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LANGUAGE TEACHING METHODS
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Language Teaching Methods
Constituents and Categories of Methods
Constituents of Language Teaching Methods
1. Constituents of Language Teaching Methods
In Foreign Language
Teaching, many terms can be confused and used as
interchangeably terms.
Categories of Language Teaching Methods.
2. Categories of Language Teaching Methods.
This categorization above, seeks to provide conceptual coherence to language methods, it is made based on theoretical and pedagogic considerations about them.
Kumaravadivelu (2008)
Designer Non-Methods.
They are not methods, because of two main reasons:
1. They should be informed by a set of theoretical principles derived from a feeder
disciplines and a set of classroom procedures at practicing teachers.
2. They should be able to guide and sustain various aspects of language learning and
teaching operations, particularly in terms of curricular content.
They are just classroom procedures framed under learner-centered theories.
3. Designer Non-methods
Language – Centered Methods
Theoretical Principles
Theoretical Principles
Language-centered methods adhere to the synthetic approach of syllabus design.
Contents are organized according to selection, gradation, frequency and range.
Theory of Language
Language is a system consisting of several hierarchically linked building blocks: phonemes, morphemes, phrases, clauses, and sentences, each with its own internal structure.
Theory of Language learning
Theory of Language Learning
Language learning is framed under behaviorism theories.
Learning is the result of well provided stimulus (teaching) that trigger a series of corresponding responses (learning), that need to be reinforced.
Theory of Language teaching
Language teaching is a planned presentation of language systems combined with a provision of opportunities for repetition.
Samples of linguistic input are provided, and then elicited as responses.
Classroom Procedures
Language-centered methods adhere exclusively to form-based input modifications.
Input manipulation entails selecting grammatical items, grade them and making them trough a predominantly teacher-fronted instruction.
It is coupled with clear explanation of grammar patterns and conscious grammar correction.
Interactional Activities
The students are
supposed to respond immediately to the
stimulus of the teacher.
Interactional Activities.
Students are carefully led in minimal steps
through a series of exercises in which the
possibility of error is almost eliminated,
and the opportunity for practice is
expanded to the fullest.
Learner – Centered Methods
Theoretical Principles
Language should be learned as a whole (chunks) rather than in an isolated ways.
Instead of merely a grammatical core, it categories of notions such as time, sequence, quantity, location, and frequency, and
categories of communicative functions such as informing, requesting, and instructing.
Theory of Language
Language constitutes a network of transformations.
Thus, basic units of language are not merely
grammatical and structural, but also notional and functional. Which require
shared sociocultural and interpretation norms.
Theory of Language learning
Theory of Language Learning
Language learning mediates between teacher input and learner output. It entails the development of both accuracy and fluency, where accuracy activity involves conscious learning and fluency activity focuses on communicative potential.
Theory of Language teaching
Language teaching requires the development of knowledge by connecting the linguistic forms and their communicative functions. Teaching needs to include those sociocultural norms that govern the language use.
Theoretical Principles
Theoretical Principles
- Textual Functions
- Ideational Function
- Interpersonal
- Function
- Communication
- Culture
- Connection
- Communities
- Comparison
Classroom procedures
Classroom Procedures
Learning – Centered Methods
Learning - Centered Methods.
Theoretical Principles
A process – based syllabus design, in which is exclusively defined in terms of communicative activities. Syllabus construction is not prioritized, instead, the language emerges directly from the classroom interactions.
Theory of Language
Specific theories have not been precised. However, Learner – centered view of the language is highly accepted. Thus, language is not a merely grammatical system, but functional.
Theory of Language learning
Theory of Language Learning
Language learning is seen as incidental, learner pick up the language from the
environment, being meaning more required than form. It means learners will be able to produce the language as long as they understand it.
Theory of Language teaching
Language teaching involves providing comprehensible input and meaning – focused activities. Since output is only reached by input, the 4 skills of the language are integrated.
Classroom procedures
Classroom Procedures
Exclusively to meaning - based input modifications. Input is required to be lightly more complex than the learners’ actual language proficiency. Input is extended to students’ interests and framed to a teacher – directed interaction.
Interaction as a Textual Activity
Interaction as a Textual Activity
Dialogue – Association.
Interaction as an Interpersonal Activity.
Interaction as an Interpersonal Activity
Role-plays – Interviews.
Interaction as an Ideational Activity
Interaction as an Ideational Activity.
Problem – solving tasks.