This document provides an overview of a book titled "Psychology for Language Teachers" which examines how educational psychology can help language teachers. The book first presents an overview of educational psychology and how different psychological approaches have influenced language teaching methods. It then discusses four key themes - the learner, the teacher, learning tasks, and context - and considers recent psychological developments in each area and their implications for language instruction. The book aims to help language teachers understand educational psychology without assuming prior knowledge of the subject.

1. ENGLISH LANGUAGE TEACHING
METHODOLOGY
Prof. Dr. José Mauro Souza Uchôa
CEL/Curso de Letras Inglês

3. Major trends in twentieth-century
language teaching (1900-1999)
• Language teaching become as a profession in
the twentieth century.
• What about the whole foundation?
– The role of Applied Linguistics.
– Drawing on the developing fields of linguistics and
psychology to support a succession of proposals
for what were thought to be more effective and
theoretically sound teaching methods. (RICHARD;
RODGERS, p. 1).

4. Major trends in twentieth-century
language teaching (1900-1999)
• Method conception of teaching?
• A method is better than another that
preceded it?

5. Major trends in twentieth-century
language teaching (1900-1999)
• Competing language teaching ideologies.
– Language teaching in the twentieth century was
characterized by frequent change and innovation
and by the development of sometimes competing
language teaching ideologies.
– Common to each method is the belief that the
teaching practice its supports provide a more
effective and theoretically sound basis for
teaching than the method that preceded it.
(RICHARD; RODGERS, p. 1).

6. Major trends in twentieth-century
language teaching (1900-1999)
1. A brief history of language teaching
2. The nature of approaches and methods in
language teaching
3. The Oral Approach and Situational Language
Teaching
4. The Audiolingual Method

7. A brief history of language teaching
• Few more than 500 years ago, Latin was the
dominant language in the Western world.
– Language Education
– Commerce
– Religion and
– Government
• In the sixteen century, French, Italian, and English
gained in importance as languages of spoken and
written communication.

8. A brief history of language teaching
• As Latin language became gradually displaced,
its tradition in analysis of its grammar and
rhetoric became the model for foreign
language teaching (1800s to 1900s) or 19th
century and 20th century.

9. A brief history of language teaching
• Toward oral proficiency learner need.
• Changes in theory of the nature of language
and of language learning.

10. Major trends in twentieth-century
language teaching (1900-1999)
1. A brief history of language teaching
2. The nature of approaches and methods in
language teaching
3. The Oral Approach and Situational Language
Teaching
4. The Audiolingual Method

11. Edward Anthony (1963) Approach, method,
and technique.
Approach, Method, Design and Procedure: In
1963, applied linguist Edward Anthony defined
the terms “approach,” “method” and “technique”
as they apply to language teaching and his ideas
had a great impact on teachers and those who
guide them.

12. Edward Anthony (1963) Approach, method,
and technique.
Approach, Method, Design and Procedure:
In his ground-breaking work, Anthony suggested
that an approach is the large system of ideas and
thought behind a teacher’s lesson plans. Method
refers to specific ways to teach English, and each
method uses a variety of specific techniques.

13. Here is what Anthony actually said: “The arrangement is hierarchical. The
organizational key is that techniques carry out a method which is consistent with
an approach….
• “…An approach is a set of correlative assumptions dealing with the nature of
language teaching and learning. An approach is axiomatic. It describes the
nature of the subject matter to be taught….
• “…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 selected
approach. An approach is axiomatic, a method is procedural…..Within one
approach, there can be many methods….
• “A technique is implementational – that which actually takes place in a
classroom. It is a particular trick, stratagem, or contrivance used to accomplish
an immediate objective. Techniques must be consistent with a method, and
therefore in harmony with an approach as well.”
ANTHONY, Edward M. Abordagem, método e técnica. Brasília: UNB. Revista HELB, ano
5, no. 5, vol. 1, 2011. Disponível em: http://www.helb.org.br/index> Acesso em:
13/12/13.

14. Approach
Method
Technique

15. In a review of Anthony’s ideas, two later thinkers – Jack Richards and Ted
Rodgers – suggest a rethinking of this hierarchy.
Anthony’s package can be improved, they suggest, by eliminating the
notion of technique from the pyramid, and adding design and procedure.
The following two categories replaced technique at the bottom of their
hierarchy.
• Design: The two thinkers propose that design is “that level in which
objectives, syllabus, and content are determined, and in which objectives,
the roles of teachers, learners and instructional materials are specified.”
• Procedure: The implementation phase of language classes is where the
rubber hits the road – the activities that help language learning occur.
Rather than use the term implementation, they prefer the “slightly more
comprehensive term procedure.”
The two men sum up their revised model with the words: “…a method is
theoretically related to an approach, is organizationally determined by a
design, and is practically realized in a procedure.”

16. Approaches (RICHARDS; ROGERS, [1986]2006)
• We have described an approach as a set of
beliefs and principles that can be used as the
basis for teaching a language. (RICHARDS;
ROGERS, [1986]2006, p. 244.

17. Approaches – (RICHARDS; RODGERS, [1986]2006)
• Communicative Language Teaching
• Competency-Based Language Teaching
• Content-Based Instruction
• Cooperative Learning
• Lexical Approaches
• Multiple Intelligences
• The Natural Approach
• Neurolinguistic Programming
• Task-Based Language Teaching
• Whole Language

18. Methods
• A method, on the other hand, refers to a
specific instructional design or system based
on a particular theory of language and of
language learning. (RICHARDS; RODGERS,
[1986]2006, p. 245).

19. Methods
• It contains detailed specifications of content,
roles of teacher and learners, and teaching
procedures and techniques. (RICHARDS;
RODGERS, [1986]2006, p. 245).

20. Methods
• Methods are too prescriptive, assuming too
much about a context before the context has
even been identified. (BROWN, [2002]2011, p.
10).

21. Methods – (RICHARDS; RODGERS, [1986]2006)
• Audiolingualism
• Counseling-Learning
• The Silent Way
• Suggestopedia
• Total Physical Response

22. The most active period in the history of an approaches and methods
was from the 1950s to the 1980s. The 1950s and 1960s, saw the
emergence of the Audiolingual Method and the Situational Method,
which were both superseded by the Communicative Approach. During
the same period, other methods attracted smaller but equally
enthusiastic followers, including the Silent Way, the Natural Approach,
and Total Physical Response. In the 1990s, Content-Based Instructional
and Task-Based language Teaching emerged as new approaches to
language teaching as did movements such as Competency-Based
Instruction that focus on the outcomes of Learning rather than methods
of teaching. Other approaches, such as Cooperative Learning, Whole
Language Approach, and Multiple Intelligences, originally developed in
general education, have been extended to second language settings (…).
By the 1990s, however many applied linguistics and language teachers
moved away from a belief that newer and better approaches and
methods are the solution to problems in language teaching. (RICHARDS;
RODGERS, [1986]2006, p. 245).

27. 1. What are the goals of teachers who use this method?
2. What is the role of the teacher? What is the role of the students?
3. What are some characteristics of the teaching/learning process?
4. What is the nature of student-teacher interaction? What is the nature of student-
student interaction?
5. How are the feelings of the students dealt with?
6. How is language viewed? How is culture viewed?
7. What areas of language are emphasized? What language skills are emphasized?
8. What is the role of the students' native language?
9. How is evaluation accomplished?
10. How does the teacher respond to student errors?
Questions designed by Larsen-Freeman

32. The Grammar-Translation
Method
The Classical Method (Latin and
Greek)

33. The Grammar-Translation Method
• The Grammar Translation Method: The grammar translation
method emerged when people of the western world wanted to
learn such foreign languages as Latin and Greek.
• The focus is on learning grammatical rules and memorizing
vocabulary and language declensions and conjugations.
• Typical classroom activities and homework includes text translation
and written exercises.

34. The Grammar-Translation Method
• The teacher presents a grammar translation class in the
student’s native tongue, and students are not actively
encouraged to use the target language in class.
• The teacher provides elaborate explanations of the
grammatical intricacies of the target language, and often
focuses on the form and inflection of words.
• Accuracy receives a great deal of stress.
• Vocabulary study takes the form of learning lists of often
isolated words, and the rules of grammar provide the
blueprint for putting words together.
• Students begin early to read classical texts, which are
treated as exercises in grammatical analysis.
• There is little stress on the content of those texts.

35. The Grammar-Translation Method
• In the Grammar Method students learn the rules of
grammar together with a list of vocabulary words or
groups.
• The words are then used as a phrase or sentence
based on rules that have been studied.
• In this method, the mastery of the rules of precedence
than its application. Verbal skills, such as pronunciation,
not done.

36. The Characteristics of GTM
 Teaching begins with the provision of the rules of grammar, and
grammar refers to the framework formal.
 Vocabulary is taught depends on the selected text so there is no
continuity between the group or a vocabulary list from one to
another.
 Memorization and translation is a prominent feature of the activities,
that is memorized and translate the vocabulary and grammar rules.
 Pronunciation is not taught or is restricted to a few aspects only.
 More emphasis on reading and writing rather than listening and
speaking.

37. Conclusion
• What are the clues that this method had its origin in the teaching of the
classical languages, Latin and Greek?
• Do you believe that a fundamental reason for learning a foreign language
is to be able to read the literature written in the target language?
• Do you think it is important to learn about the target language?
• Should culture be viewed as consisting of literature and the fine arts?
• Do you agree with any of the other principles underlying the Grammar-
Translation Method? Which one?

38. Conclusion
• Is translation a valuable exercise?
• Is answering reading comprehension question of the
type described here helpful?
• Should grammar be present deductively?
• Are these or any of the other techniques of the
Grammar-Translation Method one which will be useful
to you in your own teaching? Which ones?

39. The Direct Method
Introduction

40. Direct Method (DM)
Includes lots of oral interaction, spontaneous use of
language, no translation between the first and second
language, and little or no analysis of grammar rules.
The direct method was an answer to the dissatisfaction with
the older grammar translation method, which teaches
students grammar and vocabulary through direct
translations and thus focuses on the written language.

41. The Characteristic of DM
• Teaching grammar by using an inductive approach (i.E.
Having learners find out rules through the presentation of
adequate linguistic forms in the target language)
• Centrality of spoken language (including a native-like
pronunciation)
• Focus on question-answer patterns
• Teacher-centering

42. Is coming

43. The Audiolingual Method

44. Next Class

45. About the book
• Psychology for Language Teachers examines the field of educational
psychology and considers various ways in which a deeper understanding of
this discipline can help language teachers.
• The first part presents an overview of educational psychology, and
discusses how different approaches to psychology have influenced
language teaching methodology. Following this, four themes are
identified: the learner, the teacher, the task and the learning context.
• Recent psychological developments in each of these domains are
discussed and implications are drawn for language teaching.
• Areas considered include approaches to learning, motivation, the role of
the individual, attribution, mediation, the teaching of thinking, the
cognitive demands of tasks and the learning environment.
• Psychology for Language Teachers does not assume previous knowledge of
psychology.