Top Banner
Language Teaching Methodology Approaches, Methods and Procedures
25

Language Teaching Methodology Approaches, Methods and Procedures.

Jan 21, 2016

Download

Documents

Aron Wade
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Language Teaching Methodology Approaches, Methods and Procedures.

Language Teaching Methodology

Approaches, Methods and Procedures

Page 2: Language Teaching Methodology Approaches, Methods and Procedures.

Defining Methodology

the study of the practices and procedures used in teaching, and the principles and beliefs that underline them.

It includes the study of the nature of language skills and procedures

for teaching them the study of the preparation of lesson plans, materials

and textbooks for teaching language skills the evaluation and comparison of language teaching

methods

Page 3: Language Teaching Methodology Approaches, Methods and Procedures.

Approach Method and Procedure

APPROACH a set of assumptions about the nature of language, language

learning and teaching.

METHOD an overall plan for systematic presentation of language based

upon a selected approach

PROCEDURE specific activities manifested in the classroom that are

consistent with a method and therefore are in harmony with an approach as well

Page 4: Language Teaching Methodology Approaches, Methods and Procedures.

Three different views of the nature of language

1. Structural view: It views language as a system of structurally related element.

2. Functional view: It regards language as a vehicle for the expression of functional meaning.

3. Cognitive or interactional view: It sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.

Page 5: Language Teaching Methodology Approaches, Methods and Procedures.

Common assumptions about the nature of language

• Language is a group of sounds with specific meaning and organized by grammatical rules (The Silent Way).

• Language is the everyday spoken utterance of the average person at normal speed (Audio Lingual Method).

• Language is a system for the expression of meaning (Communicative Language Teaching, CLT).

• Language is a set of grammatical rules and language consists of language chunks (Total Physical Responses).

Page 6: Language Teaching Methodology Approaches, Methods and Procedures.

The nature of language learning

1. Behaviorism: Stimulus- Response- Reinforcement-Drilling, exercise, repetition.

2. Nativism: A child naturally has a language acquisition device. (Kodrati).

3. Constructivism: A child acquired a language through interaction between the child and environment. (Jean Piaget)

Page 7: Language Teaching Methodology Approaches, Methods and Procedures.

Behaviourism

A theory of learning focusing on acquisition of new behaviour.

Language learning is simply a matter of imitation and habit formation.

Children imitate the sounds and patterns which they hear around them and receive positive reinforcement for doing so.

Page 8: Language Teaching Methodology Approaches, Methods and Procedures.

InnativismChomsky: children are biologically

programmed for language and that language develops in the child in just the same way that other biological functions develop.

Criticism on behaviourism: Children come to know more about the

structure of their language than they could be expected to learn on the basis of the samples of language they hear.

The language children are exposed to includes false starts, incomplete sentences and slips of the tongue, and yet they learn to distinguish between grammatical and ungrammatical sentences.

Page 9: Language Teaching Methodology Approaches, Methods and Procedures.

Universal Grammar -UG

Contains all and only the principles which are universal to all human languages

If children are preequipped with UG what they have to learn is the ways in which their own language make use of those principles.

Children need access only to a sample of natural lg which serve as a trigger to activate the device.

Page 10: Language Teaching Methodology Approaches, Methods and Procedures.

Cognitive or constructivist view‘Constructivists view learning as the result of

mental construction. That is, learning takes place when new information is built into and added onto an individual’s current structure of knowledge, understanding and skills. We learn best when we actively construct our own understanding’ (Alan Prichard 2009:17).

The interactionist ’ position is that language develops as a result of the complex interplay between the uniquely human characteristics of the child and the environment in which the child develops.

Page 11: Language Teaching Methodology Approaches, Methods and Procedures.

Methods1) Grammar-translation2) Direct method3) Audio-lingual method4) Suggestopedia6) The silent way7) Total physical response8) Community language learning9) The natural way10) Communicative language teaching

Page 12: Language Teaching Methodology Approaches, Methods and Procedures.

ProcedureSpecific strategy that we us ein the classroomA tool to obtain an immediate resultCoherent with the method and in harmony with

the approachTaxonomy of language learning techniquesControlled: drill, dictation, copying Semi-controlled: dialogue, info transfer,

brainstorming Free: problem-solving, drama, interview

Page 13: Language Teaching Methodology Approaches, Methods and Procedures.

Let’s think about this …

If we mention the following concepts, can we determine if we are talking about an approach, method or

procedure/technique?

Role play/ Communicaive Language Teaching,CLT/ Cognitivims/ Grammar translation/ Interview/

Audiolingualism/ Dictation/ Behaviourism/ Drills/ The Silent Way / Suggestopedia / Innativism / Copying

Page 14: Language Teaching Methodology Approaches, Methods and Procedures.

Summary

Approach Method Procedure

Theories about the nature of language

StructuralFunctional

Cognitive or Interactional

Theories of language learning

BehaviourismNativism

Constructivism

Grammar-translationDirect methodAudio-lingual methodCommunity language

learningSuggestopediaThe silent wayTotal physical responseCommunity language

learningThe natural wayCommunicative language

teaching

TechniquesActivities

Controlled

Semi controlled

Free

Page 15: Language Teaching Methodology Approaches, Methods and Procedures.
Page 16: Language Teaching Methodology Approaches, Methods and Procedures.

Language teaching methods: Grammar Translation

In this method, classes are taught in the students' mother tongue, with little active use of the target language.

Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words

together; instruction focuses on the form and inflection of words.

Little attention is paid to the content of texts. Drills are exercises in translating disconnected sentences from

the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.

Page 17: Language Teaching Methodology Approaches, Methods and Procedures.

Language teaching methods: Grammar Translation

Page 18: Language Teaching Methodology Approaches, Methods and Procedures.

Language teaching methods: Grammar Translation

Objectives Content

To enable students to: analyse the language

through logic memorise grammatical

rules read classics of English

literature write classical essays translate from these

classics

norms of previous centuries imposed grammar occupies pride of place: Latin influence rules: insufficiently explicit, often

false memorisation of long rules,

paradigms minute details, instead of relevant

points morphology in focus, syntax

neglected pronunciation plays little role lexis is taught unsystematically heavy reliance on written language order of skills: reading - writing -

translating - speaking - (listening)

Page 19: Language Teaching Methodology Approaches, Methods and Procedures.

Language teaching methods: Grammar TranslationProcedure Talking about the language, not the language Analytic - deductive approach No scope for personal involvment Long presentation phase followed by little practice Prescriptive attitude (cause: social class prejudice, nationalism) Activities: translation, composition, dictation, completion, transformation,

conversion, rearrangement.Critic: Language learning meant memorizing endless lists of unusable

grammatical rules and vocabulary, attempted to produce perfect translations of literary prose (tedious experience for the learner).

Creates few demands on the teacher.

Page 20: Language Teaching Methodology Approaches, Methods and Procedures.

Language teaching methods: Direct method

This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction.

Lessons begin with a dialogue using a modern conversational style in the target language.

Material is first presented orally with actions or pictures. The mother tongue is NEVER used. There is no

translation. The preferred type of exercise is a series of questions in

the target language based on the dialogue or an anecdotal narrative.

Page 21: Language Teaching Methodology Approaches, Methods and Procedures.

Language teaching methods: Direct method Questions are answered in the target language. Grammar is taught inductively--rules are generalized from the

practice and experience with the target language. Verbs are used first and systematically conjugated much later

after some oral mastery of the target language. Advanced students read literature for comprehension and

pleasure. Literary texts are not analyzed grammatically. The culture associated with the target language is also taught

inductively. Culture is considered an important aspect of learning the

language

Page 22: Language Teaching Methodology Approaches, Methods and Procedures.

Language teaching methods: The Audio-lingual method

Mimicry-Memorisation Method or Army Method

Accurate imitation of natural conversation by native speakers.

Objective:

To achieve effective aural-oral skills

Page 23: Language Teaching Methodology Approaches, Methods and Procedures.

The main sources of the Audio-lingual method

Structuralist Grammar Behaviourist Psychology

Language is to be analysed as form, as a corpus of data

Language is to be distributed systematically into its basic elements: sentence-clause-group-word-morpheme-phoneme.

Then these elements are ordered into sentence patterns "The more patterns you are familiarised with, the better you speak the language."

Human behaviour, including verbal behaviour, is directed by habits

A verbal habit signifies automatic control over a given sentence pattern

The process of internalisation: stimulus-response-reinforcement

Verbal stimulus-decoding-encoding-verbal response: right: reinforcement /wrong: correction right response-reinforcement

If several stimuli of the same pattern are followed by reinforced responses, the habit becomes fixed.

Page 24: Language Teaching Methodology Approaches, Methods and Procedures.

Audio -lingualismContent: Grammar is in focus again: Syntax dominates-morphology

and semantics are of secondary importance Lots of patterns instead of rules Patterns are placed in a graded order Pronunciation plays a central role due to the desire to

develop listening/speaking skills the invention of the magnetic tape

Oral introduction made common practice, later plenty of independent pronunciation exercises.

Vocabulary is the' poor cousin' Lexis is kept to a minimum at beginners level - enrichment

comes only after the basic patterns have been mastered Order of skills: listening-speaking-reading-writing 

Page 25: Language Teaching Methodology Approaches, Methods and Procedures.

Audio-lingualismProcedure: Talking not about the language, but the language Inductive approach Errors should be prevented by all means Presentation is strictly audio-lingual: listening (books

shut listening and understanding (books open, pictures only) listening (books shut) listening and chorus repetition (books shut) listening and individual repetition (books shut) reading aloud: chorus, groups, or individual (books open) Practice takes up 85% of the whole working time