UNIVERSIDAD DE PANAMA 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 Method: The plan selected to present language in a systematic way Technique: Specific activities consistent with the method and approach ANTHONYS HIERARCHY: It was a first attempt to define the elements of language pedagogy Approach->Methos->Technique Jack Richards and Theodore Rodgers (1982, 1986) Redefined Anthonys hierarchy (approach, method, technique ) to : 1. Approach 2. Design 3. Procedure Richard and Rodgersdefinitions: 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 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) Richards and Rodgers contributions: 1. 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 Pre- Twentieth Century Trends 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 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 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 THE 17th CENTURY Vernaculars had gained prestige The first attempt to establish a method The first attempt came from Czech scholar Johann Comenius (1631)

ComeniusMethod 1. It was inductive 2. It used imitation instead of rules 3. Ss repetition was emphasized 4. It used limited amounts of vocabulary initially 5. It fostered ss practice of reading and speaking 6. It used images to make it meaningful 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 20th CENTURY APPROACHES TO LANGUAGE TEACHING Grammar translation 6. Cognitive approach Direct method 7. Affective- humanistic Reading method 8. Comprehension based approach Audiolingualism 9. Communicative approach Oral situational (Britain)

1. 2. 3. 4. 5.

MAIN APPROACHES BY INFLUENCE 1. Communicative approach: 2. Affective humanistic approach 3. Comprehension approach 4. Communicative approach COGNITIVE APPROACH 1. Language is rule- governed. 2. The emphasis is on cognitive behavior ( not habit formation; Skinners cognitive conditioning) AFFECTIVE HUMANISTIC APPROACH 1. Learning a foreign language is a process of self realization and of relating to other people COMPREHENSION APPROACH 1. Language acquisition occurs if and only if the goal of the language teaching is communication COMMUNICATIVE APPROACH 1. The purpose of language ( the goal of teaching )is communication