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LANGUAGE TEACHING APPROACHES, Tania Gamero Valentina Márceles Gimena…
LANGUAGE TEACHING APPROACHES
Oral approach
This approach began with the work of British applied linguists in the 1920s and 1930s.
Is an approach to methodology that includes
systematic principles of selection.
Focuses on developing oral communication skills, such as speaking and listening.
Repetition and frequent practice are key components to improving pronunciation and confidence in speaking.
Teacher's role
The teacher serves as a model.
The teacher must capture the attention
of the students.
Setting up situations in which the need for the target structure is created.
Then modeling the new structure for students to repeat.
The teacher is required to be a skillful
manipulator.
Student's role
Listen and repeat
what the teacher says.
Respond questions
and commands.
Receptive disposition.
Activities
The students should say sentences representing that they can see in the pictures.
Repetition of vocabulary.
Resources
Flashcards
Pictures
Stick figures
Lexical approach
This approach was developed by Michael Lewis (1993).
Is a way of analyzing and teaching language based on the idea that it is made up of lexical units rather than grammatical structures.
Teacher’s role
•Teacher talk is a major source of learned input.
•organizing technological systems and creating environment to help effectively learners.
•Teacher’s methodology in classroom.
•task.
•Planning.
•Report.
Student’s role
•The idea of the learners as "discoverer".
•To observe, classify and make generalizations.
•The analyser of real life language samples based on his or her own explanations (data analyst).
•Providing participation with listening, noticing and reflecting.
Teaching and classroom activities.
•Extending what students already know by adding knowledge of collocation restrictions to know vocabulary.
•Storing collocations through encouraging students to keep a lexical notebook.
•Making students aware of colocations.
•Teaching individial collocations.
Materials and teaching resourses
Course package computer.
Colletion of vocabulary.
Teaching activities.
Programs and attached data sets.
Whole language approach
Whole language was created in the 1980s by a group of
U.S educatores.
What is it?
To learn applying the language in a real context.
The Whole Language movement is not a teaching method.
Language skills:
speaking, listening,
reading and writing
should be worked on in
a related way.
Content is taught in a meaningful context.
Materials
Real-world materials
Storybooks
Reading of real text of high interest.
Student produced material.
Student's role
Student-centered.
Is a collaborator.
Evaluator.
Teacher's role
Active participant in the learning
community.
Creates a climate that supports
collaborative learning.
Teaches students and not subject matter.
Task based learning
Activities where the target languages are used by the teacher for a communicative purpose.
The estructural
framework of TBL
Pre-task
Task
Post-task
Teacher's role
Monitoring the processes of the
students working with the main task.
Student's role
Students solve tasks that are
relevant andinteresting to them.
Activities
-Make a presentation
-Write a text
-Write a history and read it
-Write a script
Communicative language teaching
Focus on using language skills for communication
Learners need authentic practice communicating to build fluency
Grammar is taught for accuracy and listener understanding
Student's role
Active Active participation
Real communication
Collaboration
Self-correction and self-assessment
Teacher's role
Facilitator of the communication process
Researcher, learner and advisor Organizer of communicative
Resources and activities
Researcher, learner and advisor
Didactic materials
An analysis of tasks for thematic development.
A description of the practice situation.
Comprehension questions.
Paraphrasing exercises.
Audio-lingual approach
It focuses on oral and listening proficiency, emphasizing repetition and habit formation for learning.
It makes the learner understand the second language by memorizing and practicing speaking.
Instructions are given in the target language.
Errors are carefully avoided.
Listening and speaking are given priority in language teaching, and they precede reading and writing.
Teacher's role
The teacher is like an orchestra leader.
Directing and controlling the language behavior of his/her students.
Responsible for providing students with a good model for imitation.
Student´s role
Imitators of the teacher's model.
Follow the teacher's directions.
Respond as accurately and as
rapidly as possible.
Activities
Pattern drills of grammatical structures.
Mimicry memorization of dialogs through repetition
Material resources
Textbooks
Visuals (films and pictures)
Realia
Total physical response (TPR)
It is a concept used in psycology, therapy and education to describe a person´s total reaction to a particular situation.
Student´s role
Follow instructions.
Active participation.
Language-action association.
Teacher´s role
Action modeler.
Facilitator of clear instructions.
Motivator and animator.
Interaction promoter
Materials resources
Physical objects.
Action and body movements.
Drawing and cards.
Games and interactive activities
Music and songs.
Routines ans secuences.
Teaching and classroom activities
TPR Storytelling Session.
Simon Says with a Twist.
TPR Theater.
Action Songs for the Whole Class.
The Amazing Race.
Multiple intelligences
Developed by Howard Gardner in the 1980s.
Each individual possesses different types of intelligence, manifesting in unique ways.
This theory has transformed education, encouraging more personalized and tailored pedagogical approaches based on each student's strengths.
Promotes more effective learning, self-awareness, self-esteem, and success in various life domains.
Tania Gamero Valentina Márceles Gimena Orozco
