APPROACHES AND METHODS

1. APPROACHES AND METHODS IN LANGUAGE TEACHING

2. Why do we study approaches and methods? • Provide teachers with a view of how the field of language teaching has evolved-developed. • As a source of well-used practices (adapt and implement) • Basic teaching skills are learned and teaching experience is developed

3. Elements of method • Approach • Design • Procedure

4. Approach • Theories about the nature of language and the nature of language learning that serve as the source of practices and principles in language teaching. • Theoretical principles • Basic features of linguistic organization and language use

5. Theory of language:Three basic theoretical views of language • Structural view : Language is a system of structurally related elements for the coding of meaning. The target of language learning is the mastery of this system; - phonological units: phonemes - grammatical units: clauses, phrases, sentences - grammatical operations : adding, shifting, joining - lexical items : function words, structure words

6. Basic theoretical views • Functional view: language is a vehicle for the expression of functional meaning. It emphasizes the semantic and communicative dimension The learner needs to communicate about ESP movement begins with a functional account of learner needs

7. Basic theoretical views Interactional view; language is a realization and interpersonal relations and for the performance of social transactions between individuals. • Maintenance of social relations • Interaction analysis • Information of interest to both speaker and listener in a situation of importance to both

8. Theory of language learning • The psycho-linguistic and cognitive processes involved in language learning • The conditions that need to be met in order for these learning processes to be activated

9. Design – the level of method analysis • Objectives of a method Primary focus on: vocabulary, grammar, speaking, listening, culture • Syllabus model the method incorporates • criteria for the selection and organization of linguistic or subject matter content • Basic syllabus types Structural, situational, topical, functional, notional, skills based, task based

10. Design – the level of method analysis • Types of learning and teaching activities eg. dialogues responding to commands group problem solving information-exchange activities improvisations question and answer drills

11. Design – the level of method analysis • Learner roles • they plan their own learning program • they monitor and evaluate their own progress • they learn interacting with others • they tutor other learners • they learn from the teachers and other sources • The view of the learner as a processor, performer, initiator, problem solver

12. Design – the level of method analysis • Teacher roles • types of functions teachers fulfill • degree of teacher influence over learning • degree to which the teacher determines the context of learning • Types of interaction between teachers and learners

13. Design – the level of method analysis • Role of instructional materials • primary function of materials • The form materials take (books, videos, audios) • Relation of materials to other input • Assumptions made about teaches and materials

14. Elements of method • Procedure : classroom techniques, practices and behaviors observed when the method is used • Resources in terms of time, space and equipment used by the teacher • Interactional patterns observed in lessons • Tactics and strategies used by teachers and learners

15. Approaches and Methods • Is there anything worth in this technique? • How can I adopt this technique to my own circumstances? • What are the other ways I can put this principle into practice?