Un resumen de los métodos y filosofías que han influido en la práctica de la enseñanza de la lengua inglesa. Una visión crítica sobre la pedagogía del lenguaje y su valor histórico
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
A slide show on the Systems Perspective that was made for my Organizational Communications class. Hope you enjoy and if you have any questions please leave a comment.
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
A Pilot Didactic Unit as a Support to the History Subjectinventionjournals
Nowadays, there is a need to fit into a world increasingly globalized, for that reason English teaching should not be limited to the study of its structure, but to the use of the language in different contexts in order to be adapted to this new reality.These days, we can observe how English language lessons try to fulfil the students‟ needs for communication using different strategies and methodologies. The following provides some theoretical background about the methodologies used in the past and the way in which we can adapt them to the current English lessons in order to help students raise their English language level as well as their academic results.Students‟ need for communication is real but they also need improvement in some subjects, such as the History subject. This project has been created as a pilot project to the English lesson in order to help students achieve better results in their History marks and at the same time make them realise the importance that the English language has in their everyday life. A pilot didactic unit as a support to the History subject has been created to help the students.Several activities have been created to help students, but at this point we have to ask ourselves: are the students ready to attend these support English lessons to the History subject? And, what other support English lessons they would like to attend? Do they think that attending these support lessons can really help them?
1 An Overview of Language Teaching Methods and Approaches .docxhoney725342
1 An Overview of Language Teaching
Methods and Approaches
MARIANNE CELCE-MURCIA
KEY QUESTIONS
» What are the methods and approaches that language teachers have used over the years to teach
foreign or second languages?
» What are the current methodological trends and challenges?
» Where does language teaching methodology appear to be heading?
EXPERIENCE
A committee of professors reviewing applications
for their graduate program in TESOL come upon
the statement of another applicant who declares
in his statement of purpose that he wishes to be
admitted to discover or (more ambitiously) to
develop the one best method for teaching English
as a second or foreign language. Several com-
mittee members utter words of impatience and
disappointment:
"Oh, no! Not another one!"
"Here we go again!"
The reasons for the committee's reactions to this
statement of purpose will become clear in the
course of this chapter.
WHAT IS A METHOD OR AN
APPROACH TO LANGUAGE
TEACHING?
A.nthony ( 1963) was one of the first applied lin-
guists to distinguish the terms approach, method,
and technique as they apply to language teach-
ing.1 For Anthony, an approach reflects a theo-
retical model or research pa1·adigm. It provides
a broad philosophical perspective on language
teaching, such as found in the justifications for
the direct method, the reading approach, or
the communicative approach (all are discussed
2
in this chapter). A method, on the other hand,
is a set of procedures for Anthony. It spells out
rather precisely in a step-by-step manner how to
teach a second or foreign language. Examples of
methods are the Silent ''Vay, Community Language
Learning, and Suggestopedia (all ofwhich are also
described here). A method is more specific than
an approach but less specific than a technique.
Anthony's methods are typically compatible with
one (or sometimes two) approaches. A technique
in Anthony's system is a specific classroom activity;
it thus represents the most specific and concrete
of the three concepts that he discusses. Some tech-
niques are widely used and found in many methods
(e.g., dictation, listen and repeat drills, and read
the passage and fill in the blanks); other tech-
niques, however, are specific to or characteristic of
a given method (e.g., using cuisenaire rods in the
Silent Way) (Gattegno, 1976).
A more recent framework for discussing lan-
guage teaching methodology has been proposed
by Richards and Rodgers (2001); it is presented
in Figure l. Richards and Rodgers use method as
the most general and overarching term. Under
method, they have the terms aptJroach, design, and
procedure. Their use of the term approach is similar
to Anthony's use, but their concept is more com-
prehensive and explicit. It includes theories of the
nature of language (including units of language
analysis) and the natlll·e of language learning
with reference to psychological and pedagogical
principles. The d ...
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