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Approaches and Methods in language teaching., image, image, image, image,…
Approaches and Methods in language teaching.
Whole Language
Trends and movements
in education
trend of the Whole Lungauge movement
teaching reading and writing
Objectives
the design of Whole Language Instruction are as follows
use of authentic literature
practicing individual reading skills
not simply to practice writing skills
reading real texts of high interest
Teacher role
a facilitator and an active participant
the teacher teaches the students and not the subject matter
seeks the occurrence of teaching moments
an expert conveying knowledge
support collaborative learning
solving conflicts and interpersonal problems
A brief history of early developments in language
In the 20th century
education
emerges as an asset
in the area of debate and active
and active in the area of debate and active in the area of
for
improve the effectiveness of teaching
Appearance of new methods
Focused on changes
to
improving teaching effectiveness
with
moving towards oral proficiency instead of reading
changes in theory
comprehension as the goal of study
The influence of Latin
500 years ago Latin was
was considered
dominant language
at
education
commerce
religion
government in the western world
When their status declined
it became the model for study
taught through
rote learning of the rules of grammar
the study of declensions and conjugations
translation and practice
The Grammar-Translation Method
Grammatical translation
first became known in the
United States
consists of little more than
memorizing rules and facts
Characteristics of the method
deals with language
its application in translating sentences and texts
detailed analysis of its grammatical rules
Main exponents
Johann Seidenstücker
Karl Plötz
H. S. Ollendorf
Johann Meidinger
The Reform Movement
Practical-minded linguists
-Henry Sweet in England,
-Wihelm Viétor in Germany, and
-Paul Passy in France
Reformist ideas began to be provided
The discipline of phonetic linguistics was revitalized.
Linguists emphasized that speech
Innovations in 19th century education
Focused on the way English is
English language teaching
new approaches were developed
by specialists such as
C. Marcel
He emphasized the importance of meaning in learning.
He proposed that reading should be taught before other skills.
To place language teaching within a broader scope within the educational framework.
T. Prendergast,
The observation that children use contextual cues was recorded.
Proposed the first "structural curriculum".
Advocates the teaching of more basic structural patterns.
F. Gouin,
He developed an approach to teaching a foreigner based on his observations.
Language learning was facilitated by using language to perform events consisting of a sequence of related actions.
Used situations and themes as ways to organize and present the language.
The Direct Method
Gouin of the first reforms
builds a methodology
around the observation of children's language learning.
According to Franke
the best way to teach a language is by actively actively using it in the classroom.
Teachers should encourage
use of the foreign language in the classroom
induce grammar rules
speech for pronunciation improvement
Multiple Intelligences
Diversity refers to the many ways in which learners may differ from one other
they may differ in their motivations
for learning English
the types of strategies they prefer and their preference.
the different types of teaching methods and classroom activities.
students have
styles
preferences
individual learning strategies
how they approach learning in the classroom
(MI) refers to
to a learner-based philosophy that characterizes human intelligence
has multiple dimensions
that must be recognized and developed.
Task-Based Language Teaching
Use of tasks as the central planning unit
instruction in language teaching
students are given functional
functional tasks that invite them to focus primarily on
focus primarily on the exchange of the exchange of meanings
Language that is meaningful to the learner supports the learning process.
TBLT is generally characterized as an approach
focused on grammar to teach
The Audiolingual Method
Teacher role
the teacher
teacher-dominated method
Teacher models the target language
controls the pace of learning,
monitors and corrects student performance.
The decline of audiolingualism
reached its most widespread period of use in the 1960s.
criticism on two fronts
for being erroneous in terms of both language theory and learning theory. and learning theory.
Language approach
based on reading
teaching from books
short reading passages
standardization of vocabulary or grammar
Objective
short and long range objectives
listening comprehension training
pronunciation
recognition of speech symbols
ability to reproduce these symbols in writing
knowledge of vocabulary items
Communicative Language Teaching
Communicative language
interact and shape the field
modified understanding of their own essential knowledge
growing demand around the world
associated instructional practices through the efforts of applied linguists
Teacher role
new roles for teachers
assume the role of facilitators and monitors.
a model for correct speech and writing
ensure error-free sentences
facilitate the communication process
facilitate language learning
Objective
objectives of CLT courses and materials
operationalize the notion of communicative communication.
linked to learners with very specific needs.
Criticisms of CLT
used for the design of language courses and teaching materials
communicative activities in the classroom would help learning
Integrated Learning (CLIL)
Content-based (CBI)
teaching is organized around the content or subject matter.
is known as Content and Language Integrated Learning (CLIL).
Objective
stimulating multilingualism of all citizens
Approach
are based on a number of basic principles
preparing students for academic education
CLIL courses
covers all sectors of education
from primary to adult education
to obtain valuable educational results
Cooperative Language learning
Adequate learning environment in the classroom
with ways to participate
for students
to recognize the diversity of motivations and interests
the teacher must
have the students use strategies that allow the class to function as a group so that the lesson is a positive learning experience.
to make the lesson a positive learning experience.
Cooperative learning
is a way for learning to become dependent
on the exchange of information
Text-Based Instruction
Approach based on
Develop language skills
Provide students with guided practice
Designing units of work that focus on developing skills
Linking spoken and written texts
Teaching explicitly about grammatical structures and features
TBI shares many assumptions with a gendered approach to the course
design
The Oral Approach and Situational Language Teaching
Vocabulary selection
reading skills as the goal
principles of curriculum design
Grammar control
develop rational principles
basic grammatical patterns
Oral approach
systematic principles of selection
organization and sequencing of content
Theory of language
natural mode or "structuralism
patterns and structures
Teacher role
the teacher
as a model
skilled manipulator, using questions
sets the pace
providing opportunities to use the language
attentive
for grammatical errors
oral practice
support book structures
The Lexical Approach
Teaching is a view of the nature of language.
shapes the objectives of teaching
vocabulary seen
single-word lexical items
emerges as
the concept of communicative competence
didactic proposal that appeared in the 1990s.
the building blocks of language learning and communication are not grammar
reflects a belief in the centrality of the lexicon
Common European Framework of Reference for Languages (CEFR) teaching standards
Common way of developing language courses
to adapt to the right decisions about what to look for.
This approach to course planning is called advanced design.
Objectives
CBLT courses are developed as
needs analysis
determine appropriate course objectives
consists of a description of the learning outcomes
the traditional approach to developing a the curriculum
Current approaches and methods
is combined with the Communicative Approach
adopted an interactive, sociocultural, and skills-based approach to learning.
The approach or method adopted in the classroom is reflected.
The nature of approaches and methods in language teaching
Approach and method
Language knowledge is represented and organized
at
memory, or how language itself is structured.
Applied linguists
are
Henry Sweet (1845-1912)
Otto Jespersen (1860-1943)
Harold Palmer (1877-1949)
Responsible approaches to the design of language teaching programs.
principles for vocabulary and grammar selection and sequencing.
Design
how it is selected and organized
objectives of a method
Objectives
what results are proposed
particular results
oral skills
express yourself in a meaningful way
Syllabus
about what to talk about (topic) and how to talk about it
words
sentence patterns
verb tenses
constructions
functions
topics
texts
Approach
Cognitive model
Learning as knowledge acquisition abstract minds
contain a mental grammar
grammar-translation method a cognitive vision
Functional model
functional models
communicative competence
Structural model
domain of
logical units
grammatical units
grammatical operations
lexical items
Interactional model
interactional view
social transactions between individuals
Sociocultural model
communication activity
social interaction
reflects the student's attitude
Gerve model
language is a resource for giving meaning
Lexical model
prioritizes the role of the lexicon
Cognitive-code learning
depended on both deductive and inductive factors
Behaviorism
specific stimuli
repetition and reinforcement
Creative-construction hypothesis
creative process
regardless of linguistic background
Skill learning
Through practice
skills are consciously managed
Constructivism
Jean Piaget y John
actively in their own learning process.
teacher acts as facilitator and guide
