Zusammenfassung der Ressource
Language Teaching
Methods
- Elements for
effective learning /
ESA
- Study
(language
acquisition)
- Activate (give
students the
chance to put
knowledge into
practice)
- Engage
(students)
emotionally
and
intellectually
- LANGUAGE-CENTRED
METHODS
- Concerned with linguistic forms
Entail form-focused exercises
- Language development is more intentional than incidental
- Language learning is treated as a linear,
additive process
- Grammar
Translation
(GT)
- Grammar is seen as 'the building blocks' of the language
- Learners are expected to read literature in that language.
- Learning is a matter of memorization of the expert
knowledge of the teacher
- Audiolingual approach
- Based on behaviourist theories of learning
- It appears during WWII as a mean to learn languages quickly and effectively
- Learners are viewed as organisms that can be directed by skilled training techniques
to produce correct responses
- The teacher has a central and active role; it is a teacher-dominated method.
- Direct Method
- The teacher is a model and a coach
- Language as a tool for communication, produced spontaneously
- Language learning as a skill, developed consciously and through association.
- LEARNER-CENTRED
METHODS
- Concerned with learner needs, wants and situations
Provide meaning-focused activities
- Language development is more intentional than incidental
- Aims at making learners grammatically accurate and communicatively fluent
- The Total Physical Response (TPR)
- Teaches language through physical (motor) activity
- Activities include games and skits
- Provides an enjoyable learning experience
- The teacher plays an active and direct role and learners listen and perform
- The Silent Way
- Students learn the sounds of language from a color-coded chart
- The teacher remains silent and uses gestures, charts, and
manipulatives in order to elicit and shape student responses
- Aimed at developing independence and inner criteria for correctness
- Suggestopedia
- Learners are given a new identity and they work through extremely long dialogues
- The teacher is both authority and guide
- Aims to deliver advanced conversational proficiency quickly
- Community Language
Learning (CLL)
- Students become members of a community and learn through interaction within it
- The teacher role is that of a counselor
- LEARNING-CENTRED
METHODS
- Concerned with cognitive processes / Present problem-solving tasks
- Learners are expected to achieve linguistic and pragmatic knowledge
- Language development is a cyclical, spiral process,
more incidental than intentional
- Task-based Learning
(TBL)
- Rejects formal grammar instruction
- Learners carry out an initial task, then witness native speakers
performing the same task, to then repeat it more effectively
- Natural Approach
- Exposes learners to 'comprehensible input', through the acquisition of
grammatical structures which proceed in a predictable order
- Humanistic approach: engages learners
emotionally and cognitively
- Language is viewed as a vehicle for communicating
meanings and messages
- PresentationPracticeProduction (PPP)
- Learning as a three-stage skill: cognitive, associative and autonomous
- The teacher presents the context and situation for the language;
then explains and demonstrates meaning and form
- Language learning follows a syllabus of pre-selected grammatical structures
- METHOD
- A set of classroom
specifications for
accomplishing
linguistic objectives,
concerned with:
- teacher and student roles and
behaviors
- linguistic and subject-matter:
objectives, sequencing and materials