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Language Teaching Methods
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Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

Mar 28, 2015

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Page 1: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

Language Teaching Methods

Page 2: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

What is a method?

• Approach: language description, learning

theory

• Design: objectives, syllabus, activities, roles

of teachers/learners/materials

• Procedure: classroom application (Richards and Rodgers, 2001: Ch. 2)

-> underlying theory + practical techniques

-> actual practice tends to be eclectic

Page 3: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

The Audiolingual Method• Approach

– structuralism + behaviourism• Design

– dialogues & drills (pattern practice)• Procedure

– main focus = accurate oral performance• Never translate• Hear, speak, read, write • Immediate error correction

Page 4: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

The Communicative Approach - 1

• Approach– communicative competence +

cognitive/affective views• Design

– “strong” (“using to learn”) vs. “weak” (“learning to use”) versions (see R & R: 155)

– part-skill vs. whole-task (Littlewood, 1992)– problem-solving, information gap activities,

games, role plays, simulations, project-work

Page 5: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

The communicative approach - 2

• Procedure (“weak” version)

– pre-communicative -> communicative activities (Littlewood, 1981; cf. Littlewood 2004)

– “learner-centred” (Nunan, 1999)

Page 6: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

Other methods1. The Silent Way 2. Suggestopedia3. Counselling/Community Language

Learning4. Total Physical Response5. The Natural Approach

Page 7: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

Conclusion

• The “post-method condition” (Kumaravadivelu)– “…in order to help our learners learn, it is

not ‘the latest method’ that we need, but rather a fuller understanding of the language classroom and what goes on there.” Allwright & Bailey (1991: xviii)

• Assignment topic no. 2

Page 8: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

SEMINAR

1. What reasons are there for studying language teaching methods?

2. What main advantages and disadvantages do you see each of the following as having:

1. The Audiolingual Method2. The Communicative Approach (weak or

strong)

Page 9: Language Teaching Methods. What is a method? Approach: language description, learning theory Design: objectives, syllabus, activities, roles of teachers/learners/materials.

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