History of language teaching, Diapositivas de Didáctica General

¡Descarga History of language teaching y más Diapositivas en PDF de Didáctica General solo en Docsity! Facultad de Ciencias Jurídicas y Sociales Prof. Nuria García Manzanares THE HISTORY OF ENGLISH LANGUAGE TEACHING: PRINCIPLES AND METHODOLOGY Facultad de Ciencias de Ciencias Jurídicas y Sociales 1. CAMPUS DE MÓSTOLES Timeline of Teaching Methods Facultad de Ciencias de Ciencias Jurídicas y Sociales 1. CAMPUS DE MÓSTOLES Discussion 4) Which approach to language teaching do you think is predominant at present in general foreign language classrooms? 5) Are there good teachers or good methods? 6) List a series of factors affecting FL teaching. Which ones are the most relevant? Can we establish a rating or importance? Facultad de Ciencias de Ciencias Jurídicas y Sociales 1. CAMPUS DE MÓSTOLES INTRODUCTION • Pedagogical tendencies have been profuse and varied. • Stern (1983: 453): “The conceptualization of language teaching has a long, fascinating, but rather tortuous history” • There are diverse methods, each of which has attempted to find more effective and efficient ways of teaching languages. • All teachers follow theoretical principles though they are not explicitly stated. Facultad de Ciencias de Ciencias Jurídicas y Sociales 1. CAMPUS DE MÓSTOLES INTRODUCTION • There are many circumstances and factors which determine or modify the teaching process, but a good theoretical body is fundamental. • It is not enough to know the FL, but to combine that knowledge with a conscious reflection on how to carry out a successful teaching experience. • Research and reflection improve the consistency of a good teaching method. Facultad de Ciencias de Ciencias Jurídicas y Sociales 1. CAMPUS DE MÓSTOLES TERMINOLOGICAL INTRODUCTION: KEY TERMS (2/3) Facultad de Ciencias de Ciencias Jurídicas y Sociales 1. CAMPUS DE MÓSTOLES TERMINOLOGICAL INTRODUCTION: KEY TERMS (3/3) • Curriculum: it comprises the principles and procedures for the planning, implementation, evaluation and management of an educational programme. • Syllabus: It contains what is to be taught with a clear reference to selection and grading of content. Syllabus is the level at which theory is put into practice and at which choices are made about the content to be taught, the skills to be developed, the order of the content etc. • Methodology: It involves content, objectives, materials, procedures and assessment. • Assessment: How students’ language knowledge is to be assessed. Error correction policy. Facultad de Ciencias de Ciencias Jurídicas y Sociales 1. CAMPUS DE MÓSTOLES Methods of language teaching 1) Grammar-translation method (1840) 2) Direct approach (1900s) 3) Reading approach (1900s) 4) Audiolingual method (1950s) 5) The natural approach (late 1970s) 6) Total Physical Response (1960s) 7) Community language learning (1980s) 8) Suggestopedia (late 1970s) 9) The silent way (1970s) 10) Communicative language teaching (1960s) Facultad de Ciencias de Ciencias Jurídicas y Sociales 1. CAMPUS DE MÓSTOLES THE GRAMMAR-TRANSLATION METHOD: EXAMPLE Addtional information: https://www.fluentu.com/blog/educator/grammar- translation-method/ Facultad de Ciencias de Ciencias Jurídicas y Sociales • No account of present-day language usage is presented • Secondary grammatical points receive a lot of attention • Morphology is given a predominant place • Exaggerated importance to faults to be avoided • Translations are often unsatisfactory, as they are done word by word • Too many notions are learnt • Students may feel frustrated when unable to use the FL THE GRAMMAR-TRANSLATION METHOD: CRITICISM Facultad de Ciencias de Ciencias Jurídicas y Sociales This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. • Posited by Charles Berlitz. • Second language learning is similar to first language learning. Only the target language is used. The mother tongue is NEVER used. • Everyday language is the first goal • Questions and answers are the main vehicle for a graded oral progression • Inductive techniques so that learners discover rules • Culture is considered an important aspect of learning a language. THE ORAL REACTION: THE DIRECT METHOD (1/3) Facultad de Ciencias de Ciencias Jurídicas y Sociales THE DIRECT METHOD: EXAMPLE Additional information: https://www.fluentu.com/blog/educator/dire ct-method-of-language-teaching/ Facultad de Ciencias de Ciencias Jurídicas y Sociales • The approach is mostly for people who do not travel abroad for whom reading is the one usable skill in a foreign language. • The priority in studying the target language is first, reading ability and second, current and/or historical knowledge of the country where the target language is spoken. • Only the grammar necessary for reading comprehension and fluency is taught. • Minimal attention is paid to pronunciation or gaining conversational skills in the target language. THE READING APPROACH (1/3) Facultad de Ciencias de Ciencias Jurídicas y Sociales • From the beginning, a great amount of reading is done in L2. • The vocabulary of the early reading passages and texts is strictly controlled for difficulty. • Vocabulary is expanded as quickly as possible, since the acquisition of vocabulary is considered more important than grammatical skill. • Translation reappears in this approach as a respectable classroom procedure related to comprehension of the written text. THE READING APPROACH (2/3) Facultad de Ciencias de Ciencias Jurídicas y Sociales Again a new reaction to the traditional method takes place. Outbreak of the World War II: • Heightened need to become orally proficient. • Also called “The Army Method” (an oral-based approach to language learning). Influenced by Structuralism and Behaviourism: • Identify the grammatical structures and the basic sentence patterns. • Practice these patterns by systematic attention to pronunciation and intensive oral drilling. THE AUDIOLINGUAL METHOD (1/4) Facultad de Ciencias de Ciencias Jurídicas y Sociales • New material is presented in dialogue form. • There is dependency on mimicry and memorization of set phrases. • By constant repetition the learner develops habits. Language learning is seen as acquiring a set of appropriate mechanical habits. • Errors are not accepted because they lead to the development of bad habits. • The role of the teacher is to develop good language habits. THE AUDIOLINGUAL METHOD (2/4) Facultad de Ciencias de Ciencias Jurídicas y Sociales • There is little or no grammatical explanation. Grammar is taught inductively. • Great importance is attached to pronunciation. • Very little use of the mother tongue by teachers is permitted. • Successful responses are reinforced. • There is great effort to get students to produce error- free utterances. • There is abundant use of language laboratories, tapes and visual aids. THE AUDIOLINGUAL METHOD (3/4) Facultad de Ciencias de Ciencias Jurídicas y Sociales In groups of 3 or 4: • Identify your preferred TV advertisement. Is repetition effective? • Ask your classmates about the value of recordings and visuals in FL teaching. DISCUSSION Facultad de Ciencias de Ciencias Jurídicas y Sociales • Krashen’s Monitor Theory constitutes the theoretical background of this method. • This method considers language as communication, so meaning rather than grammar, is at the core of their notion of language. • Delay production until speech emerge, i.e learners don’t say anything until they are ready to do so (silent period*) • Learners should be as relaxed a possible • Comprehensible input is essential for acquisition to take place. *Learners understand but are not able to use the target language, in a way similar to L1 learners. THE NATURAL APPROACH (1/3) Facultad de Ciencias de Ciencias Jurídicas y Sociales • Comprehensible input is essential for acquisition to take place. • Context is used to help learners understand the language addressed to them, even though it may contain structures and grammar beyond their current competence (unconscious acquisition, rather than learning). • Comprehensible input means that learners should be able to understand the essence of what is being said or presented to them: “facial expressions, gestures, intonation, visual clues, drawing something, using a graphic organizer”. THE NATURAL APPROACH (2/3) Facultad de Ciencias de Ciencias Jurídicas y Sociales • Role of teacher and learner: • TEACHER : ACTIVE ROLE. – Decides what to teach/materials, etc… – Tolerant towards mistakes at the beginning. • LEARNER: LISTENER/PERFORMER. – They listen attentively and respond physically to the commands given. TOTAL PHYSICAL RESPONSE (2/3) http://www.theteachertoolkit.com/index.php/tool/total-physical- response-tpr http://www.theteachertoolkit.com/index.php/tool/total-physical- response-tpr Facultad de Ciencias de Ciencias Jurídicas y Sociales Procedure: • Step I: The teacher says the commands as he himself performs the action. • Step 2: The teacher says the command as both the teacher and the students then perform the action. • Step 3: The teacher says the command but only students perform the action • Step 4: The teacher tells one student at a time to do commands • Step 5: The roles of teacher and student are reversed. Students give commands to teacher and to other students. • Step 6: The teacher and student allow for command expansion or produces new sentences. • Example: https://www.youtube.com/watch?v=bkMQXFOqyQA TOTAL PHYSICAL RESPONSE (3/3) Facultad de Ciencias de Ciencias Jurídicas y Sociales • This section contemplates a number of methods which, though different in their classroom implementation, share a common framework: the primacy of affective and emotional factors within the learning process. • Language should be learner-centred, and the content, materials and learning activities should take into account the learner’s emotional attitude toward that language, its culture and his/her classmates. • Humanism could be summarized saying that it is not really possible to teach anybody anything, only to help learners in their acquisition process. HUMANISTIC APPROACHES Facultad de Ciencias de Ciencias Jurídicas y Sociales Discussion: • Have you ever tried to teach a class without speaking? • How would you do it? THE SILENT WAY (Gattegno, 1970s) Facultad de Ciencias de Ciencias Jurídicas y Sociales • Characterized by a problem-solving approach. • Develops independence and autonomy and encourages students to cooperate with each other. – Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. – Learning is facilitated by accompanying (mediating) physical objects. – Learning is facilitated by problem solving the material to be learned. THE SILENT WAY (Gattegno, 1970’s) (1/6) Facultad de Ciencias de Ciencias Jurídicas y Sociales Features of the method: • Avoidance of anxious situations • Learners as active participants in the learning process • View of language as structures and vocabulary • Learner autonomy promoted • Self-correction is fostered • Teacher is silent most of the time • Teacher as leader and decision-maker • Use of repetition THE SILENT WAY (Gattegno, 1970s) (2/6) Facultad de Ciencias de Ciencias Jurídicas y Sociales • Self-correction Gestures: Teacher uses hands to indicate that something is incorrect or needs changing - e.g.. using fingers as words then touching the finger/word that is in need of correction. • Word Chart: Words are depicted on charts, the sounds in each word corresponding in colour to the Sound- Colour Chart described above - students use this to build sentences. • Fidel Chart: A chart that is color-coded according to the sound-colour chart but includes the various English spellings so that they can be directly related to actual sounds. THE SILENT WAY (Gattegno, 1970s) (5/6) Facultad de Ciencias de Ciencias Jurídicas y Sociales • Fidel Chart THE SILENT WAY (Gattegno, 1970s) (6/6) https://www.youtube.com/watch?v=YWSLtlwZ5X8 Facultad de Ciencias de Ciencias Jurídicas y Sociales • One of the innovative methods dating back to the 1970s (Georgi Lozanov). Lozanov suggests that the human brain could process great quantities of material if simply given the right conditions for learning, among which are a state of relaxation and giving over the control of the teacher. • Music is central to this method. Lozanov (1982) indicates that this method transcends the language classroom and can be applied in other school subjects. He claims that about 200 to 240 new words may be introduced each lesson. SUGGESTOPEDIA (LOZANOV, 1979) (1/4) Facultad de Ciencias de Ciencias Jurídicas y Sociales SUGGESTOPEDIA (LOZANOV, 1979) (4/4) Facultad de Ciencias de Ciencias Jurídicas y Sociales • Have you ever tried to teach a class without speaking? • Do you think we can learn while sleeping? • Is complete relaxation a way to learn best? • Would you incorporate any of this methods in your teaching practice? • Have you experienced any of these teaching methods as learner? DISCUSSION Facultad de Ciencias de Ciencias Jurídicas y Sociales • Jack Richards on Communicative Competence: http://www.youtube.com/watch?v=SwMii_YtEOw • Jack Richards on Communicative Language Teaching: http://www.youtube.com/watch?v=20zBOWrP2yc COMMUNICATIVE LANGUAGE TEACHING Facultad de Ciencias de Ciencias Jurídicas y Sociales The Communicative Language Teaching method has various characteristics that distinguish it from previous methods: • Understanding occurs through active student interaction in the foreign language. • Teaching occurs by using authentic English texts. • Students not only learn the second language but they also learn strategies for understanding. • Importance is given to learners’ personal experiences and situations, which are considered as an invaluable contribution to the content of the lessons. COMMUNICATIVE LANGUAGE TEACHING Facultad de Ciencias de Ciencias Jurídicas y Sociales The Communicative Approach aims to: make communicative competence the goal of language teaching, and develop procedures for the teaching of the four language skills (listening, speaking, reading and writing) that acknowledge the interdependence of language and communication. The Communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is what Hymes (1972) referred to as “communicative competence.” In Hymes’ view, a person who acquires communicative competence acquires both knowledge and ability for language COMMUNICATIVE LANGUAGE TEACHING Facultad de Ciencias de Ciencias Jurídicas y Sociales COMMUNICATIVE LANGUAGE TEACHING Facultad de Ciencias de Ciencias Jurídicas y Sociales COMMUNICATIVE LANGUAGE TEACHING (Syllabus) Facultad de Ciencias de Ciencias Jurídicas y Sociales COMMUNICATIVE LANGUAGE TEACHING (Activities) Facultad de Ciencias de Ciencias Jurídicas y Sociales COMMUNICATIVE LANGUAGE TEACHING (Activities) Facultad de Ciencias de Ciencias Jurídicas y Sociales COMMUNICATIVE LANGUAGE TEACHING Facultad de Ciencias de Ciencias Jurídicas y Sociales • Task-based Language Learning: “how a learner applies his or her communicative competence to undertake a selection of tasks” (Cerezal, 1996: 183) • The Lexical Approach: described by Michael Lewis (1990s); an important part of learning a language consists of being able to understand and produce lexical phrases as chunks. • Multiple Intelligence Theory: developed by Gardner (1983); he prefers to expand the number of ways in which human beings are intelligent, identifying at least eight kinds of intelligences which work toguether. • Cooperative Learning: an approach whereby students work together in structured groups to reach commons goals. • Content-based instruction: integrates language instruction with instruction in the content areas. POST-COMMUNICATIVE PERIOD Facultad de Ciencias de Ciencias Jurídicas y Sociales • Asher, J. (1977): Learning Another Language through Actions: The Complete Teacher’s Guidebook. Los Gatos, CA.: Sky Oaks Productions. • Cerezal, F. (1996): “Foreign language teaching methods”, in McLaren, N. and Madrid, D. (eds.): A Handbook for TEFL. Alcoy: Marfil, pp. 161-185 • Gardner, H. (1983): Frames of Mind. The Theory of Multiple Intelligences. New York: Basic Books. • Gattegno, C. (1972): Teaching Foreign Languages in Schools: The Silent Way. New York: Educational Solutions, Inc. • Howatt, A. (1984): A History of English Language Teaching. Oxford: Oxford University Press. • Krashen, S. (1985): The Input Hypothesis: Issues and Implications. New York: Longman. REFERENCES