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This document outlines different language teaching frameworks and approaches. It discusses levels of action and reflection in teaching including techniques, approaches, and methods. It then summarizes several mainstream language teaching approaches: Communicative Language Teaching (CLT) focuses on meaningful communicative tasks and interaction; Task-Based Language Teaching (TBLT) uses tasks and a pre-task/task cycle for goal-oriented learning; Content and Language Integrated Learning (CLIL) teaches subjects through language use for acquiring knowledge and information. The goals of language teaching have evolved from teaching about the language to teaching how to use it.
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- 1. Language Teaching Framework (Anthony 1963, Richards & Rogers 1986) САМООБРАЗОВАН ИЕ САМООПРЕДЕЛЕНИЕ METHOD (DESIGN) TECHNIQUE (PROCEDURE) APPROACH
- 2. Levels of Action & Reflection A concrete scheme to accomplish an immediate objective in the classroom An overall plan for the orderly presentation of language material A set of principles or ideas about the nature of language learning
- 4. Mainstream Language Teaching Approaches: Communicative Language Teaching (CLT) Content & Language Integrated Learning (CLIL) Computer-Assisted Language Learning (CALL) Blended Learning Task-Based Language Teaching (TBLT)
- 5. Communicative Language Teaching (CLT) Meaning-focused communicative tasks in realistic situations Content over specific language forms Interaction as a means and the ultimate goal of study
- 6. Task-Based Language Teaching (TBLT) Pre-task – Task Cycle – Language Focus Completion of a meaningful task or problem solving Goal-oriented language learning
- 7. Content & Language Integrated Learning (CLIL) Immediate use of language skills Learning a subject through a language / a language through a subject Language as a means of acquiring information & knowledge
- 8. The goals have moved from teaching ABOUT the language HOW TO USE the language FOR…