8266077
Description
Mind Map by Natalia Morales, updated more than 1 year ago
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Created by Natalia Morales
almost 8 years ago
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Language teaching
- METHOD
- Definition
- It is a specified set of theoretical
principles and specified set of classroom
procedures
- Conceptualized and
constructed by experts
- Conceptualized and
constructed by experts
- It is a specified set of theoretical
principles and specified set of classroom
procedures
- Examples
- Communicative method,
Audiolingual method,
Direct method, Natural
Approach
- Communicative method,
Audiolingual method,
Direct method, Natural
Approach
- Characteristics
- LANGUAGE-CENTERED METHOD
- Grammatical structures
- LIMITATIONS
- Linear process
(LANGUAGE-CENTERED
METHOD)
- Teachers are obliged to follow
the classroom procedures
already designed.
- Teachers can not visualize all the variables
in advance in order to provide specific
suggestions.
- Linear process
(LANGUAGE-CENTERED
METHOD)
- Grammatical structures
- LEARNER-CENTERED METHOD
- - Meaning-focused activities.
- Classic communicative
approach.
- - Meaning-focused activities.
- Classic communicative
approach.
- LEARNING-CENTERED METHOD
- - Learning processes (projects).
- Non-linear process.
- - Learning processes (projects).
- Non-linear process.
- LANGUAGE-CENTERED METHOD
- Definition
- POST-METHOD
- Definition
- An alternative to methods shaped by the
teacher, fundamented on a set of theories
and based on different variable issues.
- An alternative to methods shaped by the
teacher, fundamented on a set of theories
and based on different variable issues.
- Attributes
- To construct personal
theories of practice
- Teacher autonomy
- Pragmatism
- To construct personal
theories of practice
- Pedagogy
Parameters
- PARTICULARITY
- Language pedagogy must have sensitivity to a
particular group of teachers, learners, set of
goals, institutional context, sociocultural
enviroment.
- - There can not be an established method.
- A continual cycle of observation,
reflection, and action is a prerequisite for
the development of context-sensitive
pedagogic theory and practice
- - There can not be an established method.
- A continual cycle of observation,
reflection, and action is a prerequisite for
the development of context-sensitive
pedagogic theory and practice
- Language pedagogy must have sensitivity to a
particular group of teachers, learners, set of
goals, institutional context, sociocultural
enviroment.
- PRACTICALLITY
- - Relationship between theory and practice.
- A teacher-generated theory of practice.
- - It requires that teachers
view pedagogy not merely as a
mechanism for maximizing learning
opportunities in the classroom but also
as a means for un
- - It requires that teachers
view pedagogy not merely as a
mechanism for maximizing learning
opportunities in the classroom but also
as a means for un
- - Relationship between theory and practice.
- A teacher-generated theory of practice.
- POSSIBILITY
- Give de learners the oportunity of
express their needs, the professor
must adjust the learning process to
their neccesities
- LIMITATIONS
- The teachers adapt their own theories
based on a method already developed by
researchers in the field
- The teachers adapt their own theories
based on a method already developed by
researchers in the field
- LIMITATIONS
- Give de learners the oportunity of
express their needs, the professor
must adjust the learning process to
their neccesities
- PARTICULARITY
- Definition
- MACROSTRATEGIC FRAMEWORK
- They are defined as guiding principles derived from historical,
theoretical, empirical, and experiential insights related to L2 learning
and teaching
- They are defined as guiding principles derived from historical,
theoretical, empirical, and experiential insights related to L2 learning
and teaching
- CONCLUSIONS
- 1. Based on the postmethod parameters, teachers
should be able to develop their own way to give a
class basing their strategies on the students’ needs
so that they can create a better quality of education
for the learners.
- 2. The traditional concept of method has
been a basis for the development of the
post-method; nowadays technology,
sociocultural context, economy and other
variables are factors that teachers have
to take in to account to perform an
interesting, practical, affective in order to
complete the learning process.
- 1. Based on the postmethod parameters, teachers
should be able to develop their own way to give a
class basing their strategies on the students’ needs
so that they can create a better quality of education
for the learners.
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