29999901
Descripción
Mapa Mental por Alisson Durón, actualizado hace más de 1 año
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Creado por Alisson Durón
hace más de 3 años
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A Conclusion on Language Teaching Methods (LTM)
- The Dynamics of Methodological Change
- The LTM are not equilly
distributed around the world
- Some are more prevalents in some places
- They began developing in the 1950's in USA
- Between the 80's and 90's the concern was in leanguage learning (LL) process
- LL is best when students interact
- Completing tasks
- Learning content
- Resolvin real-life issues
- Attention is not directed toward the languge itself
- Completing tasks
- LL is best when students interact
- The LTM are not equilly
distributed around the world
- Similarities Among LTM
- The methods overlap in meaningful aspects
- Culture is not clearly fit togehter
- It seens as a "fifth skill"
- It seens as a "fifth skill"
- The goal is teach students to communicate in L2
- The methods overlap in meaningful aspects
- Complementary & Contradictory Differences
- Complementary Differences
- Help to construct a more complex view
- The language learner is not static being
- Possesses this traits
- Reasoning
- Feelings
- Social skills
- Political views
- Reasoning
- Possesses this traits
- Facets of the teacher
- Not only a role model
- Drill conductor
- Linguist
- Counselor
- Facilitator
- Technitian
- Collaborator
- Learner trainer
- A defender of the students
- Not only a role model
- Help to construct a more complex view
- Contradoctory Differences
- Some methods are proscribed and other are prescribe
- The LTM varies from high levels of control to less control
- The errors range
- Preveting to happen since the beggining
- Ignoring them to be corrected later
- Preveting to happen since the beggining
- Some methods are proscribed and other are prescribe
- Complementary Differences
- Choosing a Method
- Becoming a specialist in a method
- The method evokes in the teachers
- Their values
- Their experiences
- Fundamenta views about teaching
- Their values
- The method evokes in the teachers
- Relativism
- Each method has strengths and weaknesses
- The LTM are unevenly
- Are suitable for different teachers and
learners in diffent contexts
- Each method has strengths and weaknesses
- Pluralism
- There is value to each method
- Different methods/parts should be
practiced in the same context
- Language is complex, learning is also complex
- Each group has its own special characteristics
- Success in teaching requires this recognition
- Success in teaching requires this recognition
- Pick & choose from among method to
create their own blend
- There is value to each method
- Becoming a specialist in a method
- The Development of Methodology
- There isn't a strict sequence of
developmental stages in teaching
- Learning is a lifelong process
- The teacher must be a constant learner
- Teaching and students are
always changing
- Teaching is taking action, not only only thinking and
holding certain values
- Move from ideology to
inquiry
- Teachers need
- To reflect on what they do
and why they do it
- Be open to learn about
the practices and
researchs of others
- Interaction with others
- Try new practices to continually
search for better methods
- Accordinly to who they are
- In accordance to who their students are
- Conditions & contexts of teaching
- Accordinly to who they are
- To reflect on what they do
and why they do it
- Teachers need
- There isn't a strict sequence of
developmental stages in teaching
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