Language Teaching Approaches
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The document outlines various language teaching approaches, tracing their historical evolution from classical language instruction to modern methodologies. It discusses the hierarchical framework by Anthony and the revised definitions of Richards and Rodgers, emphasizing the distinctions between approach, design, and procedure. Key methods such as grammar-translation, the direct method, and communicative approaches are highlighted along with their theoretical underpinnings and roles in language pedagogy.
Language Teaching Approaches
- 1. UNIVERSIDAD DE PANAMÁ Language teaching approaches
- 2. 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
- 3. Language teaching approaches Method: The plan selected to present language in a systematic way Technique: Specific activities consistent with the method and approach
- 4. Language teaching approaches ANTHONY´S HIERARCHY: It was a first attempt to define the elements of language pedagogy APPROACH METHOD TECHNIQUE
- 5. Language teaching approaches Jack Richards and Theodore Rodgers (1982, 1986) Redefined Anthony´s hierarchy (approach, method, technique ) to : Approach Design Procedure
- 6. 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
- 7. 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)
- 8. Language teaching approaches Richards and Rodgers´ contributions: 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
- 9. Language teaching approaches Pre- Twentieth Century Trends
- 10. 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
- 11. 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
- 12. 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
- 13. 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)
- 14. Language teaching approaches Comenius´Method It was inductive It used imitation instead of rules Ss repetition was emphasized It used limited amounts of vocabulary initially It fostered ss practice of reading and speaking It used images to make it meaningful
- 15. 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”
- 16. 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
- 17. 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
- 18. Language teaching approaches 20th CENTURY “APPROACHES” TO LANGUAGE TEACHING Grammar translation Direct method Reading method Audiolingualism Oral situational (Britain) 6. Cognitive approach Affective- humanistic Comprehension based approach Communicative approach
- 19. Language teaching approaches MAIN APPROACHES BY INFLUENCE Communicative approach: Affective – humanistic approach Comprehension approach Communicative approach
- 20. Language teaching approaches COGNITIVE APPROACH Language is rule- governed. 2. The emphasis is on cognitive behavior ( not habit formation; Skinner´s cognitive conditioning)
- 21. Language teaching approaches AFFECTIVE – HUMANISTIC APPROACH Learning a foreign language is a process of self realization and of relating to other people
- 22. Language teaching approaches COMPREHENSION APPROACH Language acquisition occurs if and only if the goal of the language teaching is communication
- 23. Language teaching approaches COMMUNICATIVE APPROACH The purpose of language ( the goal of teaching )is communication
- 24. THANK YOU THAT IS ALL !