Departamento de Componente Docente

rea Metodolgica - Tecnolgica

Professor: Waleska Ruiz MEPILE I Unit I

October, 2011

What is Language?
It is a systematic set of arbitrary symbols (primary vocal), which have conventionalized meanings used for communication within a speech community or culture. (Brown, 2007)

What is Teaching?
Showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. (Brown, 2007)

A complex, specialized skill, which develops in the child spontaneously, without conscious effort or formal instruction. (Pinker, 1994)
Your understanding of the components of the language determines the way you teach it

The Study of Classical Latin

(Before the 1500s to 1850)
Latin was the dominant language of education, commerce, religion, and government in theWestern world. The analysis of its grammar and rethoric became the model or standard way for foreign language in English schools.

Rote learning of vocabulary, study of declensions, conjugations, translation, and writing sentences and texts were the most commom teaching strategies.
Childrens lapses in knowledge were often met with brutal punishment. In the 16th century, French, Italian, and English gained in importance as a result of political changes in Europe.

The Study of Classical Latin

(Before the 1500s to 1850)
Latin gradually became displaced as a language of spoken and written communication to that of an occasional subject in the school curriculum. As modern languages began to enter the curriculum of European schools in the 18th century, teachers used the same procedures for teaching Latin. Typical texbooks consisted of lessons organized around grammar points and their rules and sample sentences.

This way of teaching foreing languages became known the Grammar Translation Method.

(Richards and Rodgers, 2003)

The Grammar Translation Method

(1850s to 1950)
It was known in the U.S as the Prussian Method and the goal of foreign language study was to learn its literature. The student`s native language was maintained as the reference system and as the medium of instruction.

Reading and writing were the major focus; little or no systematic attention is paid to speaking or listening.
Vocabulary was taught through bilingual word lists, dictionary study, and memorization.

The sentence was the basic unit of teaching and language practice.

The Grammar Translation Method

(1850s to 1950)
Accuracy was emphasized. Students were expected to attain high standars in translation. Grammar was taught deductively by the presentation of grammar rules that were then practiced through translation exercises.

It often creates frustration for students, but made few demands on teachers. It is a method for which there was no theory and it is still widely used in many parts of the world.
In the mid- and late nineteenth century, opposition to the Grammar Translation Method gradually developed.

(Richards and Rodgers, 2003)

Natural Language Learning Principles (1860-1880)

C. Marcel (1793-1896): referred to child language learning as a model for language teaching, emphasized the importance of meaning in learning and proposed that reading be taught before other skills. T. Prendergast (1806-1886): recorded the observation that children use contextual and situational cues to interpret utterances and that they use memorized phrases and routines in speaking.

C. F. Gouin (1831-1896): developed an approach to teaching a foreign language based on his observations of childrens use of language. Learning was facilitated through using language to accomplish events consisting of a sequence of related actions and gestures. (Gouin Series)

(Richards and Rodgers, 2003)

The Reform Movement (1880)

Henry Sweet England (1845-1912): set four principles for the development of a teaching method.

1. Careful selection of what is to be taught. 2. Imposing limits on what is to be taught. 3. Arranging what is to be taught in terms of the four skills of listening, speaking, reading and writing. 4. Grading materials from simple to complex.

Wilhelm Vietor (1850-1918): used linguistic theory to justify his views on language teaching. Training in phonetics would enable teachers to pronounce the language accurately.
Phonetics: the scientific analysis and description of the sound systems of languages was established. Linguistics emphasized that speech, rather than the written word, was the primary form of language.

The International Phonetic Association was founded in 1886 to improve the teaching of modern languages. The International Phonetic Alphabet (IPA) was designed to enable the sounds of any language to be accurately transcribed.

The Reform Movement (1880)

1. The spoken language is primary and this should be reflected in an oral-based methodology.
2. The findings of phonetics should be applied to teaching and to teacher training. 3. Learners should hear the language first, before seeing it in written form. 4. Words should be presented in sentences, and sentences should be practiced in meaningful contexts and not be taught as isolated, disconected elements. 5. The rules of grammar should be taught only after the students have practiced the grammar points in context that is, grammar should be taught inductively.

6. Translation should be avoided, although the native language could be used in order to explain new words or to check comprehension. (Richards and Rodgers, 2003)

The Direct Method (1890)

L. Sauveur, F. Frank and M.Berlitz 1. Classroom instruction was conducted exclusively in the target language. 2. Only everyday vocabulary and sentences were taught. 3. Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. 4. Grammar was taught inductively. 5. New teaching points were introduced orally. 6. Concrete vocabulary was taught through demostration, objects, and pictures; abstract vocabulary was taught by association of ideas. 7. Both speech and listening comprehension were taught. 8. Correct pronunciation and grammar were emphasized.
(Richards and Rodgers, 2003)

 AUDIOLINGUAL SITUATIONAL TEACHING LANGUAGE

COMMUNICATIVE LANGUAGE TEACHING

THE NATURAL APPROACH COOPERATIVE LANGUAGE LEARNING CONTENT INSTRUCTION BASED

TOTAL PHYSICAL RESPONSE THE SILENT WAY COMMUNITY LEARNING SUGGESTOPEDIA LANGUAGE

TASK BASED LANGUAGE TEACHING THE LEXICAL APPROACH

 We focus on communicative activities (e.g. listening to a telephone call, reading a newspaper, doing role plays) for fluency work. We use translation when it is quick and efficiente to get across meaning. We teach grammar as a reference point, not as a starting point. We use drilling (e.g. listen - repeat) when it is an efficient way for students to get the sounds and rhythm of an useful expression. We use practice excersises (e.g. gap fills) to raise students awareness of common lexical expressions.

The modern teacher is able to use any approach from the past as long as it is appropiate and useful because ECLECTICISM suggests picking separate things from the selection available, whereas INTEGRATION forces us to remember that everything has come from what has been before, and that everything that has gone before remains relevant today.
Lowe (2003)

APPROACH

E. Anthony (1963)

METHOD

TECHNIQUE

Theories of Language APPROACH Theories of Language Learning

Objectives
The Syllabus

E. Anthony Richards, J. and

Rodgers, (1963) T.
(2001)
METHOD

DESIGN

Learning Tasks Learner Roles Teacher Roles

PROCEDURE

The Role of the Instructional Materials

APPROACH
(AXIOMATIC LEVEL)

INCLUDES PHYLOSOFIES, THEORIES, PRINCIPLES, BELIEVES AND AXIOMS REGARDING LANGUAGE AND LANGUAGE LEARNING.

METHOD
(PROCEDURAL LEVEL)

GENERAL PLAN ACCORDING TO THE APPROACH. THEORY IS PUT INTO PRACTICE AND CHOICES ARE MADE ABOUT THE PARTICULAR SKILLS AND CONTENT TO BE TAUGHT.

TECHNIQUE
(IMPLEMENTATIONAL LEVEL)

A PARTICULAR TRICK OR STRATEGY USED TO ACCOMPLISH AN IMMEDIATE OBJECTIVE. DESCRIPTION OF THE CLASSROOM PROCEDURES. WHICH ACTUALLY TAKES PLACE IN A CLASS.

APPROACH

THEORETICAL PRINCIPLES ABOUT LANGUAGE AND LANGUAGE LEARNING.

APPROACH

(Implementational level)

Structural

It considers the language a system of structural related elements for the coding of meaning.

Theories of Language
RELATED TO THE LINGUISTIC ASPECT.

Functional

It considers the language a vehicle for the expression of functional meaning.

(How language is concieved)

Interactional

It sees the language as the tool for the creation and maintenance of interpersonal social relations between people.

(Implementational level) APPROACH

Focused on publicly observable and measured responses
(Pavlov, Skinner)

Behaviorism

Theories of Language Learning

RELATED TO THE PSYCHOLINGUISTIC AND COGNITIVE PROCESSES INVOLVED IN LANGUAGE LEARNING (HOW LANGUAGE IS LEARNT)

Cognitive Theory

Meaning, understanding, and knowing are very significant data for psychological study. (Ausbel) All human beings construct their own version of reality, and therefore multiple contrasting ways of knowing and describing are equally legitimate. Social interaction is fundamental
(Piaget, Vigotsky)

Constructivism

(Implementational level)

DESIGN

IT IS NECESSARY TO DEVELOP A DESIGN FOR AN INSTRUCTIONAL SYSTEM.

(Implementational level)

DESIGN

Process-Oriented

Focused in general communication skills (throughout the course)

Objectives

USED TO ACHIEVE A SPECIFIC GOAL. (They depend on the method or approach used)
Product-Oriented

Focused in accurate grammar (evaluated at the end)

(Implementational level)

DESIGN

Priori-Syllabus

The content is already fixed or pre-set.

The Syllabus

ORGANIZATION AND PRESENTATION OF THE LINGUISTIC CONTENT.

Posteriori- Syllabus

The content is decided in class.

(Implementational level)

DESIGN

Grammatical accuracy

To develop particular aspects of grammar

Learning Tasks

DIFFERENT LEARNING AND TEACHING ACTIVITIES USED IN CLASS ACCORDING TO THE METHOD OR APPROACH USED.

Communicative skills

To develop physcolinguistic processes

(Implementational level)

DESIGN

a. Types of activities learners carry out.

Learner Roles

b. Degree of control learners have over the content of learning. c. Patterns of grouping adopted. d. Degree to which learners influence the learning of others.

THE INFLUENCE OF LEARNERS ON THE LEARNING PROCESS.

e. View of the learner as processor, performer, imitator or problem solver.

(Implementational level)

DESIGN

a. Type of teachers (counselor, model, etc.)

function director,

Teacher Roles
THE INTERVENTION OF TEACHERS ON THE LEARNING PROCESS.

b. Degree of control over the learning process. c. Degree of responsibility for determining the content to be taught.

d. Interactional patterns that develop between teachers and learners.

(Implementational level)

DESIGN

Initiating learners

Teacher centered

Role of Instructional Materials

Self-instruction learners

Learner centered

THEY DEFINE SUBJECT MATTER CONTENT AND THE DAY-TO-DAY LEARNING OBJECTIVES ACCORDING TO THE METHOD / APPROACH USED

-The goals of materials: to present content, to practice content, to facilitate communication between learners, to enable learners to practice alone. -The form of materials: books, audiovisuals, computer software, realia. -The relation of materials to other sources of input.

-The abilities of teachers (competence, training and experience)

PROCEDURE (Implementational level)

Teaching activities to present language.

Presentation

DESCRIBES THE REALIZATION OF THE APPROACH AND DESIGN IN CLASSROOM. TECHNIQUES, PRACTICES, AND BEHAVIORS THAT OPERATE IN TEACHING A LANGUAGE.

Practice

Teaching activities for practicing language.

Feedback

Procedures and techniques to give feedback.

Richards, J. and Rodgers, T. (2003). Approaches and Methods in Language Teaching. Second Edition. Cambridge, UK. Cambridge University Press.