Please enable JavaScript.
Coggle requires JavaScript to display documents.
The nature of approaches and methods in language teaching - Coggle Diagram
The nature of approaches and methods
in language teaching
Approach
Theory of Language
Structural model
It is considered that the main objective of language is the mastery of phonemes. Some examples are:
The Audiolingual Method
Total Physical Response
Situational Language Teaching
Functional model
Language is the means for expressing meaning and carrying out real-world activities.
Cognitive model
Based on the idea that language reflects properties of the
mind. Some examples are:
The Grammar-
Translation Method
When the student acquires knowledge of the language through the study of grammar and translation.
Chomsky’s theory of universal grammar (1980s)
Based on the idea that language reflects properties of the
mind
Interactional model
Language as a tool for creation and
maintenance of social relationships.
Sociocultural model
It views language as a communicative activity in which the social context
Knowledge is constructed through social interaction with others
Genre model
Is refers to an area of human activity where there arc norms of language usage
Lexical model
Prioritizes the role of lexis and lexical chunks or phrases
Theory of Learning
Creative-construction hypothesis
Errors are seen as evidence of learning rather than signs
of faulty learning.
Behaviorism
Learning is acquired in response to specific stimuli.
Skill learning
Skills are integrated sets of behaviors that are learned through practice.
Interactional theory
Is an interactive process and depends on learners working
together to achieve mutual understanding.
Constructivism
emphasizes that learners arc actively involved in their own process of learning.
Social constructivism
It takes place in a particular social setting
Classroom
in which there is interaction between people
Teachers
Learners
Desing
Objectives
Focus primarily on oral skills and say that reading and writing skills are secondary
Emphasis on accurate grammar and pronunciation from the very
beginning.
Set out to teach general communication skills
Some methodsset out to teach the basic grammar and vocabulary of a language.
The syllabus
Decisions about the choice of language content relate to
both subject matter and linguistic matter.
Grammar-based courses
Sequencing and gradation are generally
determined according to the difficulty of items
Communicative oriented courses
Sequencing may be according to the learners’ perceived communicative
Types of learning and teaching activities
The are attained through the instructional process, through the organized and directed interaction
Learners
Materials in the classroom
Teachers
Methods
Communicative Language
Teaching
Information gap
learners work on the same activity, but each learner has different information needed to complete the activity.
Information transfer
The Silent Way
Make use of specially designed problem-solving activities that involve the use of special charts and colored rods.
Audiolingualism
Makes extensive use of dialogues and pattern practice
Learner roles
Audiolingualism
Learners were assigned much more power and autonomy in learning and the great diversity of learners was acknowledged
Humanistic methods
Emphasized the development of human values
Community Language Learning
and the Silent Way
Mentioned examples of this learner-centeredness as is the
more recent Multiple Intelligences
Teacher roles
Teacher roles in methods are related to the following issues:
The types of functions teachers are expected to fulfill
The degree of control the teacher has over how learning takes place
the degree to which the teacher is responsible for determining the content of what is taugh
The interactional patterns that develop between teachers and learners
Teachers role being a measure of counseling skills and attributes -warmth, sensitivity, and acceptance.
The role of instructional materials
The instructional materials in their turn further specify subject matter content, even where no syllabus exists
Some are designed to replace the teacher, so that learning can take place independently.
Prodecure
Encompasses the actual moment techniques, practices, and behaviors that operate in teaching a language
Describes how a method realizes its approach and design in classroom behavior
How these tasks and activities are integrated into les-
sons
There are three dimensions to a method at the level of procedure
Particular teaching activities are used for practicing language
Procedures and techniques used in giving feedback
to learners
The use of teaching activities
drills
dialogues
information gap activities
Focuses on the way a method handles
The presentation
Practice
feedback phases of teaching