1.2 Methods and approaches in language teaching
By: Briana Méndez
CONTENT
1. Grammar-Translation Method
3. The Audio-Lingual Method
2. The Direct Method
6. Community Language Learning
5.Desuggestopedia
4. The Silent Way
8. Communicative Language Teaching
7. Total Physical Response
9. Content-based Instruction
10. Task-based Language Teaching
Resources
the Grammar-Translation Method
1.
Through the study of the grammar students it would help students to speak and write in their native language better.
principles:
• The goal: for students to translate each language into the other.
• The ability to communicate in the target language is not a goal.
• The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation.
• The teacher is the authority in the classroom.
•Learning is facilitated through attention to similarities between the target language and the native language.• Deductive application of an explicit grammar rule is a useful pedagogical technique. • Verb conjugations and other grammatical paradigms should be committed to memory.
2.
The Direct Method
The goal is learning how to use another language to communicate.> One rule: No translation is allowed.
• Students should learn to think in the target language.. • Vocabulary should be used in full sentences, rather than memorizing word lists. • Self-correction facilitates language learning.
• Lessons should contain opportunities for students to use language in real contexts.
• Grammar should be taught inductively: there may never be an explicit grammar rule given
• The syllabus is based on situations or topics, not usually on linguistic structures.
principles:
• Pronunciation, writing, and reading should be worked on from the beginning. However, the reading skill will be developed through practice with speaking.
• Objects should be used to help students understand the meaning
• The native language should not be used in the classroom.
• The teacher should demonstrate, not explain or translate.
3.
The Audio-Lingual Method
It promotes the use of grammatical sentence patterns & it uses psychology through conditioning.
• Students should learn to answer automatically without stopping to think. • The teacher's role: to conduct, guide, and control.• The major objective: to acquire the structural patterns; students will learn vocabulary afterward.• The ‘natural order’ of skill acquisition is: listening, speaking, reading, and writing.
principles:
• Language occurs naturally within a context.
• The students’ native language should interfere as little as posible. • Language learning is a process of habit formation
• It is important to prevent learners from making errors. When they occur, they should immediately be corrected.
• The purpose is to learn how to use the language to communicate. • Positive reinforcement helps the students to develop correct habits.
4.
The silent way
It says that language must not be considered a product of habit formation, but something where people use their own thinking processes.
principles:
• The teacher should start with something the students already know. The elements of the language are introduced logically.• Language is not learned by repeating after a model. Students need to develop their own ‘inner criteria’
• Reading is worked on from the beginning
• Silence is a tool. It helps to foster autonomy and initiative. • Meaning is made clear by focusing students’ perceptions, not through translation • Errors are necessary to learning.
• Students should engage in a great deal of meaningful practice without repetition.• The teacher can gain valuable information from student feedback.
• The syllabus is composed of linguistic structures, but are not arranged in a linear fashion.
5.
Desuggestopedia
In order to use better our capacity, the limitations we think we have need to be ‘desuggested' = eliminate the feeling that we cannot.
principles:
• Learning is facilitated in a cheerful environment.• If the students trust and respect the teacher’s authority, they will accept and retain information better.
• The teacher should integrate indirect positive suggestions into the learning situation.
• The teacher should explain the grammar and vocabulary, but not dwell on them.
• Meaning is made clear is through native language translation.
• Songs and dramatization are valuable ways of playfully activating the material.• It is important to avoid repetition as much as possible.
• In an atmosphere of play, the conscious attention of the learner should focus on using the language.
• Errors are corrected gently, not in a direct, confrontational manner.
6.
Community Language Learning
This method advises teachers to consider their students as ‘whole persons’ and their feelings, reactions, and desire to learn.
principles:
• The teacher ‘counsels’ the students. He shows that he is listening to them and understands what they are saying.• The teacher encourages student initiative and independence.• The students’ native language is used to make the meaning clear.
• Cooperation, not competition, is encouraged.
• Retention will best take place somewhere in between novelty and familiarity.
• The ‘syllabus’ is generated primarily by the students.
• It is importatn to build a relationship with and among students.
• Explain what is going to happen next. When students have an idea of what will happen, they feel more secure.
• Language is for communication.
• In order to reduce the threatening feeling, the teacher should not remain in the front of the classroom.
7.
Total Physical Response
principles:
• Students can learn through observing and performing actions.• It is important that students feel successful. • Students should not be made to memorize fixed routines. • Correction should be carried out in an unobtrusive manner. • Students must develop flexibility in understanding novel combinations of target language chunks. • The students’ understanding of the target language should be developed before speaking.
• Spoken language should be emphasized over written language, and students will speak when they are ready.
• Students are expected to make errors when they first begin speaking. Teachers should be tolerant of them.
> This method put the principles of the Comprehension Approach into practice. > It gives importance to listening comprehension. > It says that after the learner internalizes an extensive map of how the target language works, speaking will appear spontaneously.
8.
Communicative Language Teaching
principles:
• Whenever possible, language should be introduced and used in a real context.• The target language is a vehicle for classroom communication. • Students must learn about cohesion and coherence.
• Games are important because they have features in common with real communicative events.
• Students should be given an opportunity to express their ideas and opinions.
• Errors are tolerated and seen as a natural outcome.
• The teacher has to establish situations likely to promote authentic communication. • The grammar and vocabulary that the students learn follow from the function, situational context, and the roles of the interlocutors.
Applying the theoretical perspective of the Communicative Approach (being able to use the communicative competence), Communicative Language Teaching (CLT) aims to make communicative competence the goal of language teaching.
9.
Content-based Instruction
It goes beyond giving students opportunities to practice communication and gives priority to it.
principles:
• Both the content and the language are targets for learning.
• Teaching should build on students’ previous experience.
• The teacher scaffolds the linguistic content.
• When learners perceive the relevance of their language use, they are motivated to learn.
• Language is learned most effectively when working on or dicussing topics of interest.
• Vocabulary is easier to acquire when there are contextual clues to help convey meaning.• Learners work with meaningful, cognitively demanding and authentic material and tasks.
• It is important for students to learn the discourse organization of academic texts.
• Graphic organizers help students develop the skills that they need.
Task-based Language Teaching
10.
The central purpose of this method is the problem-solving negotiation between knowledge that the learner holds and new knowledge.
principles:
• The teacher uses whatever language is necessary to have students comprehend the current step in the pre-task. • The teacher should not interrupt the students when they are focused on meaning.
• Students should receive feedback. • Repeating the language that they have been working on shows learners what they can and what they cannot yet do.
• ‘Listen-and-do’ tasks promote acquisition of new vocabulary and provide a good model for grammatical form.
• The class activities have a perceived purpose and a clear outcome.
• A pre-task is a helpful way to have students see the logic involved in what they are being asked to do.
• The teacher breaks down into smaller steps the logical thinking process necessary to complete the task.
Resources
Larsen- Freeman, D. and Anderson, M. (2011). Techniques & principles in language teaching. New York: OXFORD. Retrieved from: https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdf
Mathods and approach in language teaching
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Transcript
1.2 Methods and approaches in language teaching
By: Briana Méndez
CONTENT
1. Grammar-Translation Method
3. The Audio-Lingual Method
2. The Direct Method
6. Community Language Learning
5.Desuggestopedia
4. The Silent Way
8. Communicative Language Teaching
7. Total Physical Response
9. Content-based Instruction
10. Task-based Language Teaching
Resources
the Grammar-Translation Method
1.
Through the study of the grammar students it would help students to speak and write in their native language better.
principles:
• The goal: for students to translate each language into the other. • The ability to communicate in the target language is not a goal. • The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation. • The teacher is the authority in the classroom.
•Learning is facilitated through attention to similarities between the target language and the native language.• Deductive application of an explicit grammar rule is a useful pedagogical technique. • Verb conjugations and other grammatical paradigms should be committed to memory.
2.
The Direct Method
The goal is learning how to use another language to communicate.> One rule: No translation is allowed.
• Students should learn to think in the target language.. • Vocabulary should be used in full sentences, rather than memorizing word lists. • Self-correction facilitates language learning. • Lessons should contain opportunities for students to use language in real contexts. • Grammar should be taught inductively: there may never be an explicit grammar rule given • The syllabus is based on situations or topics, not usually on linguistic structures.
principles:
• Pronunciation, writing, and reading should be worked on from the beginning. However, the reading skill will be developed through practice with speaking. • Objects should be used to help students understand the meaning • The native language should not be used in the classroom. • The teacher should demonstrate, not explain or translate.
3.
The Audio-Lingual Method
It promotes the use of grammatical sentence patterns & it uses psychology through conditioning.
• Students should learn to answer automatically without stopping to think. • The teacher's role: to conduct, guide, and control.• The major objective: to acquire the structural patterns; students will learn vocabulary afterward.• The ‘natural order’ of skill acquisition is: listening, speaking, reading, and writing.
principles:
• Language occurs naturally within a context. • The students’ native language should interfere as little as posible. • Language learning is a process of habit formation • It is important to prevent learners from making errors. When they occur, they should immediately be corrected. • The purpose is to learn how to use the language to communicate. • Positive reinforcement helps the students to develop correct habits.
4.
The silent way
It says that language must not be considered a product of habit formation, but something where people use their own thinking processes.
principles:
• The teacher should start with something the students already know. The elements of the language are introduced logically.• Language is not learned by repeating after a model. Students need to develop their own ‘inner criteria’ • Reading is worked on from the beginning • Silence is a tool. It helps to foster autonomy and initiative. • Meaning is made clear by focusing students’ perceptions, not through translation • Errors are necessary to learning.
• Students should engage in a great deal of meaningful practice without repetition.• The teacher can gain valuable information from student feedback. • The syllabus is composed of linguistic structures, but are not arranged in a linear fashion.
5.
Desuggestopedia
In order to use better our capacity, the limitations we think we have need to be ‘desuggested' = eliminate the feeling that we cannot.
principles:
• Learning is facilitated in a cheerful environment.• If the students trust and respect the teacher’s authority, they will accept and retain information better. • The teacher should integrate indirect positive suggestions into the learning situation. • The teacher should explain the grammar and vocabulary, but not dwell on them. • Meaning is made clear is through native language translation.
• Songs and dramatization are valuable ways of playfully activating the material.• It is important to avoid repetition as much as possible. • In an atmosphere of play, the conscious attention of the learner should focus on using the language. • Errors are corrected gently, not in a direct, confrontational manner.
6.
Community Language Learning
This method advises teachers to consider their students as ‘whole persons’ and their feelings, reactions, and desire to learn.
principles:
• The teacher ‘counsels’ the students. He shows that he is listening to them and understands what they are saying.• The teacher encourages student initiative and independence.• The students’ native language is used to make the meaning clear. • Cooperation, not competition, is encouraged. • Retention will best take place somewhere in between novelty and familiarity. • The ‘syllabus’ is generated primarily by the students.
• It is importatn to build a relationship with and among students. • Explain what is going to happen next. When students have an idea of what will happen, they feel more secure. • Language is for communication. • In order to reduce the threatening feeling, the teacher should not remain in the front of the classroom.
7.
Total Physical Response
principles:
• Students can learn through observing and performing actions.• It is important that students feel successful. • Students should not be made to memorize fixed routines. • Correction should be carried out in an unobtrusive manner. • Students must develop flexibility in understanding novel combinations of target language chunks. • The students’ understanding of the target language should be developed before speaking. • Spoken language should be emphasized over written language, and students will speak when they are ready. • Students are expected to make errors when they first begin speaking. Teachers should be tolerant of them.
> This method put the principles of the Comprehension Approach into practice. > It gives importance to listening comprehension. > It says that after the learner internalizes an extensive map of how the target language works, speaking will appear spontaneously.
8.
Communicative Language Teaching
principles:
• Whenever possible, language should be introduced and used in a real context.• The target language is a vehicle for classroom communication. • Students must learn about cohesion and coherence. • Games are important because they have features in common with real communicative events. • Students should be given an opportunity to express their ideas and opinions. • Errors are tolerated and seen as a natural outcome. • The teacher has to establish situations likely to promote authentic communication. • The grammar and vocabulary that the students learn follow from the function, situational context, and the roles of the interlocutors.
Applying the theoretical perspective of the Communicative Approach (being able to use the communicative competence), Communicative Language Teaching (CLT) aims to make communicative competence the goal of language teaching.
9.
Content-based Instruction
It goes beyond giving students opportunities to practice communication and gives priority to it.
principles:
• Both the content and the language are targets for learning. • Teaching should build on students’ previous experience. • The teacher scaffolds the linguistic content. • When learners perceive the relevance of their language use, they are motivated to learn. • Language is learned most effectively when working on or dicussing topics of interest.
• Vocabulary is easier to acquire when there are contextual clues to help convey meaning.• Learners work with meaningful, cognitively demanding and authentic material and tasks. • It is important for students to learn the discourse organization of academic texts. • Graphic organizers help students develop the skills that they need.
Task-based Language Teaching
10.
The central purpose of this method is the problem-solving negotiation between knowledge that the learner holds and new knowledge.
principles:
• The teacher uses whatever language is necessary to have students comprehend the current step in the pre-task. • The teacher should not interrupt the students when they are focused on meaning. • Students should receive feedback. • Repeating the language that they have been working on shows learners what they can and what they cannot yet do. • ‘Listen-and-do’ tasks promote acquisition of new vocabulary and provide a good model for grammatical form.
• The class activities have a perceived purpose and a clear outcome. • A pre-task is a helpful way to have students see the logic involved in what they are being asked to do. • The teacher breaks down into smaller steps the logical thinking process necessary to complete the task.
Resources
Larsen- Freeman, D. and Anderson, M. (2011). Techniques & principles in language teaching. New York: OXFORD. Retrieved from: https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdf