language teaching methodology
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Valkíria B Luiz Mestranda em Linguística Aplicada e Estudos da Linguagem
– LAEL/PUC-SP.
SÃO PAULO
2013
CLASSIC AL ISSUES:
the best, the most appropriate, most effective
way of teaching language (Cook, 2003:38)
IMPLICATIONS classroom teaching material and curriculum design teacher education and educational policy-
making
METHOTODOLOGY
Can be characterized as the activities, tasks,
and learning experiences selected by teacher in
order to achieve learning, and how they are
used within the teaching learning process.
(Richards 1990:11)
HOW
WHAT
WHY
WHO
the methodological choices will
themselves be pre-specified, and
enshrined in the form of a method.
METHODS: A BRIEF HISTORY
Reformers
Methodology = evolutionary and revolutionary
Reform Movement
Communicative Approach
Natural and humanist approaches
“Language acquisition is based on this child’s
discovery of what from a formal point of view is a
deep and absract theory – a enerative grammar of
his language”
Chomsky’s (1965:58)
Structuralists
Audiolingualism (Fries 1940)
Different types of pattern-practice drills –
behavioral
Natural and humanist approaches
“Language acquisition is based on this child’s
discovery of what from a formal point of view is a
deep and abstract theory – a generative grammar
of his language” Chomsky’s (1965:58)
The functional tradition
situational language teaching
communicative approach
communicative competence
(Firth, Halliday, Labov, Hymes)
Communicative methodology
Information-gap tasks
Role plays and simulations
Fluency
Skimming – scanning strategies
Learning by doing – whole language movement
Selection and grading of syllabus objectives
(semantic and procedural rather than
structural)
Prabhu, Willis, Ellis, Freeman & Freeman
Communicative Learning theory
Rethink methodology
Skills acquisition
Constructivist and sociocultural learning
content and language integrated learning –
CLIL
Krashen, Johnson, McLaughin, Skehan, Van
Lier
METHODS: THE ISSUES AND OPTIONS
Changes in methodology have not happened uniformly
nor in unison
The history of methods no linear progression, but as
cyclical
Options:
The nature of language
The nature of scond language
Goals and objectives teaching
The type of syllabus to use
The role of teachers, learners, instrucional materials
The activties, techiniques and procedures to us
(Richards and Schimidt 2002 2002:330)
METHODOLOGY: NEW DEBATES
beyond methods, towards appropriate
methodology
Research into methodology : interaction
analysis, discourse analysis, and conversation
analysis in conjunction with classroom
observation
SUMMARY
Methodology
Complex: traditional methods, classroom
=messy systems
Context variables
Exchange experiences and beliefs
global commonalities
REFERÊNCIA BIBLIOGRÁFICA
THOMBURY, Scott. Language Teaching
Methodology. In: SIMPSON, James. The
Routledge Handbook of Apllied Linguistics. New
York: Routledge, 2011.