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Post method era
- 1. THE POST-METHODS ERA Approaches and Methods in Language Teaching Richards and Rodgers, 2001 Lemmuela Alvita Kurniawati (136332040)
- 2. The Nature ofApproaches Having a core set of theories and beliefs about the nature of language, language learning, and principles in language teaching Having a variety of interpretations on how principles of language teaching are applied Allowing individual interpretations and application Consisting of prescriptions and techniques in English language teaching Having a long shelf life
- 3. Approaches in EnglishLanguage Teaching 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
- 4. The Nature ofMethods Are linked to specific claims and to prescribed practices. Contain what to teach and how to teach it. Are seen as a rich resource of activities, some of which can be adapted from one’s own ideology. Are relatively fixed in time and there is generally little scope for individual interpretation.
- 5. Methods in EnglishLanguage Teaching Audiolingualism Counseling- Learning Situational Language Teaching The Silent Way Suggestopedia Total Physical Response
- 6. Questions Affected theExtent to Which a New Approach or Method is Adopted 1 • What advantages does the new approach or method offer? 2 • How compatible is it with teachers’ existing beliefs and attitudes and with the organization and practices within classroom and schools? 3 • Is the new approach or method very complicated and difficult to understand and use? 4 • Has it been tested out in some schools and classrooms before teachers are expected to use it? 5 • Have the benefits of the new approach or method been clearly communicated to teachers and institutions? 6 • How clear and practical is the new approach or method?
- 7. The Disadvantages ofMethods and Approaches Approaches and Methods Unlikely to be widely adopted Difficult to understand and use Lack clear practical application Post method era
- 8. Criticism of Approachesand Methods The Top-down Criticism Role of Contextual Factors The Need for Curriculum Development Process Lack of Research Basis Similarities of Classroom Practices 1 2 3 4 5
- 9. 1. The Top-downCriticism Approaches tend to allow for varying interpretations in practice, methods typically prescribe for teachers what and how to teach. Approaches Methods
- 10. 1. The Top-downCriticism (continued) The role of teachers To accept the theory underlying the method and apply them To use method and its prescribed techniques and principles appropriately The role of students To receive the method passively To submit themselves to exercises and activities in the applied method Good teaching Method The opposed view of method Teaching methods must be flexible and adaptive to learners’ need and interest Students bring different learning styles and preferences to the learning process Students are consulted in the process of developing a teaching program
- 11. 2. Role ofContextual Factors In trying to apply approaches or methods, teachers sometimes ignore what is the starting point in language program design, namely, a careful consideration of the context in which teaching and learning occurs. Richards & Rodgers, 2001 Teaching learning occurs The cultural context The political context The local institutional context The context constituted by the teachers and learners
- 12. 3. The Needfor Curriculum Development Process Educational planning and implementa tion practices involve: The careful examination of the teaching objectives The development and trial use in schools of those methods and materials which are judged most likely to achieve the objectives which teachers agreed upon The assessment of the extent to which the development work has in fact achieved its objectives The feedback of all the experience gained, to provide a starting point for further study
- 13. 3. Lack ofResearch Basis FEW books written by method gurus are based on second language acquisition research. Researchers who study language learning reluctantly dispense prescriptions for teaching based on the results of the research. Researches on language learning do not support the simplistic theories and prescriptions found in approaches and methods. Lack of research basis in adopting methods and approaches
- 14. 4. Similarities ofClassroom Practices Some scholars criticized the use of methods believe that methods: Are not informative because they refer to a pool of classroom practices which are used uniformly (Swaffar, Arens, and Morgan 1982: 31). Are quite distinctive at the early, and rather indistinguishable from each other at the later stage (Brown 1997: 3)
- 15. Beyond Approaches andMethods Approaches and methods can still be usefully studied and selectively mastered in order to: LEARN how to use different approaches and methods and understand when they might be useful UNDERSTAND some of the issues and controversies that characterize the history of language teaching PARTICIPATE in language learning experiences based on different approaches and methods as a basis for reflection and comparison BE AWARE of the rich set of activity resources available to the imaginative teacher APPRECIATE how theory and practice can be linked from a variety of different perspectives
- 16. Looking Forward Government policy directives Factors influencing language teaching trends Trends in the profession Guru-led innovations Responses to technology Learner-based innovations Influences from academic disciplines Research influences