Approaches and methods in language teaching

Jack C. Richards and Theodore S. Rodgers

Chapter 1

A brief history of early development in language teaching

The reform movement

The direct method

Language teaching innovation in the nineteenth centry

The method era

The grammar translation method

Approaches and methods in teacher preparation programs

The emergence of methods

Method in teaching is

the notion of a systematic set of teaching practices

based on a particular theory

detailed analysis of grammar rules

memorizing rules

manipulate of the foreign language

The morphology

The syntax

Reading and writing are the major focus

Vocabulary selection is based oh reading text used

sentences are the basic unit of language practice

Grammar is taught deductively

C. Marcel (1793 - 1896)

Reading be taught before other skills

T. Prendergast (1806 - 1886)

Children use contextual situational to interpret

use memorized phrase and routines

F. Gouin (1831 - 1896)

used situations and themes as way

of organizing and presenting oral language

Discipline of linguistics was revitalized

Phonetics

científicos analysis and description of the sound systems of language

International Phonetic Association was founded

study of the spoken language

good pronunciation habits

use conversation texts and dialogues

Foreign language could be taught

directly through demonstration and action

Students be able to induce rules of grammar

teach new vocabulary

using:

Demostration

Mime

Picture

Principles and procedures

instruction vas conducted

oral communication skills were built

correct pronunciation and grammar

exclusively in the target language

in carfuly graded progression organized

were emphasized

Approach or method refer

set of teaching procedures

that define good practice

1950 - 1960

emergence

Comunicative approach

situational method

Silent way

The natural approach

Total physical response

provide a view of how the field of language

Introduce teacher to the issues and options

introduces a variety of principles and procedures

Chapter text2

The nature of approaches and methods in language teaching text

Approach and method

subdivisions

Method

Approach

set of correlative assumptions dealing with the nature language teaching

overall plan for the orderly presentation of language material

Technique is implementional

particular trick, stratagem or contrivance

used to accomplish and immediate objective

are three

Design

Procedures

1 Approach

theories about the nature of language and language learning

serve a source of practices and principles

Theory of language

Models of language have influenced language teaching methods and approaches

Structural model

Functional model

Cognitive model

Theory or learning

Language reflects properties of the mind

Representationalism

Learning as abstract knowledge acquisition

Mind as a computer

system of structurally related elements for the coding of meaning

Interactional model

sociocultural models

defined in terms

grammatical units

grammatical operations

Phonological units

Lexical items

vehicle for the expression of functional meanings

linked to the concept of communicative competence

performing real world activities

vehicle for the realization of interpersonal relations

Performance of social transactions between individuals

focus on the patterns of:

acts

moves

negotiation

interaction found in conversational

view language as a communicative activity

reflect the learner's:

Knowledge is contracted through social interaction

culture

customs

beliefs

genre model

texts are the units of discourse that occurs

in differents genres succes as:

descriptions

explanations

Narratives

Lexical model

Prioritizes the role of lexis and lexical chunks or phrases

highlights the interrelatedness of grammar and vocabulary

rich and diverse set of theories

to explain how languages are learned

Interactional theory

constructivism

Creative construction hypothesis

Skill learning

cognitive - code learning

sociocultural learning theory

Behaviorism

individual factors

process in which specific behaviors are acquired

response to specific stimuli

correcto response are reinforced and increase

involve habit formation through repetion and reinforcement

depending on both deductive and inductive

Students are taught grammatical rules which they then apply in practice

learning was cognitive process

creative process that has common features regardless of the learner's background

Error are seen as evidence of learning rather than signs of faulty learning

learning is not simply a question of reproducing input

over time skills can become automatic and do not require conscious attention - automatic processing

integrated sets of behaviors that are learned through practice

consciusly managed and directed by the learner - controled processing

depends on learners working together to achieve mutual understanding

role of instruction is to support these interactive process in the classroom

learning is an interactive process

Knowledge does not exist independently of the meaning constructed from experience

emphasizes that learners are actively involved in their own process of learning

result from the learner's internal construction of meaning

resulting between a learner and more knowledge other person

extension of both

interactional theory

constructivism

attributes individual have an important influence on learning

learning style preferences

affective factors

motivation

level of method analysis in which consider:

type of learning task

roles of learners

language content is selected

roles of teachers

The objectives

role of instructional materials

objectives

a method sets out to achieve

especificaron of particular learning outcomes

determine what learning outcomes

The syllabus

refer to the form in which linguistic material is specified in a course or method

Make decisions about:

What to talk about

how to talk about

typpe of learning and teaching activities

directed interaction of teachers, learners and material in the classroom

differences the level manifest in the choice of different kinds of learning and teaching activities in the classroom

attained through the instructional process

Learner roles

Multiple intelligences

The people learn in different ways

were assigned mucho more power and autonomy

Teachers role

Teacher as a source of knowledge and direction

role of instructional materials

specified respect to objectives, content, learning activities and roles

concerning:

form of materials

relation of materials to other sources

goal of materials

abilities of teachers

Last level of conceptualization and organization

There are three dimensions

the way in teaching activities are use for practicing language

the procedures and techniques used to giving feedback

the use of teaching activities

focuses on the way a method handles the presentation practice, and feedback phases of teaching

Factors responsible for the rise and fall of methods

Paradigm shifts

Language teaching is subject to the influence

of changes in the theories found in the supporting

Support networks

Promoting or explaining a new teaching approach or method are also crucial

Practicality

A method that is simple to understand requiere little time to master

Teacher's language profiency

Language teacher are not native

nonethless

often achieve very good results

compatibility with local traditions

styles of teaching and learning

difiere significantly in different parts of the world

Teaching is viewed more as a facilitor

Teaching is viewed as a teacher controlled

A checklist for the adoption of an approach or method

widely accepted

depends on the relative ease or difficulty of introduction

Questions

Has it been tested out in some schools and classrooms before teachers are expected to use it?

Who recommends it? Is it supported by the recommendations of authorities and experts?

How compatible is it with teachers' existing beliefs and attitudes and with the organization?

What advantages does the new approach or method offer?