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OVERVIEW OF CURRICULUM APPROACHES AND METHODS, AND STAGES TO DESIGN A…
OVERVIEW OF CURRICULUM APPROACHES AND METHODS, AND STAGES TO DESIGN A COURSE
THE NATURE OF APPROACHES AND METHODS IN LANGUAGE TEACHING
Edward Anthony in 1963
Levels
DESIGN
Syllabus
Material is specified.
Course or Method.
Notional functional
syllabuses
Communicative content
Text-based approaches
Reports, recounts, and narratives.
Types of learning and teaching activities
Instructional process.
Designed activities.
Help acquire knowledge.
Learner Roles
Development of human values.
Depend on the autonomy of the learner.
Participant in dialogue
Interpersonal communication
Objectives
Determine learning outcomes.
Teacher roles
Teachers are source of knowledge.
Guide or model for learning.
Some are facilitators.
Role of Instructional Materials
Specify subject matter content
Help in day-to-day learning objectives
PROCEDURE
Techniques
According to the method or approach
Teach us
Activities to learn.
Use of teaching activities.
Techniques to give feedback.
Behaviors
Practices
Situational Language Teaching
Free practice
Further practice
Controlled practice
Checking
Presentation
Communicative Language Teaching
Communication activities
Pre-communicative activities
APPROACH
Theory of Language
Interactional Model
Language as ways to interact with people.
Tool
Social Relationships
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Sociocultural Model
Language as a communicative activity.
Understanding through social interactions.
Task-Based Language Teaching
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Functional Model
Language to perform real-world activities.
The communicative movement
Competency-Based Language Teaching
Semantic and communicative dimensions.
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Genre model
Importance on the meaning
Australian schools use it.
Text-Based Instruction
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Structural Model
Coding of meaning
Phonological units
Grammatical units
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Lexical model
Focus on lexis and grammar.
Vocabulary is important.
Content-Based
Instruction
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Cognitive Model
Language reflects mind's properties.
Mind as a computer.
Representationalism
Examples:
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Learning as abstract knowledge
Theory of Learning
Skill learning
Complex uses of language.
Automatic processing.
Constructivism
Learner's
internal construction of meaning
Students ask questions and explore.
Teacher is just a facilitator.
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Creative-construction hypothesis
Learning as a creative process.
Errors seen as evidence.
Communicative Language Teaching
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Sociocultural learning theory
"social constructivism"
Learning through dialogues.
Teachers are the most knowledgeable.
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Cognitive-code learning
Teaching of grammatical rules
Then applied in practice.
Presentation-Practice-Production approach.
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Individual factors
Influence the learners willingness
Motivation
Learning strategies.
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Behaviorism
Learning is a process.
Behaviors acquired from stimuli.
Repetition and reinforcement
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3 concepts (levels).
Method
Overall plan
Put into practice
Technique
Trick or stratagem
Classroom procedures
Approach
Describes the matter
Specify beliefs
HISTORY OF EARLY DEVELOPMENTS IN LANGUAGE TEACHING
Globalization
Demands oral skills
Language teaching methods changing
Emergence of Methods
Throughout XX century
Innovation in methods
Influence of Latin
500 years ago
Latin was a dominant language.
Education
Religion
Commerce
Government
Grammar rules
Translation method
Adopted these ways
To teach a foreign language
Grammar-Translation Method
Dominated Europe
Memorization
Translation exercises
Reading
Writing
Dictionary study
Innovations in the XIX century
Oral proficiency demand
New approaches in Europe
T. Prendergast
Memorized routines
C. Marcel
Importance in meaning
F. Gouin
Related actions
"series"
Clear meaning
Became part of
Situational Language Teaching
Total Physical Response
The Reform Movement
Intellectual leadership
Wilhelm Vietor
Linguistic Theory
Speech patterns
Importance on phonetics
Paul Passy
Avoid translation
Henry Sweet
Scientific analysis
Methodological principles
Four skills
Speaking
Reading
Listening
Writing
Speech
Major form of language
Improvements in teaching
Phonetic training
Good pronunciation
The Direct Method
"natural" method
Teaching without translation
Attention in pronunciation
Everyday vocabulary
Demonstration
Pictures
Mime
Instruction in Target Language
Strong Oral Communication skills
Grammar teach inductively
Success in private schools
Difficult in the public sector
The Methods Era
Approach or Method
Teaching procedures
Teacher training
To use the best methods
During 1950s and 1990s
Many methods were introduced
Total Physical Response
Content-Based Language Teaching
Situational method
Cooperative Language Learning
Audiolingual method
STAGES TO DESIGN A COURSE
ORGANIZING THE COURSE
goals
determine
Unit content
interesting topics
Unit's sequence
material
chronologically
Course units
based on
principles
Organize contents
per unit
adequate themes
Organizing principles
Activities
themes
students' needs
course contents
LANGUAGE TESTING
goals
objectives
development of test
shape expectations
Types of tests:
Norm-referenced
compare
students' performance
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Criterion-referenced
measure
amount of material
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SHAPE OF THE SYLLABUS
choose the best
Cyclical Format
organized to
learn
same topic
raising
difficultly
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Matrix Format
flexibility
random content
not organized
Modular Format
situacional
thematic content
Story-line format
narrative
variety of uses
Linear Format
grammar structures
follow the order
don't skip anything
DETERMINE MATERIALS
decide on
syllabuses
strategies
objectives
tests
related to each other
in harmony
needs
evaluations
techniques
approaches
exercises
TYPES OF SYLLABUSES
Functional
Functions
Chronologically
useful
Notional
Categories
Notions
Basic organization
Topical
Topic
Themes
in order
Skills
Abilities
Reading
in pattern
Writing
Listening
Situational
Organized
Situations
Sequence
Task
Activities
Described
in order
Structural
easy
difficult
Grammatical
Phonological
organized
for
Was taught with
most schools
from 1840s to the 1940s
based on
focused on
later
through
include
include
seen in
seen in
used in
from
to
depend on
include
