1.2 Foro. Methods and approaches in language teaching.

Gustavo Najar Cárdenas.

1.2 Foro. Methods and approaches in language teaching

Teaching approach is a set of principles, beliefs or ideas about the nature of learning which is translated into the classroom. Teaching strategy is a long term plan of action designed to achieve a particular goal.

INTRODUCTION

In English language teaching pedagogy the three key terms method, approach and technique are used frequently and interchangeable. The term ‘Method’ is very ambiguous, and refers to the overall plan for the orderly presentations of language material, no part of which contradicts and all of which is based on selected approach and procedure.

Teaching method is a systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural. Teaching technique is a well-defined procedure used to accomplish a specific activity or task.

GRAMMAR TRANSLATION METHOD

The grammar translation method is a method of teaching foreign languages derived from the classical method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.

Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the target language, and to further students’ general intellectual development.

DIRECT METHOD

Direct method in teaching a language is directly establishing an immediate and audio visual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue.

Direct method of teaching languages aims to build a direct way into the world of the target language making a relation between experience and language, word and idea, thought and expression rule and performance.

This method is based on the assumption that the learner should experience the new language in the same way as he/she experienced his/her mother tongue without considering the existence of his/her mother tongue..

AUDIO-LINGUAL METHOD

The audio-lingual is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement.

Like the direct method, the audio-lingual method advised that students should be taught a language directly, without using the students' native language to explain new words or grammar in target language.

The idea is for the students to practice the particular construct until they can use it spontaneously. The lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing the desired response will result in a student receiving negative feedback.

HUMANISTIC APPROACH

This theory and approach in education takes root in humanistic psychology, with the key concepts focusing on the idea that children are good at the core and that education should focus on rational ways to teach the “whole” child.

•Teachers can help students set learning goals at the beginning of the year, and then help design pathways for students to reach their goals. Students are in charge of their learning, and teachers can help steer them in the right direction.

Teachers can create exciting and engaging learning opportunities. For example, teachers trying to help students understand government can allow students to create their own government in the classroom. Students will be excited about learning, as well as be in-charge of how everything runs.•

COMMUNICATIVE LANGUAGE

Learners in environments using CLT techniques learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class.

Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations.

Oral activities are popular among CLT teachers, as opposed to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted responses from students.

PRINCIPLED ELECTICISM

The term “eclectic approach” refers to a teaching approach that is not based on a single method (e.g. task-based teaching, or CLIL) but that draws on several different method principles that are made use of in practice.

They described eclectic approach which combines listening, speaking, reading and writing and may include some practice in the classroom. Basically, principled eclecticism refers to the use of various teaching styles in a discriminating manner as required by learner needs and styles.

THE SILENT WAY

Learning is facilitated if the learner discovers or problem solves. Students work co-operatively and independently from teacher.Learning is facilitated if the learner discovers or problem solves. Students work co-operatively and independently from teacher.

Very structural- language is taught in ‘building blocks’. But syllabus is determined by what learners need to communicate.

Teacher should be as silent as possible, modelling items just once. Language is learnt inductively.

TOTAL PHYSICAL RESPONSE

Learners will learn better if stress to produce language is reduced. Learners, like children, learn from responding to verbal stimulus.

Also structural. Mainly uses imperative ‘’everyday conversations are highly abstract and disconnected; therefore to understand them requires a rather advanced internalization of the target language.’ Asher Not clear how TPR used at advanced levels.

Teacher’s role not so much to teach as provide opportunities for learning. But very teacher directed- even when learners interact with each other, usually the teacher who directs.

COMMUNITY LANGUAGE LEARNING

Not behavioral but holistic. Teacher and learners involved in ‘an interaction in which both experience a sense of their wholeness.

Learners learn through interaction with each other and the teacher. They attempt communication and the teacher helps them to say what they want to say (using translation as necessary)

Language is communication. Not structural, but based on learning how to communicate what you want to say.

SUGGESTOPAEDIA

People remember best and are most influenced by material coming from an authoritative source. Anxiety should be lowered through comfortable chairs, baroque music etc.

The teacher starts by introducing the grammar and lexis ‘in a playful manner’, then reads the text while the students follow or just relax and listen. Students then use the language in fun and/or undirected ways.

Language is gradually acquired. No correction.

CONCLUSIONS

Language learning is such a complex process that it is impossible to offer a single solution to all our problems. Perhaps the best method is the one which works, and this varies from context to context. Any method which creates conditions for learning to take place is good. It should enable the learner to acquire the strategies of learning rather than merely equipping him with knowledge.

REFERENCES

Dornyei, Z. (2005). The psychology of the language learner. Mahwah, NJ: Lawrence Erlbaum Associates. Principles of Teaching:Different Methods and Approaches (slideshare.net) Richards, J.C. and T.S. Rodgers (2001) (IInd ed.), ‘Approaches and Methods in Language Teaching’, UK: CUP, pp. 115 to 122