and methods
introduces teachers to the issues and choices involved in planning and developing a language course
presents principles and procedures that teachers can review and evaluate in relation to their own knowledge, etc.
Provides teachers with an overview of how the field of language teaching has evolved (...)
The methods era
Most of the approaches and methods have the following assumptions in common
specific approaches and methods, leading to more effective levels of language learning
Training teachers to know and use the best language teaching methods.
An approach or method refers to a set of theoretically consistent didactic procedures that define good practice in foreign language teaching.
Approach and method
Edward Anthony in 1963 Identified three levels of conceptualization and organization
Method is an overail plan for the orderly presentation of language material.
A technique is implementational that which actually takes place in a classroom.
An approach is a set of correlative assumprions dealing with the nature of language teaching ald learning.
Approach
Theory of Language
Structural model
Functional Model
Cognitive Model
Interactional Model
Sociocultural Model
Genre Model
Lexical Model
Theory or Learning
Behaviorism
Cognitive-code learning
Constructivism
Creative-construction hypothesis
Individual factors
Skill learning
Interactional theory
Sociocultural learning theory
Design
Objectives
The syllabus
Types of learning and teaching activities
Learner roles
Teacher roles
The rol of instructional materials
Procedure
Classroom techniques, practices, and behaviors observed when the method is used
Interactional patterns observed in lessons
Tactics and strategics used by teachers and learns
Resources in terms of time
Factor responsible for the rise and fall of methods
Paradigm shits
Practicality
Support networks
Teacher's language proficiency
Used as the basis for published materials and tests
Compatibility wih local traditions
Design
Objectives
The syllabus
Types of learning and teaching activities
Learner roles
Teacher roles
The rol of instructional materials
Factor responsible for the rise and fall of methods
Paradigm shits
Practicality
Support networks
Teacher's language proficiency
Used as the basis for published materials and tests
Compatibility wih local traditions
Approach
Theory or Learning
Behaviorism
Cognitive-code learning
Constructivism
Creative-construction hypothesis
Individual factors
Skill learning
Interactional theory
Sociocultural learning theory
Theory of Language
Structural model
Functional Model
Cognitive Model
Interactional Model
Sociocultural Model
Genre Model
Lexical Model
The direct Method
Based on natural language learning principles.
Steps implemented in practice
Grammar was taught inductively
New teaching point were introduced orally
Oral communication skills were built up in a carefully graded progression organized
Concrete vocabulary
Only everyday vocabulary and sentences were taught
Both speech and listening comprehension were taught
classroom instruction was conducted exclusively in the target languaje.
correct pronunciation and grammar were emphasized
Approaches and methods in teachers preparation programs
the study of approaches and methods
introduces teachers to the issues and choices involved in planning and developing a language course
presents principles and procedures that teachers can review and evaluate in relation to their own knowledge, etc.
Provides teachers with an overview of how the field of language teaching has evolved (...)
The methods era
Most of the approaches and methods have the following assumptions in common
specific approaches and methods, leading to more effective levels of language learning
Training teachers to know and use the best language teaching methods.
An approach or method refers to a set of theoretically consistent didactic procedures that define good practice in foreign language teaching.
Approach and method
Edward Anthony in 1963 Identified three levels of conceptualization and organization
Method is an overail plan for the orderly presentation of language material.
A technique is implementational that which actually takes place in a classroom.
An approach is a set of correlative assumprions dealing with the nature of language teaching ald learning.
Procedure
Classroom techniques, practices, and behaviors observed when the method is used
Interactional patterns observed in lessons
Tactics and strategics used by teachers and learns
Resources in terms of time