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Approaches and Methods in Language Teaching - Coggle Diagram
Approaches and Methods in Language Teaching
Language teaching innovations in the nineteenth century
Educators recognized the need for language proficiency rather than reading comprehension, grammar, or literary appreciation as the goal of foreign language programs; teaching principles were developed from observation of children's language learning.
But the work of the ideas and methods of Marcel, Pendergast and Gouin and other innovators developed outside the context of established educational circles and therefore lacked the means for wider dissemination, acceptance and application.
The Direct Method
The direct method of teaching was developed in response to the grammar-translation method. Grammar is taught inductively, emphasis is placed on speaking and listening, and only useful "everyday" language is taught.
A brief history of language teaching
Changes in language teaching methods throughout history have reflected recognition of changes in the type of proficiency needed by learners.
Such as the move toward oral proficiency rather than reading comprehension as the goal of language study; they have also reflected changes in theories of the nature of language and language learning.
The Reform Movement
Women, in particular, played an important role in these changes. Major movements of the era fought for women's suffrage, the limitation of child labor, abolition, temperance, and prison reform.
The Grammar-Translation Method
Grammar Traslation was the offspring of German scholarship, the object of wich, according to one of its less charitable critics, was "to know everything about something rather than the thing itself"
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 reading texts used, and words are taught through bilingual word lists, dictionary study and memorization.
The sentence is the basic unit of language teaching and practice. Earlier approaches to foreign language study used grammar as an aid to the study of texts in a foreign language.
Accuracy is emphasized. Students are expected to achieve a high level of quality in translation
Grammar is learned deductively, through the presentation and study of grammatical rules, which are then practiced, it was intended to teach grammar in an organized and systematic way.
The learner's native language is the medium of instruction. It is used to explain and to make comparisons between the foreign language and the learner's mother tongue.
Approach
Refers to theories about the nature of language and language learning that serve as a source of practices and principles in language teaching.
Theory of language
Is very complex phenomenon and is studied from the perspective of mane different disciplines, including linguistics, literature psychology, anthropology and sociology.
Interactional model: Language is seen as a tool for the creation and maintenance of social relations,
Sociocultural: Is sometimes said to undergird accounts of Task- Based the theories of learning assumed in different methods throughout.
Genre model: Genre refers to an area medicine, literature.
Theory of learning
Although specific theoriees of the nature of language may provide the basis for a particular teaching method, all methods reflect either explicity or implicity, a theory of language learning.
Behaviorism: Was based on the view that learning is a process in wich specific behaviors are acquired in response to specific stimuli.
Cognitive: Learning is seen to depend on cognitive processing and mental effort.
Creative: still implicit in current theorie of second language acquisition, suggest that learning is not simply a question of reproducing imput but a creative process.
Skill learning: suggests that complex uses of language are made up of a hierarchy of skills.
Interactional: Argues that learning is an interactive process and depends on learners working together to achieve mutual understanding.
Constuctivism: Learning theory that has had a powerful influence on education and on theories of a second language learning.
The role of instructional materials
The syllabus defines linguistic content in terms of language elements structures, topics, notions, functions or tasks.
Some methods require the instructional use of existing materials, found materials and realia. Some assume teacher- proof materials that even poorly trained teachers with imperfect control of the target language can teach with.
Procedure
It is the level at wich we describe how a method realizes its approach and design in classroom behavior.
Essentially, then, procedure focuses on the way a method handles the presentation, practice and feedback phases of teaching.
Approach and method
When linguists and language specialists attempted to improve the quality of language teaching, they tended to do so by referring to general principles and theories about how languages are learned, how language knowledge is represented and organized in memory, or how language itself is structured.
They sought a rational answer to questions such as those concerning the principles of vocabulary and grammar selection and sequencing,
Design
Types of learning and teaching activities
Teaching activities that focus on grammatical accuracy may be quite different from those that focus on communicative skills.
In Communicative Language Teaching and Task- Based Language Teaching, the same games may be used to introduce or provide practice for particular types of interactive exchanges.
Learner roles
A method reflects explicit or implicit responses to questions concerning the learners contribution to the learning process.
These are designed to shift gradually the responsibility for learning from the teacher to the learner.
As a participant in dialogue and interpersonal communication is central to functional and task based methods, while the learner as an active processor of language and information and one who draws on prior knowledge schema.
The syllabus
Decisions about the choice of language content relate to both subject matter and linguistic matter. In straighforward terms, one makes decisions about what to talk obuot and how to talk about it.
Traditionally the term syllabus has been used to refer to the form in which linguistic material is specified in a course or method.
Teacher roles
In methods are related to the followin issues the types of functions teachers are expected to fulfill, whether that of practice director, counselor or model.
The role of the teacher will method is predicated, since the success of a method may depend on the degree to wich the teacher can provide access to the learning processes and content or create the conditions for successful language learning.
Objectives
Conclusion
In the remaining chapters of this book, we will attempt to make each of these features of approach, design and procedure explicit with reference to the major language teaching approaches and methods in use today.
Methods can develop from the level of approach or from that of procedure.
Some methodologists would resist calling their proposals a method, although if descriptions are possible at each of the levels described, we would argue that what is advocated has, in fact the status of a method.