Teacher day special 2020

1. Prepared by. Hina Malek
Department of English
Date: 05 September, 2020
Sem 3
The Nature of language
teaching [ELT]

2. Introduction
● The Grammar Translation Method reflected a
time honored and scholarly view of language
and study. The Grammar Translation was in fact
first known in the United State as the Prussian
method.
● The Nature of Approaches and Methods in
language Teaching.

3. The definition of teaching:
Teaching is an attempt to help someone
acquire, or change some skills,
attitude,knowledge, ideal, or appreciation. In
other words, the teacher's task is to create or
influence desirable changes in behavior, or in
tendencies toward behavior, in his students.

4. What's methodology?
English teaching methodology is a set of
methods used for study or action in English
teaching. It is the science to research the
Teaching rules at middle school, which will
guide our teaching to develop the students'
communicative competence.

5. The Nature and Importance of Language
Learning is a complex process of discovery,
collaboration, and inquiry facilitated by
language. Composed of interrelated and
rule-governed symbol systems, language is a
social and uniquely human means of
representing, exploring, and communicating
meaning.

6. The Nature of Language
"Language is not an abstract construction of the
learned, or of dictionary makers, but is something
arising out of the work, needs, ties, joy,
affections, tastes, of long generations of
humanity..."- Walt Whitman

7. The common assumptions about
the nature of the language
1. Language is a group of sounds with specific meaning
and organized by grammatical rules (The Silent Way).
2. Language is the everyday spoken utterance of the
average person at normal speed (Audio Lingual
Method).
3. Language is a system for the expression of meaning
(Communicative Language Teaching).
4. Language is a set of grammatical rules and language
consists of language chunks (Total Physical
Responses)

8. The purpose of English teaching
1. To improve their four skills.
2. To cultivate their communicative
competence.
3. To show them the way to study
themselves.

9. The significance of learning this
course
● Teaching is a highly demanded art.
(4 skills & sing, play, draw and make)
● Teacher's qualifications
a. subject matter competence
b. professional competence
c. personal attitude.

10. ● The aims of this course.
a) to provide you with the rationale of English
teaching at middle school, which will be proved
necessary and advantageous to the reform of
English teaching.
b) to help you to clear the importance as well as
the aims of English teaching at middle school in
present China.

11. c) to provide you with chances to familiarize with
the graded contents of the textbooks in the junior
section, analysis of the textbook and to learn the
syllabus for middle school English.
d) to introduce some commonly used techniques
and methods adopted in teaching pronunciation,
grammar, vocabulary and the cultivation of the
students' 4 skills.

12. e) to help you so solve some
problems concerning the
classroom instruction.
f) to make some preparations
for the coming teaching
practice.

13. How to present this course?
● lecture
● reading
● discussions
● watch video demonstrations
● mini-teaching
● practice writing teaching plan
and peer teaching.

14. Approach and Method
Approach and Method When linguists
and language specialists sought to improve the
quality of language teaching in the late nineteenth
century, they often did so by referring to general
principles and theories concerning how languages
are learned, how knowledge of language is
represented and organized in memory, or how
language itself is structured.

15. The early applied linguists, In
describing methods, the difference between
a philosophy of language teaching at the
level of theory and principles, and a set of
derived procedures for teaching a language,
is central. In an attempt to clarify this
difference, a scheme was proposed by the
American applied linguist Edward Anthony
in 1963. He identified three levels of
conceptualization and organization, which
he termed approach, method, and technique.

16. 1). Approach
An approach is a set of correlative assumptions
dealing with the nature of language teaching and
learning. An approach is axiomatic. Approach
refers to theories about the nature of language
and language learning that serve as the source of
practices and principles in language teaching. We
will examine the linguistic and psycholinguistic
aspects of approach in turn.

17. 2) Method:
Method is an overall plan for the orderly presentation
of language material, no part of which contradicts,
and all of which is based upon, the sclected
approach. Approach and method both are different.
3) Technique:
A technique is a implementational that which actually
takes place in a classroom.

18. Theory of language:
There are three different theoretical views of
language and the nature of language.
1. Structural view
2. Functional view
3. Interractional view

19. Structural view
Language is a system of structurally related
elements for the coding of meaning. The target of
language learning is seen to be the mastery of
elements of this system,
● Phonological units
● Grammatical units
● Grammatical operation
● Lexical items

20. Functional view
The view that language is a vehicle for the
expression of functional meeting. The communicative
moment in language teaching subscribe to this view of
language. The English for specific purposes moment
likewise begins not from a structural theory of language
but from a functional account of learner needs.

21. Interaction view
Language as a vehicle for the realisation of interpersonal
relations and for the performance of social transactions
between individuals. Language is seen as a tool for the
recreation and maintenance of social relations.
The development of interactional approaches to language
teaching include Interaction analysis, Conversation Analysis,
and Ethnomethodology. Interactional theories focus on the
patterns of moves, acts, negotiation, interaction found in
conversational exchanges.

22. Conclusion:
The model present in this chapter to show
that any language teaching method can be described
in terms of the issues identified here at the level of
approaches, designs and produces. In this chapter
also describe cognitive process.