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APPROACHES AND METHODS IN LANGUAGE TEACHING, 4811.png_860 - Coggle Diagram
APPROACHES AND METHODS IN LANGUAGE TEACHING
The Nature approaches and
methods in language teaching
DESIGN
Specification of
particularlearning
outcomes
The syllabus
Teacher makes
decisions about
To talk about
(subject matter)
How lo talk aboutit
(linguistic matter)
Form in which linguistic material
is specified in a course or method
Types of learning and
teaching activities
Teacher roles
Types of functions teachers are expected to fulfill
Degree of control the teacher has over learning
Teacher is responsible for determining the content
Interactional patterns (teachers and learners)
The role of
instructional
materials
Specify subject matter content
Iintensity of coverage for syllabus
llocating the amount of time, attention, and detail particular syllabus.
To present content, to practice content, to facilitate communication between learners
To enable learners to practice content without teacher's help
Learner roles
Different sources
Different goals and objectives
Autonomy
Interpersonal communication
PROCEDURE
Focuses on the way a method handles the presentation and feedback phases of teaching
Ways in which particular teaching activities are used
For practicing language
Procedures and techniques used
Provide learners with feedback
Use of teaching activities (drills, dialogues, information gap activities, etc.)
To present new language and demonstrate formal, communicative
APPROACH
Describes the nature of the
subject matter to be taught
Audiolingualism
THEORY OF LEARNING
Behaviorism
Cognitive-code
learning
Creative construction
hypothesis
Skill teaming
Interaccional theory
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Integrated sets of behaviors that are learned through practice
Creative process that has common features regardless of the learner's language background
Learning is seen to depend on cognitive processing and mental effort
Process in which specific behaviors are acquired in response to a stimulus
Central processes ofleaming and anaccount of the conditions.
Promote successful language learning.
THEORY OF LANGUAGE
lnteractional model
Language is seen as a tool for the creation andmaintenance of social relations
Model of language
competence
Anaccount of the basic features of linguistic organization and language use
Language use
Sociocultural model
Communicative activity in which the social context is central
Functional model
Emphasize the semantic, communicative and function dimension
Genre model
Norms of language wage, such as in science, business, medicine, literature
Structural model
System of structurally related elements for the coding of meaning
Lexical model
Prioritizes the role of lexis in languageand highlights the interrelatedness of grammar and vocabulary
Cognitive model
Organizing language teaching around grammar for meaningful language use and practice.
Factors responsible for the rise and fall of methods
Compatibility with local traditions
A checklist for the adoption of an approach or method
Used as the basis for published materials and tests
Teacher's language proficiency
Practicality
Support networks*
Paradigm shifts
BRIEF HISTORY
The method era
Set of teaching procedures
Efective levels of language learning
Teachers trained to teach
The emergence of methods
They have also reflected changes in theories of the nature of lenguaje
The influence of Latin
Grammar translation used from 1840 to 1940
The trade with Europe
To created a demand for oral proficiency
The lack of organization teaching the language
Created the Reform Movement
Speeches rather than writen words
Parallel to Reform movement, the Direct method was created by Gouin
First language teaching method
Grammar, oral and vocabulary
Listening comprehencion were taught
