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Approaches and Methods, image, image, image, image, image, image, image,…

- - - - Grammar rules
        
        Morphology and Syntaxis
    - - Reading and writing
    - - Translation equivalents
        
        Translating sentences
  - - - Grades progression organized
    - - Pronunciation and grammar
  - - - Language learning
        
        Effective levels
    - - To understand
        
        Teaching methods
- - - - Overall plan
        
        Procedural
    - - Implementational
        
        To accomplish objetives
        
        Stratagem
        
        Contrivance
        
        Trick
    - - Correlativa assumptions
        
        Language teaching and learning
        
        Axiomatic
  - - - Interactional model
        
        Interpersonal relationships
        
        Social transactions
        
        Patterns of exchanges
      - Sociocultural model
        
        Communicative activity
        
        Social context
        
        Social interactions
      - Functional model
        
        To perform real-life activities
        
        Communicative competence
      - Genre model
        
        Area of human activity
        
        Interrelated systems
        
        To create meaning
      - Structural model
        
        System
        
        Structurally related elements
      - Lexical model
        
        Lexis and lexical phrases
        
        Grammar and vocabulary
      - Cognitive model
        
        Properties of the mind
        
        Representationalism
        
        Abstract Knowledge acquisition
        
        Mind as computer
  - - - Creative construction hypothesis
        
        Learners background
        
        Communicaton of meaning
      - Skill learning
        
        Behaviors learned through practice
        
        Hierarchy of skills
        
        Controlled processing
      - Cognitive-code learning
        
        Deductive and inductive
        
        Mental effort
        
        PPP Aproach
      - Interactional theory
        
        To achieve mutuals understanding
        
        Negotiation of meaning
        
        Interactive process
      - Behaviorism
        
        Specific behavior
        
        Specific stimuli
        
        Repetition and reinforcement
      - Constructivism
        
        Internal construction of meaning
        
        Student centered
        
        Teacher as guide
      - Social constructivism
        
        Learner and more knowlegde person
        
        Participation in activities
        
        Scaffolds
      - Individual factors
        
        Learning style preferences
        
        Affective factors
        
        Motivation
        
        Learning strategies
  - - - Sequencing content
        
        Functions, notions, topics, grammar and vocabulary
    - - Grammatical accuracy
        
        Communicative skills
        
        Problem solving
        
        Real-World uses of anguage
    - - Relationship between
        
        Learning outcomes and methods
    - - Learner centered
        
        Power and autonomy
        
        Humanistic methods
    - - Source of knowledge
        
        Guide/model
        
        Facilitator
        
        Primary source of language
    - - Support the syllabus
        
        Item needed
        
        Involve learners
        
        Interaction
  - - - Joint contruction of the text
      - Independent construction
      - Modeling and deconstructing the text
      - Links to related texts
      - Building the context
    - - Practicality
      - Teacher's language proficiency
      - Support networks
      - Materials and tests
      - Paradigm shifts
      - Compatibility with local traditions
    - - Communication activities
      - Pre-communicative activities
    - - Free practice
      - Checking
      - Controlled pratice
      - Presentation
      - Further practice
- - - - Topics or themes
    - - Functions
    - - Situations
    - - Notions
    - - Grammatical and phonological structures
    - - Abilities
    - - Activity-based categories
  - - - The Cyclical Format
        
        Organizational principle
        
        Same topic
        
        Complex or difficult level
      - The Matrix Format
        
        Random table of contents
        
        Situational content
      - The Modular Format
        
        Thematic or situational contents
        
        Academic units integrated
      - The story-line format
        
        Narrative format
        
        Could be used in conjunction
      - The Linear Format
        
        Grammar or structures
        
        Issues of sequencing and grading
  - - - Sequencing the units
      - Determining unit content
      - Identifying the course units
      - Organizing unit content
      - Determining the organizing principle
  - - - To shape expectations
        
        Types
        
        Norm-referenced
        
        To compare
        
        Students performance
        
        Criterion-referenced
        
        To measure
        
        The course material learned
  - - - What you want your students to learn
        
        Goals and objectives
        
        Syllabus focus