SLA: Approaches, methods and techniques
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This document discusses different aspects of language teaching approaches, methods, and techniques. It provides reasons for studying teaching methods, such as gaining perspective on how the field has evolved, accessing established practices, and expanding one's teaching skills. Studying methods allows teachers to reflect on their assumptions and make informed choices in their teaching. The roles of the teacher, students, and instructional materials may vary depending on the approach and objectives. Techniques implement methods, which are informed by approaches. Approaches define underlying theories but not specific classroom practices.
SLA: Approaches, methods and techniques
- 2. TASK 1 a) Work in groups of four: think about the reasons why you should study teaching methods. b) Make a list of positive and negative aspects of learning teaching methods.
- 3. REASONS FOR STUDYING PAST AND PRESENT TEACHING METHODS:
- 4. • View of HOW the field of language has evolved. • Source of well-used practices, that teachers can adapt or implement based on their own needs. • Experience in using different approaches and methods can provide teachers with basic teaching skills.
- 5. WHY STUDYING METHODS? 1-Methods serve as a soil for reflection because: • They provide conscious awareness of the thinking that underlines their actions. • They make teachers becoming clearer of WHY they do WHAT they do. • Teachers become aware of their own fundamental assumptions, values and beliefs.
- 6. WHY STUDYING METHODS? 2- By becoming clear on where they stand TEACHERS: • Can choose to teach differently from the way they were taught. • Are able to see why they are attracted to certain methods and repelled by others.
- 7. WHY STUDYING METHODS? • Are able to make choices that are informed, not conditioned. • May be able to resist, or at least argue against, the imposition of a particular method by authorities • They offer teachers alternatives to what they currently think and do.
- 8. WHY STUDYING METHODS? 3- A knowledge of methods is part of the KNOWLEDGE BASE OF TEACHING. • Teachers join a community of practice. • Teachers learn the professional discourse that community members use so that professional dialog can take place. • It confers teachers a professional identity and connects each other so they are not so isolated in their practice.
- 9. WHY STUDYING METHODS? 4- A knowledge of methods helps expand a teacher's repertoire of techniques.
- 10. «Teaching is more than following a recipe.» (Larsen-Freeman) • Any method shapes teachers’ own understanding, beliefs, styles, level of experience. • Teachers are PROFESSIONALS, who can make their OWN decisions.
- 11. «The issue is not about methods, but HOW they are used» • They can help teachers articulate, transform, etc., their understanding of the teaching and learning process. • They can serve as integration of theory and practice. • It can encourage continuing education. • (From Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Oxford. 2nd Ed. 2000)
- 12. METHOD Theoretically related to an Organizationally determined by Practically realized in a APPROACH DESIGN PROCEDURE
- 13. APPROACH • Assumptions, theories dealing with the nature of language teaching and learning. • It is axiomatic METHOD • An overall plan for the orderly presentation of language material. • It is based on the selected approach • It is procedural TECHNIQUE • It is what actually happens in the classroom. • It is implementational
- 14. APPROACH • It is the level at which assumptions and beliefs about the language are specified. METHOD • It is the level at which theory is put into practice. • Choices are made about what particular skills and content are going to be taught. TECHNIQUE • It is the level at which classroom procedures are described.
- 15. APPROACH NATURE OF LANGUAGE NATURE OF TEACHING NATURE OF LEARNING Set of assumptions and beliefs dealing with
- 16. APPROACH the nature of language Refers to theories about language learning source of practices and principles in language teaching.
- 17. What links theory with practice (or approach with procedure) is DESIGN
- 18. DESIGN Determines OBJECTIVES SYLLABUSES Specifies ROLE OF TEACHERS CONTENT ROLE OF LEARNERS ROLE OF MATERIALS
- 19. TECHNIQUE Carries out a METHOD Which is consisted with and APPROACH
- 20. PROCEDURE It is the last level of conceptualization and organization within a method. It encompasses the actual techniques, practices and behaviours that operate in teaching a language according to a particular method.
- 21. PROCEDURE A description of HOW method realizes its approach and design on classroom behaviours TECHNIQUES/ PRACTICES/ BEHAVIOURS That operates in teaching a language according to a particular method
- 22. PROCEDURE The use of teaching activities: (drills, dialogues, information gap) The WAYS teaching activities are USED for practicing language The procedures and techniques used for giving feedback to learners 3 DIMENSIONS
- 23. APPROACH: General Conclusions • Principles may or may not lead to “a” method. • Teachers may develop their own teaching procedures, informed by a particular view of language and a particular theory of learning. • It DOES NOT specify procedure. • It DOES NOT dictate a particular set of teaching techniques and activities
- 24. 1) What are the goals of the teachers who use this method? • Process oriented objectives: eg, becoming a more proficient learner in whatever one is engaged. • Product oriented objectives: • grammatical accuracy • perfect pronunciation. • general communication skills, • ability to express oneself meaningfully
- 25. 2) What is the role of the teacher? • Their roles are related to the following issues: • a) degree of control over HOW learning takes place. • b) determining the content to be taught. • c) types of interaction between teachers and learners
- 26. 2) What is the role of the teacher? TEACHERAS • CONTROLLER • ASSESSOR • PROMPTER • PARTICIPANT • ORGANIZER • TUTOR • RESOURCE
- 27. Teacher’s roles “The role of the teacher will ultimately reflect both the objectives of the method and the learning theory on which the method is predicated, since the success of a method may depend on the degree to which the teacher can provide the content or create the conditions for successful language learning” (Richards and Rodgers, 2001)
- 28. 2) What is the role of the students? • processor • performer • imitator • problem solver Learner as
- 29. 3) What are some characteristics of the teaching/learning process? Teaching process can focus on: • Grammatical accuracy • Communicative skills Learning process can focus on: • Development of specific psycholinguistic process in language acquisition • Mastery of particular features of grammar
- 30. 4) What is the role of instructional materials? They will reflect decisions concerning: a) the primary goal of material: • to present content, • to practice content, • to facilitate communication between learners, • to enable learners to practice content without the teacher’s help.
- 31. 4) What is the role of instructional materials? • b) the form of material: texts, audiovisuals, computer software) • c) the relation of materials to other sources of input: if the serve as major source of input or not.) • d) the abilities of teachers ( their competence in the language or degree of training experience)
- 32. 5) What is the nature of student/teacher interaction? 6) What is the nature of student/student interaction? 7) How are the feelings of students dealt with? 8) How is language viewed? How is culture view?
- 33. 9) What areas of language are emphasized? Grammatical, phonological, sound system, etc. What language skills are emphasized? Listening, speaking, reading, writing?
- 34. 10) What is the role of the students´ native language? 11) How is evaluation accomplished? 12) How does teacher respond to errors?