Method, Methodology, Language teaching, First, and Second Language acquisition theories
Defnition of method and methodology
Method
Methodology
Comes from two Greek roots: Meta (goal) and Hodos (way).
Procedures and activities that will be used to teach the content of the syllabus.
Method: Approach, design and procedure.
Approach
Design
Procedure
Beliefs, suppositions and researches about:
It establishes the connection between language theories and learning with a specific language teaching program.
It refers to the techniques of the development of the teaching and learning process.
Comes from two Latin roots: Methodus (way to reach a goal) and Logy (procedure or system).
It is the way to follow through a series of operations
It means a way to achieve a purpose.
Theories of 1st language acquisition
Theories of 2nd language acquisition
Behavioristic Theories
Generative Theories
The Cognitive Approach
Considers Human mind is organized in some levels
Researchers
memory, perception, thought, meaning and emotion 
Lois Bloom
Jean Piaget
Dan Slobin
states that children learn the language by underlying relationships of words
Asserts that language comes with children
First thing humans acquire is the meaning of words and things
For example
Word order: mi papa
Underlying relationships (possible meanings):
1) mi papá (my father)
2) mi papa (my potatoe)
3) mi pápa (my ball)
Language is acquired by children
Their linguistic knowledge
Acquired from environment in wich they live and develop their daily actvites
Then
They get syntax of the language
every single child is born with a sort knowledge about the language
There are four theories based on phychological principles
The Classical Behaviorism Theory
The Neobehaviorism Theory
The Cognitive Learning Theory
The Humanistic Psychology Theory
Based on
Theory know as "Classical Conditioning" by Ivan Pavlov, Russian psychologist
directed trials for to train a dog to salivate as it heard a sound of a fork 
any kind of learning is shown as the result of a stimuli with a response
John B. Watson adopted Pavlov's theory
stimulus-response connections
deals with the stimulus-response process
First, a person is given a stimulus (oral, visual, written)
Then they give a response (specific behavior)
is held by
Skinner 
research "Respondent Conditioning" a specific behavior is the result of a prior stimulus
Thought that human learning is due to Operant Behavior
a sort of conduct without necessity of any type of stimuli but with people's reinforcement
Reinforcement is the result of positive consequences when doing any type of activity
Designed Programmed Instruction
- Information is given
- Questions are made about the facts
- Correct answers (reinforcers) are provided
That helps any person to achieve a particular objective.
Theory that is verified through practice
It is a way of organizing student understanding.
The assimilation of any theoretical or practical activity that arises as a result of the study of any subject.
It is used as a principle that regulates knowledge.
That allows them to achieve knowledge, their methods and practical way of teaching.
Method that uses a procedure to reach a purpose.
Development and validation exercises
It is a body of methods, rules and postulates employed by a discipline.
Development and validation exercises and teaching activities.
Evaluating the effect of the development of specific language skills and abilities.
It is a set of techniques that teachers use
to teach the content of any language course.
Authors
David Ausubel
Considers that people learn by mean of a meaningful procedure
Frank Smith
Theories of the nature of language
Theories of the nature of language learning
They give fundamental reasons for choosing specific teaching procedures to achieve the teaching process.
They become the foundation for establishing the teaching objectives
person already knows (meaningful learning)
person has acquired recently (rote learning)
And to develop any language teaching program.
Groups
Functional
Interactional
Structural
Method Manufactoring Meaningfulness
It is an arrangement where similar components get together for helping to find meaning.
It is interested in the semantic field of language.
It is a device used to facilitate two types of relationships:
Learning can be meaningful if the person wants it
The theoretical foundation for all of the language teaching approaches and methods.
Depends of human needs, goals, aspirations, motivations
Both authors say
what a person has learned cannot be kept up forever
Personal
Social
To acquire the parts of such system.
Grammatical units
Grammatical operations
Clause
Phrase
Sentence
Adding elements
Shifting elements
Joining elements
Elements
Learner roles in the system
Teacher roles in the system
Syllabus
Types and functions of institutional materials.
Selection of the subject to be taught in any language teaching program.
if there are no students it is impossible to carry out any educational process.
Teachers are in charge of the classroom and facilitators of student learning.
Each teaching approach or method uses specific instructional materials.
It's based on:
The subject
The linguistic
With respect to any approach or teaching method.
Aspects:
The types of exercise and practical activity
The resources needed to implement the practical recommendations.
The types of teaching and learning techniques
The type of technique the teacher will use to introduce a new topic.
It is the type of drills and rehearsals that the teacher will use to help students in the new subject.
They are the additional elements that are needed to achieve these exercises and rehearsals.
The approach or method must base its philosophy on the students.
Teachers are not required to teach the non-native language.
Conditions:
What relationship do they have with the teaching/learning process?
What are their shapes?
What are they used for?
Is the teacher able to use them in class?
Space
Equipment
Time
Explains that learning is based human beigns 
is held by
Carl Rogers
thinks
learning is developed in terms of effective operations rather than cognitive ones
research known as Client-Centered Therapy
Knowledge is the final result of his personal background that allows him to make his own criteria for learning what he considers adequate
explain
his theory deals with human's learning rather than with human's teaching
Teachers have some basic requirements
- To be a facilitator
- To consider people as worthly individuals
- To get in touch with students
- To listen to them
Definition of Language, Learning and Teaching
Language
Learning 
Teaching
System of
Conventionalized signs
Sounds
Gestures
Marks
Allows us to
Communicate
Establish relationships among people
Logical order
Sentences
Phrases
Words
Speech
Letters
Ideas
Feelings
Result of
Acquirement of
Knowledge
Understanding
Mastery
Reinforced practice
Study
Experience
Causes the acquirement of knowledge
Facilitates and guides the learning
Based on Human behavior
Brown Douglas (1980)
Immediately perceptible aspects of linguistic behavior
Skinner
J. Jenkins, and D. PAlermo
Relationships or associations betwen responses and events
Verbal Behavior Theory
General Theory of Learning by Operant Conditioning
Children learn syntax patterns
Chomsky
Criticized the rats experiments made by Skinner
Believed in the Structured-Dependent Operation System
Pavlov
Language isn't learnt by rewards but by stimulus
Mc. Neill
Criticized Jenkins and Palermo
Children can't learn all syntax patterns
Nativist Approach
Chomsky 
Mc. Neill 
A knowledge of Language Universals
Substantive
Syntaxis
Formal
Grammar rules
Deep/surface structures
Language Aquisition Device
An Innate Hypothesis-Speaking Device
An Evaluation Instrument
Ability to arrange linguistic data fer further use
Understanding to choose only one linguistic information
Ability to recognize different speech sounds
Evaluation Device to use linguistic facts
