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A presentation by Elena Chiaburu
What is language teaching methodology?
Theories
of
language
learning
Instructional
design
features
Observed
teaching
practice
The link
between
theory and
practice
A whole complex of
elements
NEUROLOGICAL
SOCIOLINGUISTIC
INTERDEPENDENCE
MONITOR MODEL
TRANSFER
INTERDEPENDENCE
BEHAVIORISM
COGNITIVE
AFFECTIVE
COMMUNICATIVE COMPETENCE
The design features might include:
Stated
objectives
Syllabus
specifications
Types of
activities
Roles of
teachers,
learners,
materials
METHOD: •A systematic set of teaching practices
based on a particular theory of language and
language learning.
•Fixed teaching system with prescribed
techniques and practices.
APPROACH:
•A group of related assumptions.
•Language teaching philosophy that can
be interpreted and applied in a variety of
different ways in the classroom.
TECHNIQUES:
•A way (how) to implement the method.
The Grammar Translation Method
1950s: Situational Language Teaching (UK)
Audiolingualism (USA)
Variety of methods: Silent way, Suggestopedia,
Community Language Learning, TPR
1970s-1980s: More interactive views of language
teaching--Communicative Language Teaching
COMMUNICATIVE LANGUAGE
TEACHING (CLT)
PRINCIPLES:
Learners learn the language through using it to
communicate
Authentic and meaningful communication should be the
goal of classroom activities
Fluency is an important dimension of communication
Communication involves the integration of different
skills
Learning is a process of creative construction and
involves trial and error
SOURCE: Theodore S. Rodgers, Language Teaching
Methodology
Communicative Language
Teaching inspired a number
of approaches that share
the same principles, but
envision instructional
practices in diverse ways:
THE NATURAL APPROACH
COOPERATIVE LEARNING
CONTENT-BASED TEACHING
TASK-BASED TEACHING
Carrying on and refining current trends
PREDICTIONS:
OR
“Science-fiction” visionaries:
•Teacher/Learner collaboration
•Method synergistics
•Curriculum developmentalism
•Content-Basics
•Multiintelligencia
•Total Functional Response
•Strategopedia
•Lexical Phraseology
•O-zone Whole Language
•Full-Frontal Communication
TEACHER/LEARNER
COLLABORATION:
matchmaking techniques
via on-line computer networks
METHOD SYNERGISTICS:
crossbreeding elements from
various methods into a common
program of instruction
“disciplined eclecticism”
CURRICULUM DEVELOPMENTALISM:
The curriculum perspective comes from
general education and views successful
instruction as an interweaving of knowledge,
instructional methodology, learner, and
administrative considerations.
CONTENT-BASICS:
Content-based
instruction assumes that
language learning is a
by-product of focus on
meaning, on acquiring
content.
MULTIINTELLIGENCIA:
an approach based on
multiple intelligences
theories.
TOTAL FUNCTIONAL RESPONSE: New leads in discourse and
genre (report, procedure, explanation, exposition, recount) analysis,
schema theory, pragmatics, and functional grammar rekindle an
interest in functionally based approaches to language teaching.
STRATEGOPEDIA (Learning
to learn): focus on language
learning strategies for learning,
thinking, planning, and selfmonitoring.
LEXICAL PHRASEOLOGY:
Language teaching should
center on memorized lexical
patterns and the way they can
be pieced together
O-ZONE WHOLE LANGUAGE: “Focus on form” proposals
assume that students will learn only what they are aware of.
FULL-FRONTAL COMMUNICATIVITY:
Instructional focus is on the non-linguistic
aspects of communication, including rhythm,
speed, pitch, intonation, tone, and hesitation
phenomena in speech and gestures, facial
expression, posture, and distance in nonverbal messages.
“In general, any
fundamentally new approach
to a scientific problem
inevitably leads to new
methods of investigation and
analysis. The invention of
new methods that are
adequate to the new ways in
which problems are posed
requires far more than a
simple modification of
previously accepted
methods.”
Lev Semenovich Vygotsky