Unit 3.
Teaching Methods
María Martínez Villar
Lorena Masip Orts
Pau Castañer LLidó
Audio-lingual Method
Grammar Translation Method
Total Physical Response
The Silent Way
Suggestopedia
Communicative
Language Teaching
Direct Method
Community Language Learning
Historical Background
based on the study of grammar and put into practice through word-for-word translation into the native language.
Dates
Late 1800's: Direct Method
Between 1920-1960: Unidirectional situational
language teaching (UK) / Audio-Lingual method (USA)
Method
Background descended from classical languages such as Latin and Greek.
MAIN GOAL
Learning the language in order to know how to read its literature or take benefit from the mental discipline and intellectual development
Characteristics
• Classes are taught in the mother tongue
• Vocabulary is studied in the form of lists of isolated words.
• Grammar is taught from a theoretical point of view
• Content of texts is not considered very important.
• No attention is paid to pronunciation.
Author
Charles Berlitz
a great advocate of the present method, he was the promoter of schools where the Berlitz Method is taught. Nowadays, is known worldwide.
As a consequence of the inability of GTM
teachers began to jump on the bandwagon of the new experimental methods of foreign language learning
BY
trying to make them resemble their native mother tongue.
AREAS
Oral communication
spontaneous use of language
thinking in the target language
Focus on
daily vocabulary and phrases
inductive grammar
questions and answer
demonstrations of everyday conversations
correct pronunciation
Date
WWI
For military reasons
Focused on
Listening skills
Oral skills
QUICK RESULTS
Objetive
create communucative competence
The students take more responsability
Students and teachers
They can express
MUTUAL SUPPORT
Method
grammar and vocabulary taught inductively
"Chunks" of target lenguaje are recorded to listen to it later
Date
1970
By
Caleb Gattegno
click to edit
Method
the teacher is quiet most of the time so the students can talk
Mixture of silence and gestures
The students have the responsability of learning
Pronunciation is important.
Date
Late 70's by Georgi Lozanov
Bulgarian psychologist
students don’t develop their maximum capacity when learning a language because they are frightened about not being able to perform well
Focus on
"desuggestion"
is trying to provide the optimal conditions for learning, and for that, is trying to find and create a relaxed state of mind for them to feel confident and get the control of it.
Elements used
dim lighting
comfortable chairs
Baroque music
specific rhythm and a pattern of 60 beats per minute
create a high level of relaxed concentration
increase in alpha brain waves and decrease in blood pressure, helping the intake and retention of material and to acquire the knowledge and the topics
Date and author
James Asher around the 1960s
one of the most popular methods for teaching languages right now
Method
the teacher's actions and language match each other
Main idea
the memory is stimulated and increased when it is closely associated with motor activity
the process involves a substantial amount of listening and comprehension in combination with various
"physical responses"
smiling
reaching
grabbing
looking
is considered like an umbrella approach that has become the accepted norm in the field
The communicative approach seeks to make meaningful communication and language use a focus of all classroom activities.
Method
reaction against the grammar-based approaches such as the audiolingual method and grammar-translation methods of foreign language
that ignored that the goal of language learning is
COMMUNICATIVE COMPETENCE
Main principles
-Learners learn a language through using it to communicate.
-Authentic and meaningful communication should be the goal of classroom activities.
-Fluency is an important dimension of communication.
-Communication involves the integration of different language skills.
-Learning is a process of creative construction and involves trial and error.