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THE NATURE OF APPROACHES AND METHODS IN LANGUAGES TEACHING - Coggle Diagram
THE NATURE OF APPROACHES AND METHODS IN LANGUAGES TEACHING
Approach
Is the level at which assumptions and beliefs about language and language learning are specified
refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching.
It refers to the “ philosophy,” or belief system, that a method reflects.
Methodols
Is the level at which theory is put into practice and at which choices arc made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented
Teaching
Is the level at which classroom procedures are described.
Theory of language
Language is a very complex phenomenon and is studied from the perspective of many different disciplines, including linguistics, literature, psychology, anthropology, and sociology.
Functional model
Is a vehicle for the expression of functional meanings and for performing real-world activities.
Interactional model
It sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.
Structural model
Is a system of structurally related elements for the coding of meaning.
Sociocultural model
Is referred to as a sociocultural model. Sociocultural theory
views language as a communicative activity in which the social context is central.
Cognitive model
Is based on the idea that language reflects properties of the mind.
Genre model
Genre refers to an area of human activity where there arc norms of language usage, such as in science, business, medicine, literature.
Lexical model
The lexical view of language prioritizes the role of lexis and lexical chunks or phrases in language and highlights the interrelatedness of grammar and vocabulary.
Theory of learning
Behaviorism
This theory was based on the view that learning is a process in which specific behaviors are acquired in response to specific stimuli.
Cognitive-code learning
This view was developed in the 1960s as an alternative to behaviorism and emphasized that language learning was a cognitive process depending on both deductive and inducitive learning as well as meaningful practice
Creative-construction hypothesis
This theory, first proposed in the 1970s but still implicit in current theories of second language acquisition,suggests that learning is not simply a question of reproducing input but a creative process that has common features regardless of the learners language background, and that this accounts for the similarities seen in the language produced by linguistically diverse second language learners.
Skill learning
Skill learning theory suggests that complex uses of language are made up of a hierarchy of skills
Interactional theory
This theory argues that learning is an interactive process and depends on learners working together to achieve mutual understanding. Central to this view of learning is the concept of negotiation of meaning - the modification of input learners receive when they communicate with more advanced learners or native speakers and the kind of feedback they receive from their interlocutors.
Constructivism
Constructivism is another learning theory that has had a powerful influence on education and on theories of second language learning. It is a dynamic process that has both cognitive dimensions, as the organizer reorganizes new knowledge on the basis of existing knowledge, and social dimensions, as the learner interacts with others and solves problems through dialogue.
Sociocultural learning theory
This theory can be seen as an extension of both constructivism and interactional theory and views language learning as resulting from dialogue between a learner and a more knowledgeable other person.
Individual factors
Hie attributes individual learners bring to language learning can also have an important influence on learning, and teaching methods often seek to take account of these attributes.
One can imagine different pairings of language theory and learning theory that might work as well as those we observe.
With respect to learning theory, we arc concerned with an account of the central processes of learning and an account of the conditions believed to promote successful language learning.
Factors responsible for the rise and fall of methods
Practicality
This requires little time to master, that appears to conform to common sense, and that can be used in many different kinds of situations is more likely to find advocates than one that is difficult to understand and that requires special training and resources,
Used as the basis for published materials and tests
Some instructional designs can readily be used as the basis for syllabuses, courses, textbooks, and tests
Support networks
The support networks available in promoting or explaining a new teaching approach or method are also crucial. Here a ministry or department of education, key educational administrators, leading academics, and professional bodies and organizations can play an important role in promoting a new approach or method.
Paradigm shifts
language teaching is subject to the influences of changes in the theories found in the supporting disciplines of linguistics, psychology, and second language learning.
Teacher’s language proficiency
A method that assumes a nativespeaker level of proficiency on the part of the teacher is unlikely to find advocates in some countries.
Compatibility with local traditions
Methods that are learner-centered and that encourage autonomouslearning may not be suited to contexts where teachers are unfamiliar with this style of teaching and learning.