Phase 5 - Final Activity - Diego Cuartas

Phase 5 - Final Activity.

Diego Mauricio Cuartas Betancur Group number: 518005 - 23 Tutor: Alba Lizeth Mora Methodology in foreign language teaching..

Description of the course:

The academic course Methodology in Foreign Language Teaching is part of the specific disciplinary field of the specific disciplinary component of the program. It is a methodological course (Theoretical-practical), which belongs to the path of the practical component of the Bachelor of Lenguas Extranjeras con Énfasis en Inglés, in its Observation - Participant phase, which is developed concerning a specific object of study, whose characteristic is that the observer collects the information in the natural environment of the observed object, thus becoming a participatory method of data collection that involves interaction with the phenomena and/or events that are observed. For this course, students must develop 48 hours, 32 hours IN SITU, in public or privateeducational institutions and 16 hours certified by your UNAD tutor based on the practical activities of the course. In the course, the Based-on Scenarios (ABE) pedagogical strategy will be used through tasks, chained one to another, with a series of activities as the central core of teaching Methodologies appropriation.

This course is divided into three units as there are three credits. The units refer to specific knowledge fields about methods, approaches, and designing of language teaching lessons, constantly drawing connections between theory and practice and encouraging reflection on students’ language learning and teaching experience. * The first unit of the course named Early Methods, seeks student knows the first teaching methods, as well as their history and the reasons for their emergence. It also contains key pedagogical concepts for teaching foreign languages. * The second unit named Recent Methods shows the methodologies that played an important role in the search for better methods and techniques for teaching foreign languages. Besides, it shows the evolution of the methods through the years, according to the socio-cultural changes of their time. * The third unit named Communicative Methods introduces students to the new trends in teaching methodologies, which are focused on strengthening the communicative skills of language students, which represents a great change in the process of foreign language teaching.

Link of the drive folder.

https://drive.google.com/drive/folders/1E9YDKEY2KZCF0STfyjccDhmDL4RW4azd?usp=sharing

Plan de trabajo.

Plan de trabajo.

Synthesis of the diarios de campo.

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Photographic evidence.

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Process of the observation practice

The course was based on both the guidelines of the Common European Framework (CEF) as in the competency standards of the Ministry of National Education (MEN) for English foreign language course development and molding pedagogical of the UNAD university. This course was organized into two big ideas and contains two deliverables and a test in addition to the initial test and the final test.

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Steps for the process of the observation practice.

Regarding the process applied during the observation I applied in five steps: 1- Identify Objective: I determined what to observe and why. 2- Establish Recording Method: In order to make the observations most effective, I observed the whole context carefully and took proper notes. 3- Develop Questions and Techniques: I determined whether I was conducting an informal or a formal observation. 4- Observe and Take Notes: I took notes of everything while observing or developing accompaniment sessions hoping to get as much information as I could. 5- Analyze Behaviors and Inferences: I analyzed individually the difference between what I observed (which were factual behaviors) and why what I observed happened.

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The most remarkable moments.

Some of the most remarkable moments were: 1- When I developed academic material. 2- When I gave personalized sessions to two students.

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The direct method:

The Direct Method, also called Natural Method, was established in Germany and France around 1900. It appeared as an answer to the shortcomings of the Grammar Translation Method. It is a method for teaching foreign languages that uses the target language, discarding any use of mother tongue in the classroom. This method is focused on: 1- Translation is completely banished from any classroom activity. The activities are carried out ONLY in the target language. 2- Oral teaching comes before any other kind of reading and writing activities. 3- Use of chain activities accompanied by verbal comments like: I go to the door. I open the door. I close the door. I return to my place. I sit down. (called the Gouin series) 4- Grammar is taught inductively. (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language.) 5- Emphasis is put on correct pronunciation and grammar.

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Why is this a great method?

As Brown (1973) expressed ¨the Direct Method was quite successful in private language schools, such as those of the Berlitz chain, where paying clients had the high motivation and the use of native-speaking teachers was the norm¨ (p. 12) Another fact regarding this method is what Krashen and Terrell highlighted (1983) said ¨this method it should be easier to make the meaning clear but not necessarily be accurate in all details of grammar¨( p. 71) Finally, we have what Ozolins (1993) stated about the direct method ¨included a role-play and simulations based on the language needed to function in specific situations¨ (p. 206)

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Communicative Language Teaching (CLT)

Communicative Language Teaching (CLT), which is an approach to the teaching of second and foreign languages, emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as the “Communicative Approach”. Why is this a great method?

1. CLT is a holistic approach. It doesn’t focus only on the traditional structural syllabus. It takes into consideration the communicative dimension of language.
2. CLT provides vitality and motivation within the classroom.
3. CLT is a learner-centered approach. It capitalizes on the interests and needs of the learner.
4. In a world where communication of information and information technology have broken new considerable ground, CLT can play an important role in education.

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Conclusions:

1- The observation of pedagogical practices must be developed not only as an educational research technique but also as an action of an intentional, specific, and systematic nature. 2- An adequate observation process implies evidencing the realities in which our students, and we will immerse ourselves, which is why the analysis and assertiveness are important to avoid judgments and interpretations that may distort the essence of the observation process itself, as well as the conclusions to which we must arrive. 3- As a process for collecting information, observation is essential in any formative evaluation whose ultimate goal is to improve the quality of the teaching and learning process and the educational system.

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References: 1- Alam, M. Z., & Mizan, F. B. (2019). The Perceptions about Computer Assisted Language Learning for L2 Vocabulary Acquisition. Journal of Language Teaching & Research, 10(5), 926–936. Retrieved from:https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=138349461&lang=es&site=eds-live&scope=site 2- Murcia, Y. (2020). Recent Methods. Retrieved from https://repository.unad.edu.co/handle/10596/35298 3- Richards, J., & Rodgers, T. (2001) A brief history of language teaching. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 5-17). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.003 4- Richards, J., & Rodgers, T. (2001) The Audiolingual Method. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 50-70). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.006 5- Richards, J., & Rodgers, T. (2001) The Silent Way. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 81-89). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.009 6- Richards, J., & Rodgers, T. (2001) Suggestopedia. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 100-107). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.011 7- Richards, J., & Rodgers, T. (2001) Total Physical Response. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 73-80). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.008

Diego Mauricio C.

References: 8- Richards, J., & Rodgers, T. (2001) Community Language Learning. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 90-99). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.010 9- Richards, J., & Rodgers, T. (2001) The Natural Approach. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 178-191). Cambridge: Cambridge University Press. Retrieved fromhttps://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.019 10- Richards, J., & Rodgers, T. (2001). The nature of approaches and methods in language teaching. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 18-35). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667305.004 Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.004 11- Richards, J., & Rodgers, T. (2001) Communicative Language Teaching. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 153-177). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.018 12- Richards, J., & Rodgers, T. (2001) Content-Based Instruction. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 204-222). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.021

Diego Mauricio C.

References: 13- Richards, J., & Rodgers, T. (2001) Task-Based Language Teaching. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 223-243). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.022 14- Richards, J., & Rodgers, T. (2001). Cooperative Language Learning. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 192-203). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.020

Diego Mauricio C.

¡Thanks!