language teaching approaches

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UNIVERSIDAD DE PANAMÁ Language teaching approaches

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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

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Page 1: Language Teaching Approaches

UNIVERSIDAD DE PANAMÁ

Language teaching approaches

Page 2: Language Teaching Approaches

Language teaching approaches

Edward Anthony (1963)Defined approach,method, technique

• Approach: A set of assumptions about language teaching which involve the nature of language, learning, teaching

Page 3: Language Teaching Approaches

Language teaching approaches

• Method: The plan selected to present language in a systematic way

• Technique: Specific activities consistent with the method and approach

Page 4: Language Teaching Approaches

Language teaching approaches

ANTHONY´S HIERARCHY:

It was a first attempt to define the

elements of language pedagogy

APPROACH

METHOD

TECHNIQUE

Page 5: Language Teaching Approaches

Language teaching approaches

Jack Richards and Theodore Rodgers (1982, 1986)

Redefined Anthony´s hierarchy

(approach, method, technique ) to :

1. Approach

2. Design

3. Procedure

Page 6: Language Teaching Approaches

Language teaching approaches

Richard and Rodgers´definitions:

1.Approach: Beliefs, assumptions and theories of learning

2. Design: Defines the relationship between theory and practice

3.Procedure: Techniques and practices derived from approach and design

Page 7: Language Teaching Approaches

Language teaching approaches

WHAT IS A METHOD?

“ A method according to Richards and Rodgers was an umbrella term for the specification and interrelation between theory and practice” (1984:154)

Page 8: Language Teaching Approaches

Language teaching approachesRichards and Rodgers´ contributions:

1. Their approach brought objectives

2. Their design brought the need of a syllabus

3. Their procedure brought activities, roles for teacher and learner and instructional materials

syllabus

activities

Objectives

Instructional materials

roles

Page 9: Language Teaching Approaches

Language teaching approaches

Pre- Twentieth Century Trends

Page 10: Language Teaching Approaches

Language teaching approaches

THE MIDDLE AGES• Classical languages were lingua francras across the

known world

• Emphasis was on language use; not its analysis

• Methods were based on direct, aural oral techniques

• Elites were expected to become users of the classical languages

Page 11: Language Teaching Approaches

Language teaching approaches

• Textbooks were not used, so hand-copied manuscripts aided the process

• Only the nobility had access to formal education

• The school based system was inexistent outside monasteries

Page 12: Language Teaching Approaches

Language teaching approaches

THE RENAISSANCE• It caused the formal study of classical languages

• The emphasis shifted from use to analysis of languages due to universities (Latin- vulgate vs. Classical Latin)

• The printing press led to mass production of books

Page 13: Language Teaching Approaches

Language teaching approaches

THE 17th CENTURY

• Vernaculars had gained prestige

• The first attempt to establish a method

• The first attempt came from Czech scholar Johann Comenius (1631)

Page 14: Language Teaching Approaches

Language teaching approaches

Comenius´Method1. It was inductive

2. It used imitation instead of rules

3. Ss repetition was emphasized

4. It used limited amounts of vocabulary initially

5. It fostered ss practice of reading and speaking

6. It used images to make it meaningful

Page 15: Language Teaching Approaches

Language teaching approaches

THE 19TH CENTURY

• The interest in the analysis of vernaculars (grammars, grammar schools, grammarians) favored one method

• The method of the day was :

“GRAMMAR TRANSLATION”

Page 16: Language Teaching Approaches

Language teaching approaches

EARLY 20th CENTURY

• The emphasis was back on the “use” of a language rather than on its “analysis”

• The “ direct method” also known as “ the natural method” or “natural approach” gained favor

Page 17: Language Teaching Approaches

Language teaching approaches

FRANCOIS GOUIN (1880)

• Suggested the “ direct method as the only method possible

• In 1890, a reform movement in language teaching changed the traditional DM and GT because of their focus on oral skills

Page 18: Language Teaching Approaches

Language teaching approaches

20th CENTURY “APPROACHES” TO LANGUAGE

TEACHING

1. Grammar translation2. Direct method3. Reading method4. Audiolingualism5. Oral situational (Britain)

6. Cognitive approach7. Affective- humanistic8. Comprehension based

approach9. Communicative

approach

Page 19: Language Teaching Approaches

Language teaching approaches

MAIN APPROACHES BY INFLUENCE

1. Communicative approach:

2. Affective – humanistic approach

3. Comprehension approach

4. Communicative approach

Page 20: Language Teaching Approaches

Language teaching approaches

COGNITIVE APPROACH

1. Language is rule- governed.

2. The emphasis is on cognitive behavior ( not habit formation; Skinner´s cognitive

conditioning)

Page 21: Language Teaching Approaches

Language teaching approaches

AFFECTIVE – HUMANISTIC APPROACH

1. Learning a foreign language is a process of self realization and of relating to other people

Page 22: Language Teaching Approaches

Language teaching approaches

COMPREHENSION APPROACH

1. Language acquisition occurs if and only if the goal of the language teaching is communication

Page 23: Language Teaching Approaches

Language teaching approaches

COMMUNICATIVE APPROACH

1. The purpose of language ( the goal of teaching )is communication

Page 24: Language Teaching Approaches

THANK YOU

THAT IS ALL !