approaches and methods in efl.pptx

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SPECIALIZATION IN ENGLISH

LANGUAGE AND TEACHING AS A

FOREIGN LANGUAGE Universidad Pedagógica Nacional

By: Deisy Beatriz Rosario Sánchez



APPROACHES TO ELT

UNIT 3. LANGUAGE TEACHING

METHODOLOGIES



INDEX

The differences between approach, method andtechnique

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 Method (plan) Technique (procedure)

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).

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.

Specific types of

exercises, tasks, or

activities used in classfor the purpose of

reaching pedagogical

goals.

Why How What



The Grammar Translation MethodThe purpose of learning a foreign language is to be able to read literature written

in the target language.

Approach Theory of language: Structuralism

Theory of language learning: Classical language

Principles of

the GTM

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.





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.





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 rulesof the target language.

Techniques Translation of a literary passage. Reading comprehension questions (questions and

answers in English):





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.





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 ApproachThe 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: CommunicativeTheory of language learning: Creative Construction Theory

(Stephen Krashen’s Theory)

Principles of

the DM

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

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.






Students should learn to think in the target language assoon 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.






Vocabulary is acquired more naturally using it incomplete sentences.


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.






Vocabulary is acquired more naturally using it incomplete sentences.


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 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.





Techniques Fill-in-the-blank exercise (no explicit grammar ruleapplied).

Dictation.

Map drawing.

Paragraph writing.

Role of the

teacher

Direct the class activities.

Primary source of comprehensible input.





Role of

students

Processor of comprehensible input in the target

language.

Create a friendly and an interesting classroom

atmosphere for learning.



The Audio-lingual MethodThe objective of learning a foreign language is that students be able to use the

target language communicatively.

Approach Theory of language: StructuralismTheory of language learning: Behaviorism

Principles of

the ALM

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.





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.






Positive reinforcement helps the students to developcorrect habits.

Students should learn to respond to verbal and non-

verbal 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 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 major challenge of foreign language teaching isgetting 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.





Techniques Dialog memorization.

Backward build-up (expansion) drill.

Repetition drill.

Chain drill.

Single-slot substitution drill.

Multiple-slot substitution drill.





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.





Role of students Imitators.



The Communicative Language TeachingThe 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 andFunctional Approach (eclectic theoretical base).

Theory of language learning: A Skill Learning Model of

Learning (cognitive and behavioral aspects).

Principles of

the CLT

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 structure of language reflects its functional andcommunicative uses.

Whenever possible, authentic language should be

introduced (language as it is used in real contexts).

Being able to figure out the speaker’s or writer’sintentions 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 focus of the course is on real language use, avariety 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 discourselevel. They must learn about cohesion and coherence.

Students use the language through communicative

activities such as games, role-plays, and problem

solving-tasks.






Truly communicative activities have three features incommon: 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 social context of the communicative event isessential 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 aboutwhat 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.






Learners need knowledge of forms, meanings andfunctions.

Fluency and accuracy.

Students work on the four skills from the beginning.

Techniques Authentic materials, scrambled sentences, language

games, picture strip story and role play.

Role of the

teacher

Establish situations to promote communication.

Facilitator in setting up communicative activities.





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



The Experiential Learning ModelLearning takes place when knowledge is created through the transformation of

experience. Knowledge results from the combination of grasping experience and

transforming it.Approach Theory of language: Constructivism and Sociocultural

principles.

Theory of language learning: Cognitive.

Principles of

the ELM 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.





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 andwants of the learner.

Effective experiential learning will affect the learner’s

cognitive structures (action theories), attitudes, values,

perceptions and behavioral patterns.






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 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 ensurethat 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 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 ELM

Learners are engaged intellectually, emotionally, socially,

soulfully and/or physically. This involvement produces a

perception that the learning task is authentic.

Role of the

teacher

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.





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: self-

initiative and attention to learn.

User of analytical skills to conceptualize the experience.





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.colostate-

pueblo.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


foreign language, UPN, (2012). Abstract Conceptualization.

Taxonomy of Learning Domains. Retrieved from


hapterid=388

http://www.colostate-pueblo.edu/careercenter/Documents/NSEE%20Standards%20of%20Practice.pdf



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foreign language, UPN. (2012). Abstract Conceptualization.

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hapterid=389


foreign language, UPN, (2012). Abstract Conceptualization.

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hapterid=389

Smith, M. K. (2001). David A. Kolb on experiential learning.

Retrieved October 17, 2008, from: http://www.infed.org/biblio/b-

explrn.htm Retrieved from

http://en.wikipedia.org/wiki/Learning_styles

BIBLIOGRAPHY





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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, Inglés. Educación Básica. Secundaria. p. 10.

Programas de Estudio. (2006). The notion of learning. Lengua

Extranjera, Inglés. Educación Básica. 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

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Macedo, Donaldo. (2000). Introduction to the Anniversary

Edition of Pedagogy of the Oppressed: 30th Anniversary

Edition. New York: Continuum International. P. 17. Retrievedfrom


hapterid=375

Larsen-Freeman, Diane. (2000). Techniques and Principles in

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Kolb’s Learning Styles and Experiential Learning Model.

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