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A presentation by Elena Chiaburu
What is language teaching methodology?
Theories of language learning Instructional design features Observed teaching practice The link between theory and practice A whole complex of elements
NEUROLOGICAL INTERDEPENDENCE SOCIOLINGUISTIC MONITOR MODEL TRANSFER INTERDEPENDENCE BEHAVIORISM COGNITIVE AFFECTIVE COMMUNICATIVE COMPETENCE
The design features might include: Stated objectives Syllabus specifications Types of activities Roles of teachers, learners, materials
METHOD:
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A systematic set of teaching practices based on a particular theory of language and language learning.
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Fixed teaching system with prescribed techniques and practices.
APPROACH:
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A group of related assumptions.
TECHNIQUES :
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Language teaching philosophy that can be interpreted and applied in a variety of different ways in the classroom.
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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
PRINCIPLES:
(CLT)
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.”