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    The Nature of Approaches and Methods in Language

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    This document discusses the key components of language teaching approaches and methods. It defines approach, method, and technique, with approach being the theoretical framework, method being the implementation plan, and technique being classroom activities. It then examines common theories of language and language learning that underpin different approaches. Finally, it analyzes the design of methods, covering objectives, syllabus types, teaching roles, learning roles, and the role of instructional materials.

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    The Nature of Approaches and Methods in Language

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    Fedrata
    1K views12 pages
    This document discusses the key components of language teaching approaches and methods. It defines approach, method, and technique, with approach being the theoretical framework, method being the implementation plan, and technique being classroom activities. It then examines common theories of language and language learning that underpin different approaches. Finally, it analyzes the design of methods, covering objectives, syllabus types, teaching roles, learning roles, and the role of instructional materials.

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    TEFL Methodology: The Nature of Approaches and Methods in Language

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    This document discusses the key components of language teaching approaches and methods. It defines approach, method, and technique, with approach being the theoretical framework, method being the implementation plan, and technique being classroom activities. It then examines common theories of language and language learning that underpin different approaches. Finally, it analyzes the design of methods, covering objectives, syllabus types, teaching roles, learning roles, and the role of instructional materials.

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    Download as pptx, pdf, or txt
    1K views12 pages

    The Nature of Approaches and Methods in Language

    Uploaded by

    Fedrata
    This document discusses the key components of language teaching approaches and methods. It defines approach, method, and technique, with approach being the theoretical framework, method being the implementation plan, and technique being classroom activities. It then examines common theories of language and language learning that underpin different approaches. Finally, it analyzes the design of methods, covering objectives, syllabus types, teaching roles, learning roles, and the role of instructional materials.

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    of 12

    THE NATURE OF

    APPROACHES AND
    METHODS IN LANGUAGE
    TEACHING
    TEFL Methodology
    APPROACH, METHOD, AND
    TECHNIQUE

    Edward Anthony (1963) – Identified three levels of conceptualization and


    organization: approach, method and technique.
    • Approach – A set of specific theories about the nature of language and
    language learning.
    • Method – An orderly plan for the presentation of language material
    based on the selected approach.
    • Technique – An implementational strategy or trick used to accomplish
    an immediate objective. It actually takes place in the classroom.
    APPROACH:
    THEORY OF LANGUAGE
    • Structural view – Views language as a structural system that consists of related elements that work as
    codes of meaning. This is the most traditional view.
    (Phonological and grammatical units, such as phonemes, phrases, sentences, etc)
    It is used in The Audiolingual Method, Total Physical Response, and The Silent Way.

    • Functional view – Views language as a means for the expression of functional meaning.
    (Specifically on the organization and meaning of the content, which has to be understandable)
    It is employed in Communicative Language Teaching and Notional/Functional Approach.

    • Interactional view – Sees language as a tool for interpersonal and social interactions between
    individuals.
    (Emphasizes interactive and conversational exchanges, which are constantly employed in social relations)
    It is used in Task-Based Language Teaching, Whole Language Learning, Neurolinguistic Programming,
    Cooperative Language Learning and Content-Based Instruction.
    APPROACH:
    THEORY OF LANGUAGE
    LEARNING
    A learning theory should respond to these two questions:
    1. “What are the psycholinguistic and cognitive processes involved in language
    teaching?”
    2. “What are the conditions that need to be met in order for these learning processes to be
    activated?”
    • Stephen Krashen’s Monitor Theory, which is based on The Natural Approach, answers both
    questions by distinguishing between the “acquisition” and “learning” processes, and by
    describing the the type of input the learners receive, which should be at their level, interest,
    of sufficient quantity, and in low-anxiety contexts, and these are the conditions.
    • Tracy D. Terrell (Natural Approach), and James Asher (Total Physical Response) are
    examples of methods based on this learning theory.
    • Charles A. Curran’s Counseling Learning and Caleb Gattegno’s Silent Way also focus on
    this learning theory, but they focus primarily on the conditions more than in the processes.
    Their concern is directed to the atmosphere of the classroom, and they seek for motivation,
    confidence and security within the students.
    DESIGN
    Design – The level of method analysis in which we consider the following:

    Design is the level of method analysis in which consider:


    a) what the objectives of a method are;
    b) how language content is selected and organized within the method, that
    is, the syllabus model the method incorporates;
    c) the types of learning tasks and teaching activities the method advocates;
    d) the roles of learners;
    e) the roles of teachers;
    f) the role of instructional materials.
    DESIGN:
    OBJECTIVES

    Objective – The main focus of the method.

    Objectives of methods vary:


    1. oral skills,
    2. general communication skills,
    3. accurate grammar and pronunciation
    4. basic grammar and vocabulary of a language
    DESIGN:
    CONTENT CHOICE AND
    ORGANIZATION: THE SYLLABUS

    Syllabus – Specifies the linguistic content in a course or method.


    (Structures, topics, notion, functions, learning tasks)

    Proposed syllabus types in language teaching: [Brown (1995)]


    1. Structural 5. Skills-Based
    2. Situational 6. Task-Based
    3. Notional 7. Topical
    4. Functional
    DESIGN:
    TYPES OF LEARNING AND
    TEACHING ACTIVITIES
    The choice of learning and teaching activities will depend on the differences among methods at the
    level of approach.
     Audiolingualism e.g. dialogue and pattern practice.
     The Silent Way e.g. charts and colored rods.
     Communicative language theoreticians e.g. information gap.

    The diversity of activity types may require different arrangements and groupings. (Depending if it
    is an individual activity, pair work or group work.)

    Some activity types:


    - dialogue - question and answer
    - group problem solving - responding to commands
    - drills - information-exchange
    DESIGN:
    LEARNER ROLES
    Recent methodologies are more concern for learner roles. Johnson and
    Paulston (1976) spell out learner roles in an individualized approach to
    language learning in the following terms:
    a) Learners plan their own learning program and thus ultimately
    assume responsibility for what they do in the classroom
    b) Learners monitor and evaluate their own progress
    c) Learners are members of a group and learn by interacting with
    others;
    d) Learners tutor other learners
    e) Learners learn from the teacher, from other students, and from
    other teaching sources.
    DESIGN:
    TEACHER ROLES
    Learner and teacher roles are closely related to each other. They define the type
    of interaction in the classroom within the method being used.
    Teacher roles:
    • The primary source of knowledge and direction
    • A guide, consultant and model
    • Limited by imposed contents and directions on texts and lessons plans
    Teaching role issues involved in methods:
    • Types of functions the teacher should fulfill
    • Teacher’s control over how learning takes place
    • Teacher’s responsibility over determining the content of what is being
    taught
    • Interactional patterns between teacher and learners
    DESIGN:
    THE ROLE OF INSTRUCTIONAL
    MATERIALS
    Instructional materials specify subject-matter content, its degree of coverage (amount
    of time, attention, and details of particular items), and its continuity over the following
    days.
    The role of instructional materials:
    • Present content
    • Practice content
    • Facilitate communication between learners
    • Enable them to practice the content without teacher’s help
    The form of materials:
    - Textbooks
    - Audiovisuals
    - Softwares, etc
    PROCEDURE
    Procedure – Involves a set of techniques, practices and behaviors within the
    teaching process in a particular method.

    Dimensions of Procedure:
    • The use of teaching activities to present a new language
    • How the activities are used to practice language
    • The procedures and techniques used to provide feedback

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