Post on 18-Nov-2014
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UNIVERSIDAD DE PANAMÁ
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
Language teaching approaches
• Method: The plan selected to present language in a systematic way
• Technique: Specific activities consistent with the method and approach
Language teaching approaches
ANTHONY´S HIERARCHY:
It was a first attempt to define the
elements of language pedagogy
APPROACH
METHOD
TECHNIQUE
Language teaching approaches
Jack Richards and Theodore Rodgers (1982, 1986)
Redefined Anthony´s hierarchy
(approach, method, technique ) to :
1. Approach
2. Design
3. Procedure
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
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)
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
Language teaching approaches
Pre- Twentieth Century Trends
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
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
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
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)
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
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”
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
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
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
Language teaching approaches
MAIN APPROACHES BY INFLUENCE
1. Communicative approach:
2. Affective – humanistic approach
3. Comprehension approach
4. Communicative approach
Language teaching approaches
COGNITIVE APPROACH
1. Language is rule- governed.
2. The emphasis is on cognitive behavior ( not habit formation; Skinner´s cognitive
conditioning)
Language teaching approaches
AFFECTIVE – HUMANISTIC APPROACH
1. Learning a foreign language is a process of self realization and of relating to other people
Language teaching approaches
COMPREHENSION APPROACH
1. Language acquisition occurs if and only if the goal of the language teaching is communication
Language teaching approaches
COMMUNICATIVE APPROACH
1. The purpose of language ( the goal of teaching )is communication
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