SPECIALIZATION

IN ENGLISH LANGUAGE AND TEACHING AS A FOREIGN LANGUAGE

Universidad Pedaggica Nacional

By: Deisy Beatriz Rosario Snchez

APPROACHES

TO ELT

UNIT 3. LANGUAGE TEACHING METHODOLOGIES

INDEX

The differences between approach, method and technique The Grammar Translation Method

The Direct Method or Natural Approach

The Audio-lingual Method The Experiential Learning Model Bibliography

The differences between approach, method and technique

Approach Theoretical positions and beliefs about the nature of language, the nature of language learning (psycholinguistic and cognitive processes involved) and the applicability of both to pedagogical settings (successful use of these processes). Why Method (plan) Technique (procedure)

A generalized set of classroom specifications for accomplishing linguistic objectives focusing on the: Goals of the teaching/learning Learner roles Teacher roles Role of instructional materials.
How

Specific types of exercises, tasks, or activities used in class for the purpose of reaching pedagogical goals.

What

The Grammar Translation Method

The purpose of learning a foreign language is to be able to read literature written in the target language.

Approach
Principles of the GTM

Theory of language: Structuralism Theory of language learning: Classical language

Detailed analysis of the grammar rules to understand and manipulate the morphology and syntax of the foreign language. L1 is maintained as the reference system in the acquisition of the second language. Reading and writing are the primary skills to be developed.

The Grammar Translation Method

The purpose of learning a foreign language is to be able to read literature written in the target language.

Principles of the GTM

Vocabulary selection is based on the reading texts used, and words are taught through bilingual word lists, dictionary study and memorization. The sentence is the basic unit of teaching and language practice.

Accuracy is emphasized.
Grammar is taught deductively in an organized and systematic way.

The Grammar Translation Method

The purpose of learning a foreign language is to be able to read literature written in the target language.

Principles of the GTM

Students are taught to translate from one language to another.

Having the students get the correct answers is considered very important. Students should be conscious of the grammatical rules of the target language.

Techniques

Translation of a literary passage. Reading comprehension questions (questions and answers in English):

The Grammar Translation Method

The purpose of learning a foreign language is to be able to read literature written in the target language.

Techniques

1. To ask for information contained within the reading passage. 2. To make inferences based on the understanding of the text. 3. To relate the passage to students own experience. Antonyms/synonyms. Cognates. Deductive application of rules.

The Grammar Translation Method

The purpose of learning a foreign language is to be able to read literature written in the target language.

Techniques

Fill-in-the-blanks.
Memorization. Use words in sentences.

Composition. Role of the teacher

The authority in the classroom.

Role of students Passive receiver of instruction.

The Direct Method or Natural Approach

The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target language.

Approach

Theory of language: Communicative Theory of language learning: Creative Construction Theory (Stephen Krashens Theory) Classroom instruction is conducted in the target language.
Grammar is taught inductively (never explicit grammar rule given). Concrete vocabulary is taught through objects (realia or pictures) and demonstration; abstract vocabulary is taught by association of ideas.

Principles of the DM

The Direct Method or Natural Approach

The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target language.

Principles of the DM

Speaking and listening skills are taught.

Correct pronunciation and grammar are emphasized. Reading and writing in the target language should be taught from the beginning of language instruction and it must be developed through practice with speaking. Language is primarily spoken.

The Direct Method or Natural Approach

The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target language.

Principles of the DM

Students should learn to think in the target language as soon as possible by knowing how to ask questions and answer them.
Vocabulary is acquired more naturally using it in complete sentences. Self-correction facilitates language learning. Students should learn to think in the target language as soon as possible by knowing how to ask questions and answer them.

The Direct Method or Natural Approach

The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target language.

Principles of the DM

Vocabulary is acquired more naturally using it in complete sentences.

Self-correction facilitates language learning.

Students should learn to think in the target language as soon as possible by knowing how to ask questions and answer them.
Vocabulary is acquired more naturally using it in complete sentences.

The Direct Method or Natural Approach

The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target language.

Principles of the DM

Vocabulary is acquired more naturally using it in complete sentences.

Self-correction facilitates language learning.

Lessons should contain some conversational activity for students to use language in real contexts.
Students should be encouraged to speak as much as possible.

The Direct Method or Natural Approach

The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target language.

Principles of the DM

The syllabus is based on situations or topics.

Learning another language involves learning how speakers of that language live.

Techniques

Reading aloud.
Question and answer exercise. Getting students to self-correct. Conversation practice.

The Direct Method or Natural Approach

The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target language.

Techniques

Fill-in-the-blank exercise (no explicit grammar rule applied).

Dictation.

Map drawing.
Paragraph writing. Role of the teacher Direct the class activities.

Primary source of comprehensible input.

The Direct Method or Natural Approach

The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target language.

Role of students

Processor of comprehensible input in the target language. Create a friendly and an interesting classroom atmosphere for learning.

The Audio-lingual Method

The objective of learning a foreign language is that students be able to use the target language communicatively.

Approach
Principles of the ALM

Theory of language: Structuralism Theory of language learning: Behaviorism

Language forms occur most naturally within a context. The habits of students native language are thought to interfere with students attempt to master the target language. A contrastive analysis between the students native language and the target language will reveal where a teacher should expect the most interference.

The Audio-lingual Method

The objective of learning a foreign language is that students be able to use the target language communicatively.

Principles of the ALM

Foreign language learning is basically a process of mechanical habit formation.

It is important to prevent learners from making errors (errors lead to bad formation of habits). When they occur they should be immediately corrected by the teacher. The purpose of the language learning is to learn how to use the language to communicate. Particular parts of speech occupy particular slots in sentences.

The Audio-lingual Method

The objective of learning a foreign language is that students be able to use the target language communicatively.

Principles of the ALM

Positive reinforcement helps the students to develop correct habits.

Students should learn to respond to verbal and nonverbal stimuli. Pattern practice helps students to form habits which enable the students to use the patterns. Students should overlearn (learn to answer automatically without stopping to think).

The Audio-lingual Method

The objective of learning a foreign language is that students be able to use the target language communicatively.

Principles of the ALM

The major objective of language teaching should be for students to acquire the structural patterns; then vocabulary.
The learning of a foreign language should be the same as the acquisition of the native language. The rules necessary to use the target language will be figured out or induced from examples.

The Audio-lingual Method

The objective of learning a foreign language is that students be able to use the target language communicatively.

Principles of the ALM

The major challenge of foreign language teaching is getting students to overcome the habits of their native language (a comparison between the native and the target language will tell the teacher in what areas her students will probably experience difficulty).
Speaking is more basic to language than the written form. The natural order of skill acquisition is: listening, speaking, reading, and writing.

The Audio-lingual Method

The objective of learning a foreign language is that students be able to use the target language communicatively.

Techniques

Dialog memorization.
Backward build-up (expansion) drill. Repetition drill. Chain drill. Single-slot substitution drill. Multiple-slot substitution drill.

The Audio-lingual Method

The objective of learning a foreign language is that students be able to use the target language communicatively.

Techniques

Transformation drill.
Question-and-answer drill. Use of minimal pairs. Complete the dialog. Grammar game.

Role of the teacher

Model of the target language.

The Audio-lingual Method

The objective of learning a foreign language is that students be able to use the target language communicatively.

Role of students Imitators.

The Communicative Language Teaching

The goal is to enable students to communicate in the target language appropriately within a specific social context (communicative competence).

Approach

Theory of language: Communicative Approach and Functional Approach (eclectic theoretical base). Theory of language learning: A Skill Learning Model of Learning (cognitive and behavioral aspects).
Language is a system for the expression of meaning. The primary function of language is for interaction (pairs, trios, small groups, and whole group) and communication.

Principles of the CLT

The Communicative Language Teaching

The goal is to enable students to communicate in the target language appropriately within a specific social context (communicative competence).

Principles of the CLT

The structure of language reflects its functional and communicative uses.

Whenever possible, authentic language should be introduced (language as it is used in real contexts). Being able to figure out the speakers or writers intentions is part of being communicatively competent. The target language is a vehicle for classroom communication, nor just the object of study. One function can have many different linguistic forms.

The Communicative Language Teaching

The goal is to enable students to communicate in the target language appropriately within a specific social context (communicative competence).

Principles of the CLT

The focus of the course is on real language use, a variety of linguistic forms are presented together.
The emphasis is on the process of communication rather than just mastery of language forms. Students should work with language at the discourse level. They must learn about cohesion and coherence. Students use the language through communicative activities such as games, role-plays, and problem solving-tasks.

The Communicative Language Teaching

The goal is to enable students to communicate in the target language appropriately within a specific social context (communicative competence).

Principles of the CLT

Truly communicative activities have three features in common: information gap, choice and feedback.
Students should be given an opportunity to express their ideas and opinions. Errors are tolerated and seen as a natural outcome of the development of communication skills. Communicative interaction encourages cooperative relationships among students. It gives students the opportunity to work on negotiating meaning.

The Communicative Language Teaching

The goal is to enable students to communicate in the target language appropriately within a specific social context (communicative competence).

Principles of the CLT

The social context of the communicative event is essential in giving meaning to the utterances.
Learning to use language forms appropriately is an important part of communicative competence. In communicating, a speaker has a choice not only about what to say, but also how to say. The grammar and the vocabulary that the students learn follow from the function, situational context, and the roles of the interlocutors.

The Communicative Language Teaching

The goal is to enable students to communicate in the target language appropriately within a specific social context (communicative competence).

Principles of the CLT

Learners need knowledge of forms, meanings and functions.

Fluency and accuracy.

Students work on the four skills from the beginning.

Techniques Role of the teacher Authentic materials, scrambled sentences, language games, picture strip story and role play. Establish situations to promote communication. Facilitator in setting up communicative activities.

The Communicative Language Teaching

The goal is to enable students to communicate in the target language appropriately within a specific social context (communicative competence).

Role of students Communicator, Cooperative, Collaborating and Active participant of their own learning process.

The Experiential Learning Model

Learning takes place when knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.

Approach

Principles of the ELM

Theory of language: Constructivism and Sociocultural principles. Theory of language learning: Cognitive. Significant learning takes place when the subject matter is relevant to the personal interests of the student. Learning which is threatening to the self (e.g., new attitudes or perspectives) is more easily assimilated when external threats are at a minimum.

The Experiential Learning Model

Learning takes place when knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.

Principles of the ELM

Learning proceeds faster when the threat to the self is low. Self-initiated learning is the most lasting and pervasive. Experiential Learning (EL) addresses the needs and wants of the learner. Effective experiential learning will affect the learners cognitive structures (action theories), attitudes, values, perceptions and behavioral patterns.

The Experiential Learning Model

Learning takes place when knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.

Principles of the ELM

People believe more in knowledge discovered themselves than in knowledge presented by others. Learning is more effective when it is an active rather than a passive process. The more supportive, accepting and caring the social environment, the freer we are to experiment with new behaviors, attitudes, actions and thoughts.

The Experiential Learning Model

Learning takes place when knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.

Principles of the ELM

Intention represents the purposefulness that enables experience to become knowledge and, as such, is deeper than the goals, objectives, and activities that define the experience. In Preparedness and Planning: Participants must ensure that they enter the experience with sufficient foundation to support a successful experience. Authenticity: The experience must have a real world context and/or be useful and meaningful in reference to an applied setting or situation.

The Experiential Learning Model

Learning takes place when knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.

Principles of the ELM

Reflection is the element that transforms simple experience to a learning experience. For knowledge to be discovered and internalized the learner must test assumptions and hypotheses about the outcomes of decisions and actions taken, then weigh the outcomes against past learning and future implications. Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.

The Experiential Learning Model

Learning takes place when knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.

Principles of the ELM Role of the teacher

Learners are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic. Facilitator: setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process. The educator recognizes and encourages spontaneous opportunities for learning.

The Experiential Learning Model

Learning takes place when knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.

Role of the teacher

The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.

Experienced language user.

Role of students Active constructor of knowledge. Willing to be actively involved in the experience: selfinitiative and attention to learn. User of analytical skills to conceptualize the experience.

The Experiential Learning Model

Learning takes place when knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.

Role of students Abler to reflect on the experience. Possessor of decision making and problem solving skills to use new ideas gained from the experience.

BIBLIOGRAPHY

Standards of practice. Eight principles of good practice for all Experiential Learning Activities. Retrieved from http://www.colostatepueblo.edu/careercenter/Documents/NSEE%20Standards%20of %20Practice.pdf

Specialization in English Language Learning and Teaching as a foreign language, UPN, (2012). Abstract Conceptualization: Seven Functions of Language Learners. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&c hapterid=387
Specialization in English Language Learning and Teaching as a foreign language, UPN, (2012). Abstract Conceptualization. Taxonomy of Learning Domains. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&c hapterid=388

BIBLIOGRAPHY

Specialization in English Language Learning and Teaching as a foreign language, UPN. (2012). Abstract Conceptualization. Task-Based Approach. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&c hapterid=389

Specialization in English Language Learning and Teaching as a foreign language, UPN, (2012). Abstract Conceptualization. Task-Based Approach. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&c hapterid=389
Smith, M. K. (2001). David A. Kolb on experiential learning. Retrieved October 17, 2008, from: http://www.infed.org/biblio/bexplrn.htm Retrieved from http://en.wikipedia.org/wiki/Learning_styles

BIBLIOGRAPHY

Richards, J. C., & Rodgers, T. S. (1997). Approaches and Methods in Language Teaching. A description and analysis. Cambridge University Press.

Programas de Estudio. (2006). The notion of learning. Lengua Extranjera, Ingls. Educacin Bsica. Secundaria. p. 10.

Programas de Estudio. (2006). The notion of learning. Lengua Extranjera, Ingls. Educacin Bsica. Secundaria. P. 15.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive guide. San Francisco: John Wiley & Sons, Inc. Retrieved from http://en.wikipedia.org/wiki/Experiential_learning

BIBLIOGRAPHY

Macedo, Donaldo. (2000). Introduction to the Anniversary Edition of Pedagogy of the Oppressed: 30th Anniversary Edition. New York: Continuum International. P. 17. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&c hapterid=375

Larsen-Freeman, Diane. (2000). Techniques and Principles in Language Teaching. (Second Edition). Oxford University. Kolbs Learning Styles and Experiential Learning Model. Retrieved from http://www.nwlink.com/~donclark/hrd/styles/kolb.html

BIBLIOGRAPHY

Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education,.22(2), 91-98. Retrieved from http://en.wikipedia.org/wiki/Experiential_learning

Experiental Learning Principles. Retrieved from http://www.pathintl.org/images/pdf/conferences/national/present ations%20for%20web/2011/Pre-Conf-Ann-Alden.pdf