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The document discusses key concepts in teaching English as a foreign language (TEFL). It defines methodology as the systematic way of teaching a subject, and method as the process of planning, selecting, and grading materials and techniques. An approach refers to theoretical positions about language and learning, while a method schematically represents objectives, syllabus, teacher and learner roles, activities, and materials. The document argues that viewing methods as prepackaged procedures is too restrictive, and that what teachers do depends on specific classroom contexts.
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The document discusses different levels of language teaching approaches, from broad approaches down to specific techniques. It states that an approach refers to assumptions about language and learning, a method is a practical implementation of an approach, and a technique is a specific classroom strategy. It provides examples showing that approaches inform methods, which comprise procedures that utilize techniques to achieve objectives. The discussion emphasizes that no single approach or method can address every teaching context, and advocates an eclectic, informed approach tailored to individual situations.
Approach, method and Technique in Language Learning and teaching
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
a slide history_of_language_teaching.ppt
This document provides an overview of the history of language teaching methodology. It describes the Classical Period from the 17th to 19th centuries when the purpose of education was religious orthodoxy and morality. Foreign language learning focused on Greek and Latin to promote intellect. The Grammar Translation Method from 1850-1950 emphasized reading, writing, and translating texts. Reformers in the early 20th century emphasized speaking and meaning based on how children learn languages. New methods like the Direct Method used the target language exclusively with little grammar explanation. The document also discusses theories of language and learning that influence methodology.
history_of_language_teaching
This document provides an overview of the history of language teaching methodology. It describes how in the Classical Period from the 17th to 19th centuries, the purpose of education was religious orthodoxy and morality. Foreign language learning focused on Greek and Latin and promoting intellect. The Grammar Translation Method dominated from the 1850s to 1950s with a focus on grammar rules, translation, and memorization. Reformers in the early 20th century emphasized meaning and concepts like Gouin's Series Method. The Direct Method by Berlitz focused on oral interaction and spontaneous language use with little translation.
Fashions in language teaching methodology
1. The document discusses the history and evolution of language teaching methodologies, from traditional grammar-translation methods to more modern communicative and task-based approaches.
2. Early methods like grammar translation and audiolingualism emphasized explicit instruction in grammatical rules and repetition/drilling, while later methods focus more on meaningful communication and learner-centered activities.
3. Currently there is a move toward "post-method" and eclectic approaches where teachers adapt methods based on their specific classroom contexts rather than following a single prescribed methodology.
Approaches and methods
1) Approaches in language teaching are based on theories of language and language learning, while methods put approaches into practice through specific techniques.
2) Three main theories of language that inform approaches are the structural view, which sees language as a system of elements; the functional view, which sees language as a means of communication; and the interactional view, which sees language as a tool for social interaction.
3) Learning theories associated with approaches consider the cognitive processes involved in language learning and the conditions needed to activate these processes.
Metodologia do Ensino de Língua Inglesa
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.
El profesor de lenguas extranjeras: era postmétodo y programa nacional de inglés
El profesor de lenguas extranjeras: era postmétodo y programa nacional de inglésYamith José Fandiño Parra
This document discusses the evolution of foreign language teaching methodologies in Colombia. It begins by defining key concepts like methodology, method, approach, design and procedure. It then reviews several historical teaching methods like grammar translation, direct method, audiolingualism and communicative language teaching. It notes the shift towards post-method and principles-based approaches. The post-method condition emphasizes the teacher's role in developing context-sensitive pedagogies based on local particularities. It outlines Kumaravadivelu's parameters and macrostrategies for a post-method pedagogy, including maximizing learning opportunities and minimizing mismatches between teachers and students.Introduction to language teaching
This document discusses language teaching and introduces concepts related to approaches, methods, and techniques in language education. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks questions about whether teachers are born or made and can teaching be taught. The document goes on to define key terms like approach, method, and technique, explaining that approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. It encourages writing and reflection on what makes a good teacher.
Introduction to language teaching approach - 2017
This document discusses language teaching approaches, methods, and techniques. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks whether teachers are born or made, and explores the differences between approaches, methods, and techniques. Approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. The document encourages writing and reflection on what makes a good teacher and concludes by discussing theories of language and language learning.
Methodology
The document discusses the history and evolution of language teaching methodology over the 20th century. It begins by explaining how the concept of systematic language teaching methods emerged. It then defines methodology and distinguishes between methods and approaches. Several influential methods from the mid-20th century are described, including Situational Language Teaching, Audio-Lingualism, and Communicative Language Teaching. The document concludes by speculating about potential future directions for language teaching methodology.
Method: Approach, Design, Procedure
The document discusses different aspects of language teaching methods, including approach, design, and procedure. It summarizes Edward Antony's original model from 1963 that distinguished among these three levels of abstraction and specificity. However, it notes that Antony failed to sufficiently address how an approach becomes a method or how method and technique are related. The document then presents Jack C. Richards and Ted Rodgers' model from 1986 that defines the relationships between approach, design, and procedure in developing a language teaching method.
G0113839
This document discusses the humanistic approach to teaching English as a foreign language. [1] It outlines four main methodologies associated with the humanistic approach: the silent way, community language learning, suggestopaedia, and total physical response. [2] These methods aim to engage students holistically and reduce anxiety around language learning. Classroom practices for these methods include relaxation exercises, role-playing scenarios, games, and peer work. [3] A study in India found that students had the greatest improvements in English skills during the first semester using these humanistic methods, showing their effectiveness. The humanistic approach aims to cultivate student motivation and a childlike openness to learning.
2 chapter4 handbookdefinitivo
This document discusses the history of approaches to teaching foreign languages. It begins by reviewing early methods like the Grammar-Translation Method and moves through subsequent approaches including the Communicative Language Teaching approach. The document also discusses bilingual education programs and factors that influence language teaching approaches. It aims to help teachers understand different trends in language teaching and draw conclusions about effective methodology.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
Teaching Methodology
This document discusses various methods for teaching foreign languages, including:
- Total Physical Response (TPR), which teaches language through physical actions in response to commands.
- Community Language Learning (CLL), where students determine what is learned and the teacher acts as a facilitator. Students record dialogues that are then analyzed by the class.
- Communicative Language Teaching (CLT) emphasizes using language in real-world contexts through activities like role-plays. It focuses on meaningful practice and interaction over accuracy.
The nature of approaches and methods
This document discusses approaches, methods, and techniques in language teaching. It defines each level of the hierarchy:
- Approach is the philosophy or belief system about language and learning.
- Method operationalizes the approach and specifies objectives, content, activities, and roles.
- Technique refers to classroom implementation.
It outlines different theories that underlie approaches, such as cognitive, structural, functional, and sociocultural models of language. It also discusses theories of learning like behaviorism, constructivism, and interactionism. Methods are analyzed based on their objectives, syllabus, activities, learner and teacher roles, and materials. Techniques refer to specific classroom behaviors.
The Nature of language teaching ELT
This document discusses the nature of language teaching methodology. It defines key terms like approach, method, and technique. An approach refers to theories about language and language learning, a method is an overall plan for presenting language material based on the approach, and a technique is a specific classroom implementation. The document also outlines different theoretical views of language, including structural, functional, and interactional views. It concludes by noting any language teaching method can be described in terms of the issues identified at the levels of approach, design, and procedure.
Introduction to language teaching approach
The document discusses key concepts in language teaching:
1. An approach reflects theories of language and language learning, such as structural, functional, and interactional theories.
2. A method is a set of teaching procedures that spells out how to teach a language based on an approach. It includes objectives, content, activities, roles, and materials.
3. A technique refers to specific classroom activities used to practice language, such as drills, dialogues, and information gap activities. Anthony distinguishes among approaches, methods, and techniques.
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Approach, method and Technique in Language Learning and teaching
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Tefl
- 2. What is TEFL? Is it a certain course? What do you need to teach your students? P A D
- 3. What is Approach? What is Design? What is Method?
- 4. Methodology systematic and scientific way of teaching any subject. Method is The process of planning, selection and grading language materials and items, techniques of teaching, etc.” Anthony (1963) It is a particular trick, strategy or contrivance used to accomplish
- 5. Method refers to ______________. Approach refers to ______________. Approach is theoretically well-informed positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings.
- 6. Schematic representation of Method Objectives Syllabus Teacher Role Activities Learner Role The Role of Instructional Materials
- 7. BY helping us to think in terms of an approach that undergirds our language designs (curricula), which are realized by various procedures (techniques), we could see that method, as the term was historically understood over the last century, is a concept that is too restrictive, too preprogrammed, and too “prepackaged”. Many of the methods that form our historical milestones make the oversimplified assumption that what teachers “do” in the classroom can be conventionalized into a set of procedures that fit all contexts. 1. 2. 3. 4. 5.
- 8. How many approaches do you know? How many Methods do you know? How many Techniques do you know? How many Syllabus design do you know?