Method or approach chart dmavd
- 1. Universidad Mariano Galvez Dulce Maria A. Vargas Daetz March 3rd , 2015 Escuela de Idiomas Pedagogy Methods METHOD OR APPROACH LINGUISTIC PRINCIPLES & CHARACTERISTICS TEACHER´S ROLE STUDENT´S ROLE The Series Method In the 19th century Reading Memorizing Learn based on grammars and dictionaries Memorize sentences in sequence Modeling and guide Students have to memorize sentence in sequence relating to the theme. Berlitz ( The Direct Method) XVI languages included in the curriculum Speaking Automacity Autonomy Willing to communicate Communicate Competence Directs activities and performer of target language. Led to self-correction and they are users of language. The Audiolingual Method 1950´s Listening Speaking Reading Writing Automaticity Modeling and guide Imitates and Produces the correct output Structural-Situational Language Teaching In the 1930s to the 1960s Speaking Reading Writing Listening Receiving knowledge or material Repetition to fix the knowledge or material memory The use of the knowledge or material in actual practice until it becomes a personal skill. Teachers Learners must be able to produce accurate pronunciation and use of grammar. Learners must be able to respond quickly and accurate in speech situations with an automatic control of basic structures and sentences patterns. The Designer Method ( Humanistic Approaches ) 1970´s-1980s , birth of the field of Reading Memorizing Audilingual habit theory and cognitive code learning and emphasizes the learner´saffective domain. Modeling Lerner-centred Lerner´s emotional attitude toward the language.
- 2. Second Language Learning and Teaching. The Silent Way 1963 Receptive Skills Productive Skills Meaningful Learning Inter-Language Autonomy Willingness to communicate Facilitator / Coach Monitor Provides Feedback Learner Centered Cooperative Work Autonomy Work Students are active Humanistic Approaches 1970´s-1980s , Reading Memorizing Audilingual habit theory and cognitive code learning and emphasizes the learner´saffective domain. Modeling Lerner-centred Lerner´s emotional attitude toward the language. Total Physical Response Developed by James Asher in 1970 to teach vocabulary and grammar rules Listening Responding Meaningful Learning Automaticity Intrinsic Motivation Language Ego Active role Direct role Listener role Performer role Communicative Language Teaching 1980´s Created against audio-lingual and grammar method . Developed b y Robert Langs- Listening Speaking Automaticity Meaningful Learning Intrinsic Motivation Teacher facilitates the communication process. Teacher acts as a guide of the process. Students practice target language as much as possible and interact with their partners. The Natural Approach Developed by Stephen Krashen & Tracy Terrell 1977 Listening Speaking Self-Confidence Risk Taking Language culture connection Communicative Competence Teacher is the primary source of the comprehensible input of the target language. Teacher creaters a classroom atmosphere. Teacher chooses a rich mix of classroom activities. Active role takes decisions about speaking 3 stages.
- 3. Cooperative LANGUAGE TEACHING Created by May and Dob in 1973 who got influenced by Johng Dewey , Burt Lewing and Morton Deutsh. Cognitive Social Linguistic Emphasizes Listening Speaking Learner centered Cooperative work Autonomy work Students are active Facilitator / Coach Monitor Provides Feedback Based on teaching strategies, students work in small groups (formal, informal cooperative ) Content-Based Language Teaching Language is used to learn content and learning in 1970´s.. Writing Reading Listening Speaking Be motivated Autonomous Active Immersed Learn vocabulary form the presented topic. Speaking and listening enhanced. Students are to evaluate and interpret. Teacher makes the language understandable for students. Teacher engages them to cover different topics. Intrinsic motivation Meaningful learning Communicative Competence. Task-Based Language Teaching 1987 Writing Reading Listening Speaking The subject matter ( content) Previous Knowledge Problem solving Tasks : clear and purposeful Challenging. Teacher – learner interaction. Learners work with meaningful , cognitively demanding, and authentic texts and tasks( Learning by doing ). Self evaluation encouraged Students own evaluation of outcomes and learning process.
- 4. Biography Name Era Academic Career Main interest Claude Marcel (1793–1876), Early Mid – 20 th Century French Language Teacher Major pioneer of applied linguistics. Emphasized the importance of understanding meaning in language learning. author of a two-volume study of language education publishedin London in 1853 under the title Language as a Means of Mental Culture and International Communication Francois Gouin (1831 to 1896) Early Mid – 20 th Century French Teacher of Latin He attempted to build a methodology around observation of child language. Learning other reformers focus on naturalistic principles of language learning “natural” method. Thomas Prendergast (1806–1886) Early Mid – 20 th Century Inventor of the ‘mastery’ system of learning languages He believed that “language had to be aquire mainly for practice and performance He invented what he called the mastery system of learning languages, based on the process pursued by children in learning to speak. By frequently repeating conversational sentences Prendergast had himself
- 5. acquired the Madras vernacular, Tamil, and Telegu. His system was to some extent a development of the Ollendorffian, but Prendergast elaborated its details on original lines. His success was considerable, and the various manuals in which he practically expounded his views went through numerous editions. Avram Noam Chomsky 1928 20th / 21th Century Philosophy Academic, Linguistic , Journalist Drew the attention to the “deep structure” of language. Earl Stevick 1923- 2013 1970¨s Master of Arts in Teaching English as a Foreign language Expert in language learning and teaching. Take account the affective and interpersonal nature of language learning and teaching.