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APPROACHES AND METHOS IN LANGUAGE TEACHING, CHAPTER2 THE NATURE OF…
APPROACHES AND METHOS IN LANGUAGE TEACHING
CHAPTER2
THE NATURE OF APPROACHES AND METHODS IN LANGUAGE TEACHING
Introduce
frameworks
Moder
3 levels
Procedure
Approach
Desing
Approach and Method
Theory of learning
Creative-construction
1970
creative process
task-based L.T.
Skill learnig
Learned through practice
crontrolled processing
automatic processing
Cognitive -code learning
1960
alternative
emphasized
behaviorism
grammatical rules
The PPP
Inductive learning
Interactional theory
sense
teache
negotiation of meaning
depends
learners working
mutual understanding
Behaviorism
Proces -Specific
Stimuli
Behaviors
Basic
audiolingual method
Constructivism
Powerful
influence on education
own process learning
Piaget
Dewey
learning
construction from experienly
learner
comunity
learners
new knowledge
existing
Sociocultural learning
interaction
people
objets
culturally
constructivism
interactionsl theory
Individual factors
important influence
learning
teaching
learning style
groups
alone
Specific theories
nature of language
theories
cognitive
personal
interpersonal
social
Relationship : language; theory:learning theory
Natural affinities
theories
language
language learning
vary and modify
teaching learning
different ways
Theory of language
Genre-Based approach
Human Activity
Science
Business
Medicine
Literature
lenguage resource
interrelated systems
users draw
create texts
shaped social contex
very complex
study perspective
many differents discipline
psychology
anthropdogy
sociology
Models
lexical
genre
sociocultural
international
functional
structural
Cognitive
Structural model
1.phonological inits
structural view
system of structurally
elements for
coding of meaning
2.grammatical caperation
3.operations
4.lexical items
Funtional Model
Communicate compretence
elements
structure
grammar
real -world activities
express through language
Cognitive model
Chomsky's theory
1.Mind as a computer
2.Representationalism
3.Learning as abstract
properties of mind
International Model
Focus
1.Patterns of moves
2.Acts
3.Negotiation
4.Interaction
Interpersonal relations
converyng and receiving
authentic messages
Sociocultal Model
collaborative activities
interaction with others
social context is central
Reflects learner's
customs
culture
customs
beliefs
Lexical Model
Lexis
Lexical chunks
Discrete
Intrinsically related
Anthony
3 levels
technique
method
approach
different
betwee
language teaching
philosophy
Sweet.
Jespersen
Palmer
elabored
principal theoretically
Desing
Learner roles
Role learner
understanding of others
degree
control learners
communication is central
Teacher roles
Method typically
depend on teacher
consultant
guide
catalyst
model
interactions
teacher
learners classroms
Source
Knowledge
direction
Types of learning and teaching activities
Focus on grammatical
Particular activities
Problem-solving
information-exchange
task-work
Methods
analysis
distingish
Advocates
Role of instructional materials
define
day-to-day-
learning objetive
opportunities
indepent study
Instructional system
Content
elements
structures
topics
functions
The Syllabus
Lenaguage
subject matter
Linguistic matter
items features
material is specified
course or method
Process - based methods
Audio lingiual
structural-situational
communicative.
Procedme
Moment-to-momenth
practices
behaviurs
techniques
Describe
How metho realizes
It's approach
3 dimensions
Ways teaching
Produres and teachniques
Teaching activities
Methods
Design
Procedure
Approach
Factors Respoonsible for the rise
Teacher's language proficiency
Find advocates
Teachers
teach but nonetheless
Used the basic published materials
Instructional
syllabuses
courses
books
Used methods
basis technology
Practicality
Many differents
kinds of situations
Compatibility with local traditions
Support networks
Suppurtt
networks available
Explaining
new teaching
Checklist adoption of an approach
Have impact
teachers' practices
Paradigm shifts
fields of educatio
changes theories
present model
analysis
comparison
description
clarify
approach
inethod
role within
applied linguistic
CHAPTER1
MAJOR TRENDS IN TWENTIETH-CENTURY LANGUAJE TEACHING
Early development in language teaching
Reform Movement
Specialists
1Mercel
2.Prendergast
3.Govin
IPA
Enable the sounds
accurately transcribed
Beginning
Disciplene of appline linguistic
Direct Method
Build methodology
observation
Child language
direct method
Natural Language
Between
classroom foreing
naturalistic first
Naturalistc
Principles of Language
Teacher-education programs
teacher-education programs
disciplinary knowledge
introduces teachers issues
relation knowledge
conceptualize
method.
notion
more systematically
Teaching/ Innovation
Europa
lenguaje taching
New approaches
Educational
Innovators contex
Broader frameworks
Students
More concerted
Grammar -Translation Methods
Leaning Exponents
1.Seidentrucker
2.Ollendorf
3.Meidinger
Everybody know something
Characteristics
1.Learn language
2.Reading
3.Vocabulary
4.Sentence
5.Accuracy
6.Grammar
7.Native language
Influence of Latin
English
Most
Widely studies
Latin
500 years ago
Dominant Language
Oral practiced was limited
Organized grammar poinst
Known the "GRAMMAR -TRANSLATION "
Emerging of methods*
Process was systematic
practices based
Particular Theory
Demand
Second Language
Speakers
Characterized
CHANGE
INNOVATION
Methods era
'' method" itself
post- methods era
general tendency
Hunter
Smith
distinction
method will be covered
Approach
PROVIDE
Approach
Methods
DEVELOPMENT
Firts Paradigm
Modern Language
NAME:EMILY SAMANTHA VÉLEZ JUMBO
NRC:7548
LEARNING ACTIVITY 1
