1. Valkíria B Luiz
Mestranda em Linguística Aplicada e Estudos da Linguagem
– LAEL/PUC-SP.
SÃO PAULO
2013

2. CLASSIC AL ISSUES:
 the best, the most appropriate, most effective
way of teaching language (Cook, 2003:38)
IMPLICATIONS
 classroom teaching
 material and curriculum design
 teacher education and educational policymaking

3. METHOTODOLOGY
 Can be characterized as the activities, tasks,
and learning experiences selected by teacher in
order to achieve learning, and how they are
used within the teaching learning process.
(Richards 1990:11)

4. 



HOW
WHAT
WHY
WHO
 the
methodological
choices
themselves
be
pre-specified,
enshrined in the form of a method.
will
and

5. METHODS: A BRIEF HISTORY
 Reformers
 Methodology = evolutionary and revolutionary
 Reform Movement
 Communicative Approach

6.  Natural and humanist approaches
“Language acquisition is based on this child’s
discovery of what from a formal point of view is a
deep and absract theory – a enerative grammar of
his language”
Chomsky’s (1965:58)

7.  Structuralists
 Audiolingualism (Fries 1940)
 Different types of pattern-practice drills –
behavioral
 Natural and humanist approaches
“Language acquisition is based on this child’s
discovery of what from a formal point of view is a
deep and abstract theory – a generative grammar
of his language” Chomsky’s (1965:58)

8.  The functional tradition




situational language teaching
communicative approach
communicative competence
(Firth, Halliday, Labov, Hymes)

9.  Communicative methodology






Information-gap tasks
Role plays and simulations
Fluency
Skimming – scanning strategies
Learning by doing – whole language movement
Selection and grading of syllabus objectives
(semantic and procedural rather than
structural)
 Prabhu, Willis, Ellis, Freeman & Freeman

10.  Communicative Learning theory




Rethink methodology
Skills acquisition
Constructivist and sociocultural learning
content and language integrated learning –
CLIL
 Krashen, Johnson, McLaughin, Skehan, Van
Lier

11.  METHODS: THE ISSUES AND OPTIONS
 Changes in methodology have not happened uniformly
nor in unison
 The history of methods no linear progression, but as
cyclical
 Options:
 The nature of language
 The nature of scond language
 Goals and objectives teaching
 The type of syllabus to use
 The role of teachers, learners, instrucional materials
 The activties, techiniques and procedures to us
(Richards and Schimidt 2002 2002:330)

12.  METHODOLOGY: NEW DEBATES
 beyond
methods,
towards
appropriate
methodology
 Research into methodology : interaction
analysis, discourse analysis, and conversation
analysis in conjunction with classroom
observation

13.  SUMMARY
 Methodology
 Complex: traditional methods,
=messy systems
 Context variables
 Exchange experiences and beliefs
 global commonalities
classroom

14. REFERÊNCIA BIBLIOGRÁFICA
THOMBURY,
Scott.
Language
Teaching
Methodology. In: SIMPSON, James. The
Routledge Handbook of Apllied Linguistics. New
York: Routledge, 2011.