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Approaches and Methods in Language Teaching - Coggle Diagram
Approaches and Methods in Language Teaching
Major trends in twentieth-century language teaching
A brief history of early developments in language teaching
By the teaching of the tweentieth century, language teaching was emerging as an active area of educational debate and innovation.
The emergence of methods:
Efforts to improve the effectiveness of language teaching have often focused on changes in teaching methods. Throughout history such changes have reflected changes in the goals of language teaching, such as a move toward oral proficiency rather than reading comprehesion as the goals of language study.
From a historical perspective, we are able to see that the concerns that have prompted recent innovations in language teaching, such a Task-Based Language Teaching and Content and Language Integrated Learning.
The influence of Latin:
We live in a bilingual and multilingual world. From both a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that througout history foreing language learning has always been an important practical concern.
The grammar-translation Method:
As the names of some of its leading exponents suggest, Grammar Translation was offspring of Germamn scholarship, the object of which. "to know everything about something rather than the thing itself"
The principal characteristics of the Grammar-Translation Method were these:
The goal of foreing language study is to learn a language in order to real its literature or in order to benefit from the mental discipline and intellectual development that result from foreing language study
Reading and writing are the major focus, little or no systematic attention is paid to speaking or listening
Vocabulary selection is based solely on the rading text used, and words are taught trough bilingual words lists, dictionary study and memorization
The sentences is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language and it is this focus on the sentence that is a distinctive feature of the method
Students are expected to attain high standars in translation, because of "the high priority attached to metiiculous standars of accuracy which, as well as having an instrinsic moral value, was a prerequisite for passing the increasing number of formal written examinations that grew up during the century"
Grammar is taught deductively by presentation and study of grammar rules, which are then practiced through translation exercises.
The student´s native language is the medium of instruction.
Language teaching innovations in the nineteenth century
Increased opportunities for communication among Europeans created a demand for oral proficiency in foreing languages. Initially, this created a market forconversation books and phrase books intended for private study, but language teaching specialists also turned their attention to the way English and modern European languages were being taught in secondary schools.
In the first lesson of a foreing language, the following series would be learned:
I walk toward the door - I walk
The door turns on its hinges - tuns
The Reform Movement:
Language teaching specialists such as Marcel, Prendergast and Gouin had done much to promote alternative approaches to language teaching, but their ideas failed to receive widespread support or attention.
The International Phonetic Association was founded in 1886 and its International Phonetic Alphabet was designed to enable the sounds of any language to be accurately transcribed.
One of the earliest goals of the association was to improve the teaching of modern language. It advocated:
Study of the spoken language
Phonetic training in order to establish good pronunciation habits
The use of cinversation text and dialogues to introduce conversational phrases and idioms
An inductive approach to the teaching of grammar
Teaching new meaning through establishing association within the target kanguage rather than by establishing associations with the native language
In this book "The Practical Study of Langauge (1899)", he set forth principles for the development of teaching method. These included:
Careful selection of what is to be taught
Imposing limits on what is to be taught
Arrenging what is to be taught in terms of the four skills of listening, speaking, reading and writing
Grading materials from simple to complex
ln general the reformers believed taht:
The spoken language is primary and that this should be reflected in a oral-based mathodolgy
The finding of phonemetics should be appleid to teaching and and to teacher training
Learness should hear the language first, before seeing it in written form
Words shoulds be presented in sentences and sentences should be practiced in meaningful contexts and not be taught as isolated, disconnected elements
The rules of grammar should be taught only after the students have practiced the grammar points in contex, it inductively
Translation should be avoided, although the native language could be used in order to explain new words or to check comprehension
The Direct Method
Other reformers to attempt to build a methodology around observation of child language learning. Other reformers toward the end of the century likewise turned their attention to naturalistic principles of language learning and for this reason they are sometimes referred to aas advocates of a "natural" method.
Enthusiastic supporters of the Direct Method introduced it in France and Germany and ir became widely known in the United States through its use by Sauveur and Maximilian in successful commercial language schools. In practice it stood for the following principles and procedures:
Classroom instruction was conduced exclusively in the target language
Only everyday vocabulary and sentences were taught
Oral communication skills were built up in a carefully graded progression organized around questions and answer exchanges between teachers and students in small, intensive classes
Grammar was taught inductively
New teaching points were introduced orally
Concrete vocabulary was taught through demostration, objects and pictures; abstract vocabulary was taught by association of ideas
Both speech and listening comprehension were taught
Correct pronunciation and grammar were emphasized
The Methods Era
An approach or method refers to a theoretically consistent set of teaching procedures that define good practice in language teaching
Particular approaches and methods, if followed precisely, will lead to more effective levels of language learning than alternative ways of teaching
Teacher training should include preparing teachers to understand and use the best available language methods
Approaches and Methods in teacher preparation programs
Provides teachers with a view og how she field of language teaching has evolved and forms part of the disciplinary knowledge expected of language teachers today
Introduced teachers to the issues and options that are involved in planning and developing a language course
Introduces a variety of principles and procedures that teachers can review and evaluate in relation to their own knowledge, beliefs and practice
The nature of approaches and methods in language teaching
The Oral Approach and Situational Language Teaching
The Audiolingual Method
Current approaches and methods
Communicative Language Teaching
Content-Based Instruction and Content Language Integrated Learning
Whole Language
Competency-Based Language Teaching standars and the Comnon European
Task-Based Language Teaching
Text-Based Instruction
The Lexical Approach
Multiple Intelligences
Cooperative Language Learning
Refers to theories about the Nature of approaches and methods in language teaching
Approach and Method
Linguists and language specialists sought to improve the quality of language teaching in the late nineteenth century, they often did so by referring to general principles and theories concerning how languages are learned, how knowledge of language is represented and organized in memory, or how language itself is structured. Theory of language:
Cognitive Model
A congnitive view of language is based on the idea that language reflects properties of the mind. Identifies a number of core features and assumptions of a cognitive view of language or cognitivism:
1. Mind as a computer
a set of operations that take in input, process it and produce output, as with a computer
2. Represntationalism
processes that the mind engages in to store internal representations of external events
3. Learning as abstract knowledge acquisition
abstracting the rules of the competence that underline linguistic performance
Structural Model
Another way of conceptualizing language and one that has had a wide application in language teaching is the structural view. The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of photological, grammatical and lexical units.
Functional Model
A different model of language and one which takes a number of different forms is the functional view, the view that language is a vehicle for the expression of functional meaning and for performing real-world activities.
Interactional Model
Has been central to theories of second language learning and pedagogy since the 1980's. Defined the interactive perspective in language education
Sociacultural Model
It seens language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individual.
Genre Model
Language is a resource for making meaning
The resource of language consists of a set interrelated systems
Language users draw on this resource each time they use languahe
Language users create texts to create meaning
Texts are shaped by the social context in which they are used
The social context is shaped by the people using language
Approach
Theory of language