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A presentation by Elena Chiaburu
What is language teaching methodology?
A whole complex of elements
The link between
theory and practice
Theories of
language learning
Instructional design
features Observed teaching practice
BEHAVIORISM
COGNITIVE
AFFECTIVE
COMMUNICATIVE COMPETENCE
SOCIOLINGUISTIC
MONITOR MODEL
TRANSFER
INTERDEPENDENCE
NEUROLOGICAL
INTERDEPENDENCE
The design features might include:
Stated objectives
Syllabus specifications
Types of activities
Roles of teachers, learners, materials
METHOD: •A systematic set of teaching practices based on a particular theory of language and
language learning.
•Fixed teaching system with prescribed techniques and practices.
APPROACH: •A group of related assumptions.
•Language teaching philosophy that can be interpreted and applied in a variety of different ways in the classroom.
TECHNIQUES:
•A way (how) to implement the method.
The Grammar Translation Method
1950s: Situational Language Teaching (UK)
Audiolingualism (USA)
Variety of methods: Silent way, Suggestopedia, Community Language Learning, TPR
1970s-1980s: More interactive views of language teaching--Communicative Language Teaching
COMMUNICATIVE LANGUAGE TEACHING
(CLT)PRINCIPLES:Learners learn the language through using it to communicate
Authentic and meaningful communication should be the goal of classroom activities
Fluency is an important dimension of communication
Communication involves the integration of different skills
Learning is a process of creative construction and involves trial and error
SOURCE: Theodore S. Rodgers, Language Teaching Methodology
Communicative Language Teaching inspired a number of approaches that share the same principles, but envision instructional practices in diverse ways:
THE NATURAL APPROACH
COOPERATIVE LEARNING
CONTENT-BASED TEACHING
TASK-BASED TEACHING
PREDICTIONS:Carrying on and refining current trends
OR
“Science-fiction” visionaries:
•Teacher/Learner collaboration
•Method synergistics
•Curriculum developmentalism
•Content-Basics
•Multiintelligencia
•Total Functional Response
•Strategopedia
•Lexical Phraseology
•O-zone Whole Language
•Full-Frontal Communication
TEACHER/LEARNER COLLABORATION:
matchmaking techniques
via on-line computer networks
METHOD SYNERGISTICS:
crossbreeding elements from various methods into a common program of instruction
“disciplined eclecticism”
CURRICULUM DEVELOPMENTALISM:
The curriculum perspective comes from general education and views successful
instruction as an interweaving of knowledge, instructional methodology, learner, and
administrative considerations.
CONTENT-BASICS:
Content-based instruction assumes that
language learning is a by-product of focus on meaning, on acquiring
content.
MULTIINTELLIGENCIA: an approach based on multiple intelligences
theories.
TOTAL FUNCTIONAL RESPONSE: New leads in discourse and genre (report, procedure, explanation, exposition, recount) analysis, schema theory, pragmatics, and functional grammar rekindle an interest in functionally based approaches to language teaching.
STRATEGOPEDIA (Learning to learn): focus on language
learning strategies for learning, thinking, planning, and self-
monitoring.
LEXICAL PHRASEOLOGY: Language teaching should
center on memorized lexical patterns and the way they can
be pieced together
O-ZONE WHOLE LANGUAGE: “Focus on form” proposals assume that students will learn only what they are aware of.
FULL-FRONTAL COMMUNICATIVITY:
Instructional focus is on the non-linguistic aspects of communication, including rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech and gestures, facial expression, posture, and distance in non-verbal messages.
“In general, any fundamentally new approach
to a scientific problem inevitably leads to new
methods of investigation and analysis. The invention of
new methods that are adequate to the new ways in which problems are posed
requires far more than a simple modification of previously accepted
methods.”
Lev Semenovich Vygotsky