Language teaching methodologies
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The document discusses various language teaching methodologies and asserts that teachers inherently follow theoretical principles that impact their teaching practices. It reviews several methods, including the Direct Method, Grammar-Translation, Audio-Lingual, Structural Approach, Suggestopedia, Total Physical Response, and Communicative Language Teaching, each with unique techniques and focuses. The document emphasizes the importance of practical theories and the need for continual review and testing of teaching beliefs for effective language instruction.
Language teaching methodologies
- 1. LANGUAGE TEACHING METHODOLOGIES BY CHRISTINE P. LONOY FACULTY, LIBERAL ARTS AND EDUCATION DEPARTMENT THECOLLEGEOF MAASIN, MAASIN CITY, SO. LEYTE
- 2. Brown (1994: 52) portrays language teaching as the “changing winds and shifting sands of language teaching”. Behind any teaching enterprise there always exist some theoretical assumptions, refer to them as guiding lines or principles.
- 3. • Sometimes not even teachers can state them as such explicit foundations. But these principles do work and influence their everyday teaching activity. • As Stern (1983: 24-5) puts it, “A language teacher can express his theoretical conviction through classroom activities as much as (or indeed, better than) through the opinions he voices in discussions at professional meetings”.
- 4. These are the main ideas: 3. As many factors influence the FL teaching process, a global theory is required. 4.Throughout history, controversial trends on methods have been used. All may have a positive contribution. 5. A good theory is most of all practical. 6. Research and reflection improve the consistency of a good teaching method. 1. All teachers follow theoretical principles though they are not explicitly stated. 2. Beliefs and convictions on the most effective teaching method must be reviewed and tested.
- 5. 1. The Direct Method one entirely in the target language the learner is not allowed to use his or her mother tongue grammar rules are avoided and there is emphasis on good pronunciation.
- 6. 2. Grammar- translation Learning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability.
- 7. 3. Audio-lingual The theory behind this method is that learning a language means acquiring habits. There is much practice of dialogues of every situations. New language is first heard and extensively drilled before being seen in its written form.
- 8. 4. The Structural Approach This method sees language as a complex of grammatical rules which are to be learned one at a time in a set order • Example: the verb "to be" is introduced and practised before the present continuous tense which uses "to be" as an auxiliary.
- 9. 5. Suggestopedia • Learning is facilitated in an environment that is as comfortable as possible, featuring soft cushioned seating and dim lighting. • the mental blocks to learning are removed • "Peripheral" learning is encouraged through the presence in the learning environment of posters and decorations featuring the target language and various grammatical information.
- 10. 6. Total Physical Response (TPR) TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go to the window and open it." The method stresses the importance of aural comprehension.
- 11. 7. Communicative Language Teaching (CLT) • The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in. • The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location.