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The Overview of Curriculum and the Approaches and Methods in Language…
The Overview of Curriculum and the Approaches and Methods in Language Teaching
CHAPTER 2
The nature of approaches and methods in language teaching
APPROACH
Theory of language
Language
complex phenomenon
Models of languages
Structural
System of structurally related elements
Coding of meaning
Functional
Functional Meanings
Performing real-world activities
Cognitive
Properties of mind
Assumptions
Representationalism
Abstract Knowledge adquisition
Mind as a computer
Sociocultural
Communicative activity
social context is central
Social interaction
Interactional
Interpersonal relations
Negotiation of meaning
Lexical
Lexical chunk
Grammar and vocabulary
Genre
Human activity
Norms of language use
Texts
Units of discourse
narratives
explanations
Language
Resource of making meaning
Shape by the social context
Create texts
Theory of Learning
Behaviorism
specific behaviors
specific stimuli
Repetition exercises
Skill learning
Complex uses of language
Hierarchy skills
Automatic procesing
not conscious attention
Controlled procesing
conscious attention
Creative-construction hypothesis
creative process
Errors
evidence of learning
Interactional Theory
Learners working together
Competent speakers
Cognitive-code learning
Cognitive process
Deductive and inductive learning
Constructivism
Dynamic process
Student-centered learning
Project-based learning
DESIGN
Objectives
Is the method sets out to achieve
Based on the skills they want to develop
The Syllabus
Decisions about the choice of language content
Subject matter
Linguistic matter
Linked to specific method
Learner Roles
Active student learning
Types of activities learners carry out
The view of the learner
Teacher roles
Types of functions of teachers
Responsibility for choosing content
Control teacher has over education
The role of instructional materials
Material needed by the teachers
Practice content
Facilitate communication
The form material can take
APPROACH AND METHOD
Need of design of language teaching programs
Levels of conceptualization
Method
Overall plan
language material
Procedural
Technique
stratagem
use in an classroom
implementational
Approach
Correlative assumptions
language teaching and learing
Axomatic
Anthony's model
Approach
Specific assumptions
language learning
Technique
classroom procedures are dscribed
Method
Theory put into practice
particular skills
Mackey's model
dimensions of
gradation
presentation
selection
representation
Analisis of text books
Principles of organization
PROCEDURE
involves
Techniques
Practices
Behaviors
Resources
Time
Equipment
Space
Factors responsible for the rise and fall methods
Support networks
Professional Bodies
Organizations
Common European Frame work of reference
Practicality
Method simple to urderstand
Paradigm Shifts
Influences of changes
Linguistic competence
Teacher"s language proficiency
No native speakers
Method to proof their hability
Compatibility with local traditions
Mold to context
Basis for published materials
for
Cooursebooks
Syllabuses
Tests
CHAPTER 1
Early developments in laguage teaching
INTRODUCTION
Early 20th century
Foundation of contemporary approaches
Change and innovation
New types of language programs
Globalization
Rise of internet
THE EMERGENCE OF METHODS
New changes
Goals of teaching
Theories of nature of language
Existence of concerns
Innovations
Task-Based Language Teaching
CLIL
THE INFLUENCE OF LATIN
500 years ago
Latin as the most studied language
Dominant language
Political Changes
English, French and Italian gain importance
Latin was gradually displaced
Ocassional subject in curriculum
Nineteenth century
Standar way of study a foreign language
Use of morphology and sintax
Written exercises
Grammar Translation Method
GRAMMAR TRANSLATION METHOD
Prussian Method
Grammar rules
Translation of sentences
Reading and wrtting skills
Billingual word lists
Importance of accuracy
Use of students' native language
Creates frustations for students
Mid and late Nineteenth century
Opposition in several countries
LANGUAGE TEACHING INNOVATIONS
Middle of Nineteenth century
Need for speaking profeciency
Individual language teaching specialists
C. Marcel
Child language teaching
F. Gouin
The famous Gouin series
T. Prendergast
Structural syllabus
Teaching principles from observation
Reform movement in Language Teaching
THE REFORM MOVEMENT
1800S
Germany
Wilhelm Viëtor
Oral-based methodology
Meaningfull contexts
Translation avoided
France
Paul Passy
Importance of speech
Phonetics
IPA
Phonetic Training
Meanings through associations
Study of spoken language
England
Henry Sweet
Practical study of languages
4 skill
Writting
Reading
Speaking
Listening
THE DIRECT METHOD
Natural methods
Natural language learning principles
Direct association of meanings
No translation
Grammar rules
Pronunciation
Principles
Classroom instruction in target language
Everyday vocabulary
Oral Communication skills
Speech
Counterproductive
Need os native laguage
THE METHODS ERA
Variety of approaches and methods
Definition
teaching procedures that defined good practice
Teaching training
Different characteristics
EXAMPLES
Natural Approach
Text based approaches
Multiple inteligences
Communicative Approach
TEACHER PREPARATION PROGRAMS
Help teacher with
Procedures to evaluate
Developing a language course
Planning
Understand nature of methods
