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Approaches and Methods in Language Teaching - Coggle Diagram
Approaches and Methods in Language Teaching
Language Teaching Innovations in the 19's
Gouin developed an approach to teaching a foreign language based on his observations of children’s use of language
Gouin believed that language learning was facilitated through using language to accomplish events consisting of a sequence of related actions.
The foundation for more widespread pedagogical reforms was laid. This effort became known as the Reform Movement in language teaching.
The Reform Movement
The discipline of linguistics was revitalized. Phonetics was established, giving new insights into speech processes.
Henry Seet (1945 – 1912) set forth principles for the development of teaching method.
Reform Movement was an interest in developing principles for language teaching out of naturalistic principles of language learning, such as are seen in first language acquisition.
Speaking began with systematic attention to pronunciation. Known words could be used to teach new vocabulary, using mime, demonstration, and pictures. These natural language learning principles provided the foundation for what came to be known as the Direct Method.
The Methods Era
Particular approaches and methods, if followed precisely, will lead to more effective levels of language learning than alternative ways of teaching.
The quality of language teaching will improve if teachers use the best available approaches and methods.
An approach or method refers to a theoretically consistent set of teaching procedures that define best practice in language teaching.
Approaches and Methods in Teacher Preparation Programs
Approaches and methods can be studied not as prescriptions for how to teach but as a source of well-used practices, which teachers can adapt or implement based on their own needs.
Experience in using different teaching approaches and methods can provide teachers with basic teaching skills that they can later add to or supplement as they develop teaching experience.
The study of approaches and methods provides teachers with a view of how the field of language teaching has evolved.
Approach and Methods
An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught
. . . Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach
Theory of Language
Rivers (1987) defined the interactive perspective in language education: “Students achieve facility in using a language when their attention is focused on conveying and receiving authentic messages.
Learning refers to the formal study of language rules and is a conscious process. According to Krashen, however, learning is available only as a “monitor.” The monitor is the repository of conscious grammatical knowledge about a language
Design and Objectives
Design is the level of method analysis in which we consider (a) what the objectives of a method are; (b) how language content is selected and organized within the method, that is, the syllabus model the method incorporates; (c) the types of learning tasks and teaching activities the method advocates; (d) the roles of learners; (e) the roles of teachers; and (f) the role of instructional materials.
Different theories of language and language learning influence the focus of a method; that is, they determine what a method sets out to achieve.