LANGUAGE TEACHING ok

Approaches and Methods on Language teaching

Communicative approach: Situational Language Teaching method

Structuralistic approach: Audiolingual method

Formalist approach:Grammar-Translation Method

Beyond the communicative approach: the affective humanistic approach: the suggestopedic method

Cooperartive approaches

Notional-functional method

Integration of skills

Timeline of different methods to teach Foreing Languages

bibliography and sitography

Approaches and Methods on Language teaching

Communicative approach: Situational Language Teaching method

Structuralistic approach: Audiolingual method

Formalist approach:Grammar-Translation Method

Beyond the communicative approach: the affective humanistic approach: the suggestopedic method

Cooperartive approaches

Notional-functional method

Integration of skills

Timeline of different methods to teach Foreing Languages

bibliography and sitography

Approaches and Methods on Language teaching

Communicative approach: Situational Language Teaching method

Structuralistic approach: Audiolingual method

Formalist approach:Grammar-Translation Method

Beyond the communicative approach: the affective humanistic approach: the suggestopedic method

Cooperartive approaches

Notional-functional method

Integration of skills

Timeline of different methods to teach Foreing Languages

bibliography and sitography

Methodoloy

This method is influenced by behavioral hypotheses with particular reference to taxonomic linguistics. Thanks to a stimulus - response procedure, this method makes the student appear as an object on which to act mechanically. The student subjected to stimuli by the teacher and the machines (language laboratory) must give an answer and by repeating the exercise several times he learns the new structures. This process anticipates what will be the contrastive analysis of languages for which grammar is used to describe the two languages, L1 and L2 and immediately afterwards proceed with the interlingual comparison. According to the taxonomic model, language is seen as a series of strings, a series of non-contextualized sentences. The teacher takes care of driving the machine that becomes the means for learning. The exercises are of repetition and fixation of sentences. Spoken production is used to repeat structures and sentences without producing meaning in associated situational contexts.

CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

This method is influenced by behavioral hypotheses with particular reference to taxonomic linguistics. Thanks to a stimulus - response procedure, this method makes the student appear as an object on which to act mechanically. The student subjected to stimuli by the teacher and the machines (language laboratory) must give an answer and by repeating the exercise several times he learns the new structures. This process anticipates what will be the contrastive analysis of languages for which grammar is used to describe the two languages, L1 and L2 and immediately afterwards proceed with the interlingual comparison. According to the taxonomic model, language is seen as a series of strings, a series of non-contextualized sentences. The teacher takes care of driving the machine that becomes the means for learning. The exercises are of repetition and fixation of sentences. Spoken production is used to repeat structures and sentences without producing meaning in associated situational contexts.

https://onlinedegrees.sandiego.edu/complete-list-teaching-methods/

https://www.educationcorner.com/teaching-methods-strategies.html

https://unige.it/off.f/2019/ins/38620.html?codcla=10713

Insegnare italiano a stranieri di Pierangela Diadori

https://www.researchgate.net/publication/326913728_APPROCCI_METODOLOGICI_PER_LA_DIDATTICA_Dall'organizzazione_didattica_alla_valorizzazione_dei_diversi_stili_di_apprendimento

https://www.unisi.it/ugov/degreecourse/300410

CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

Didactic resources

CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

Key competencies

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https://onlinedegrees.sandiego.edu/complete-list-teaching-methods/

https://www.educationcorner.com/teaching-methods-strategies.html

https://unige.it/off.f/2019/ins/38620.html?codcla=10713

Insegnare italiano a stranieri di Pierangela Diadori

https://www.researchgate.net/publication/326913728_APPROCCI_METODOLOGICI_PER_LA_DIDATTICA_Dall'organizzazione_didattica_alla_valorizzazione_dei_diversi_stili_di_apprendimento

https://www.unisi.it/ugov/degreecourse/300410

CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

Indicators

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CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

Evaluation instruments

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CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

Temporo-spatial distribution

CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

Learning Together is characterized by informal, formal learning structures and grassroots cooperative groups.

Johnson and Johnson define cooperative learning as "the relationship in a group of students that requires positive interdependence (the sense of making it together or sinking), individual responsibility (everyone must contribute and learn), social skills (communication, trust, leadership decision making, conflict resolution), face-to-face promotional interaction and review (reflect on how well the group is performing and how to work even better) ”.

Cooperative approaches

Cooperative learning

CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

Indicators

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Product

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After recreating the ideal environment. The teacher stimulates the student's subconscious to help him relax and promote the learning process. The tone of the voice is low and the phases of the lesson are explained. After that, students can be asked to close their eyes and visualize a particular scene or event to stimulate the power of suggestion. In this first part of the lesson the teacher therefore acts almost like a psychotherapist. At the end of this first phase, the student is asked to choose a new identity (a new name name in the language of learning), so as to facilitate the acquisition from within. At this point the lesson can begin and the music starts. In this first phase, the music used is classical music, often Beethoven, which does not remain in the background but fully enters the teaching / learning process. In fact, the teacher reads the text chosen for the lesson interpreting it with the body and voice following the rhythm of the music. At the end of this first reading, she follows a non-dramatized one that students can follow on a sheet. This is the end of the first part of the lesson. The second part is called active. Students re-read and interpret the text aloud in groups or individually to memorize the vocabulary and grammatical forms. Finally, to better fix what has been learned, we continue with games, songs, puzzles, dances that recall the lexical, grammatical and phonetic forms that were the subject of the lesson. At the end, the student is asked to reread the text at home before going to bed and after waking up.

Methodoloy

After recreating the ideal environment. The teacher stimulates the student's subconscious to help him relax and promote the learning process. The tone of the voice is low and the phases of the lesson are explained. After that, students can be asked to close their eyes and visualize a particular scene or event to stimulate the power of suggestion. In this first part of the lesson the teacher therefore acts almost like a psychotherapist. At the end of this first phase, the student is asked to choose a new identity (a new name name in the language of learning), so as to facilitate the acquisition from within. At this point the lesson can begin and the music starts. In this first phase, the music used is classical music, often Beethoven, which does not remain in the background but fully enters the teaching / learning process. In fact, the teacher reads the text chosen for the lesson interpreting it with the body and voice following the rhythm of the music. At the end of this first reading, she follows a non-dramatized one that students can follow on a sheet. This is the end of the first part of the lesson. The second part is called active. Students re-read and interpret the text aloud in groups or individually to memorize the vocabulary and grammatical forms. Finally, to better fix what has been learned, we continue with games, songs, puzzles, dances that recall the lexical, grammatical and phonetic forms that were the subject of the lesson. At the end, the student is asked to reread the text at home before going to bed and after waking up.

notional-functional method

• As explained by the Common European framework of languages, the skills refer mainly to the ability to implement communicative skills of the acquired language. Language becomes a set of language models that can vary according to the communicative situation, giving ample space to what can be defined as "pragmatic competence". Grammar is no longer the main objective but it is the tool inserted within functional schemes for speaking in various cultural contexts. Following in the footsteps of Gestalt psychology, inductive learning for the gramarica is functional within this methodology. The student-teacher ratio also changes. The teacher no longer has the role of supremacy but helps the students in the learning process using techniques such as roile-play, problem solving. The language laboratory becomes an atelier for the acquisition of the target language, above all innovative thanks to new communication and digital technologies.

CANVAS MULTIPAGES - LOREM IPSUM DOLOR SIT AMET

Didactic resources

CENTURY : XIX century The object of teaching is the language as static and non-dynamic, privileging writing and not orality and communication. Grammar plays a fundamental role and is taught with a deductive method. The student uses the L1 language and carries out exercises of translation, memorization and transformation of sentences. The relationship between student and teacher is completely asymmetrical. The translation is of literary passages that have no bearing on the real use of the language. The means used are study manuals that are not very motivating due to the lack of colors and images.

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