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APPROACHES AND METHODS IN LANGUAGE TEACHING - Coggle Diagram
APPROACHES AND METHODS IN LANGUAGE TEACHING
The Overview of Curriculum and the Approaches and Methods in Language Teaching related to approach, procedure, and design
The model presented in this chapter demonstrates that any language teaching method can be described in terms of the problems identified here at the levels of approach, design, and procedure. In the remaining chapters of this book, we will attempt to make explicit each of these features of approach, design, and procedure with reference to the major language teaching approaches and methods in use today.
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2.- The nature of approaches and methods in language teaching
The procedures associated with SLT in the 1950s and 1960s were an extension and further development of well-established techniques advocated by proponents of the earlier Oral Approach in the British school of language teaching..
3.- The oral approachand situational language teaching*
The procedure also has many similarities, although audiolingualism tended to be more rigorous. Thus, the similarities of the two methods reflect similar views on the nature of language and language learning.
However, despite the criticisms made of audiolingualism and the emergence of communicative language teaching in the 1970s, audiolingual practices are still used in some parts of the world. .
*4.-The audiolingual Method
We have discussed the emergence of methods, which in the early years included an emphasis on Latin and the grammar-translation method.We have discussed the emergence of methods, which in the early years included an emphasis on Latin and the grammar-translation method.
1 .-A brief history of early developmental language teaching
The Approaches and Methods
We have discussed the emergence of methods, which in the early years included an emphasis on Latin and the grammar-translation method. Criticisms that the Direct Method lacked a complete methodological foundation led to the birth of the "methods era" and the many approaches and methods that will be covered in this book. More recently, some educators have criticized the approaches and methods better known as "Western-centered. " .
8.-Task-based language teaching standards and the common European framework of reference
We have reviewed the Oral Approach and its later manifestation, situational language teaching, as it developed in Britain, and have seen how the design and procedure emphasized accuracy and repetition in controlled situations.
9.- Task - based language teaching
Whole language still permeates teacher textbooks, instructional materials for classroom use, some states' language arts standards and other policy documents, teacher licensing requirements, and preparation programs.
7.-WHOLE LANGUAGE
Proponents of the approach argue that it "provides the basis for a coherent curriculum design based on tasks that build on an understanding of how people actually communicate in a wide range of social situations.mes missing from the TBI model, which is strongly linked to a methodology based on the study of model texts and the creation of model-based texts.
10- Text-Based instruction
Team teaching approaches involving language and subject teachers are often seen as unwieldy and likely to reduce the efficiency of both. Similarly, CLIL teachers who are unfamiliar with teaching their subject in a CLIL language may need considerable preparation and ongoing support. Both approaches involve the collection of appropriate teaching materials and resources, and proponents of both approaches believe that they offer considerable advantages over conventional approaches.
6.- Content - based instruction and content and language integranted learning (CLIL)
The status of the lexicon in language teaching has improved considerably thanks to developments in lexical and linguistic theory, work in corpus analysis, and recognition of the role of multi-word units in language learning and communication.
11.- The lexical instruction
we have considered the development of communicative language teaching, the different ways in which CLT has been interpreted, as well as some of the more recent critiques. It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of procedures in the classroom
5.- Communicative language teaching
Multiple Intelligences was one of several learner-centered initiatives that attracted considerable interest from educators and language teachers when it was first proposed in the early 1990s.
12.- Multiple Intelligences
Typically, these groups are used to provide a change from the normal pace of classroom events and to increase the amount of student participation in lessons. Some have questioned their use with students of different proficiency levels, suggesting that some groups of students may derive more benefit than others.
13.- Cooperative language learning
