ENGLISH LINGUISTICS 36GEPR 22-23

GRADO EN EDUCACIÓN PRIMARIA

PROF. Susana Navarro Adam

13/09/2023
CONTEXTUALIZACIÓN

UC1
, 13/09/2023
 Today’s class:
• Language teaching: methods and approaches.
• This videoconference will depict and analyze major and minor
methods in language teaching.

• To others, however, the wide variety of method options currently

available confuses rather that comforts
Introduction

• The work of teaching is

simultaneously mental and
social. It is also physical,
emotional, practical,
behavioral, political,
experiential, historical,
cultural, spiritual, and
personal.
•
Esta foto de Autor desconocido está bajo licencia CC BY-SA-NC
Introduction

• The language teaching has a historical background.

• About 60% of today’s world population speak different languages.

“From both a contemporary and historical perspective bilingualism or
multilingualism is the norm rather than the exception” (Jack C.
Richards and Theodre S. Rodgers).
.

• Throughout the history, alien language learning is always an important

problem. Today English is the world’s most widely learned language.
• Five hundred years ago Latin was the dominant language of Education,
Commerce, Religion and Government in the West.
• In the 16th century, French, Italian and English acquired an importance
owing to numerous political changes in Europe. Thus, Latin is gradually
replaced by these languages in speaking and writing in particular.
Differences:

• -1. APPROACH

• -2. METHOD

• -3. TECHNIQUE
The arrangement (approach, method and technique) follows a ranked order.

Techniques carry out a method which is consistent with an approach.

Edward M. Anthony (1963)
 • “.. Describes
how people acquire their knowledge of the language and

Approach makes statement about the conditions which will promote successful
language learning..” (Harmer: 2001, 78)
• Ej. Behavoursim, constructivism, etc..

• “.. A practical realization of an approach..” (Harmer: 2001, 78).

Method • “It is theoretically related to an approach, organized by the design,

practically realized in procedure..” (Richards and Rodgers: 2001)
• Ej: Grammar Translation, Audiolingualism, TPR, etc..

• Term to refer to various activities that either teachers or learners

Technique perform in the classroom.
• It includes all tasks and activities.
 Brief history of language teaching
methods:
1840-1940
• Grammar translation method. –
CURRRENT METHODS
1. Communicative Language Teaching
1920
• The Direct method.
2. Content-Based Instruction and Content Language
• Situational Language Teaching. Integrated Learning (CLIL)

1950s -60s 3. Competency-Based Language Teaching, standards,

• - Audiolingualism. and the Common European Framework of Reference.
• -Silent way.
4. Task-Based Language Teaching.
1970-80 5. The Lexical Approach.
• - Total Physical Response. 6. Multiple Intelligences.
• -Suggestopedia 7. Cooperative Learning (Kagan)
• Natural Approach
 • We should remember methods themselves
are decontextualized. They describe a
certain ideal, based on certain beliefs. They
say little or nothing about who/whom,
Warning! when and where.

• . A particular method cannot, therefore, be

a prescription for success for everyone.
 The Grammar Translation method
was predominantly adopted in
language teaching from 1840’s to the
1940’s.
Grammar
translation
In modified form it continues to be
method widely used in some parts of the
world today. “It was not necessarily
the horror that its critics depicted it
as” (Howatt : 1984)
 • Focus on learning the rules of grammar and their
applications in translations passages from one language
into another.
• Reading and writing are the main focuses and speaking
Grammar or listening is given a very little importance. .
• The selection of vocabulary is based mainly on reading
translation the original text. To teach the meaning of the words, the
bilingual method is adopted. In a grammar translation
method. text, the grammar rules are presented and exemplified. A
list of vocabulary items is presented with their
translations equivalent and translations exercises are
prescribed.
• Memorization of words, grammar rules and vocabulary.
.

• The deductive method is adopted in

teaching grammar. By deductive method
it means a rule is studied and presented
and then an example is given. In most of
the grammar translation texts a syllabus
is followed for the sequencing of
grammar in an organized and systematic
way.
• The mother tongue is the medium of
instruction. It is used to explain new
items and comparisons are made
between the foreign language and the
students native language.
Grammar translation demo
https://www.youtube.com/watch?v=BGkCVB2reYQ&nohtml5=False

https://www.youtube.com/watch?v=sYCBYuF5LUA
The Direct Method

The direct-method approach to language teaching (also known as

both the natural method and the conversational method) came
about as a reaction to the grammar-translation approach. It
became very popular in Europe in the early part of 20th century.

• The method became widely known in Europe and United States

through the use of Sauveur and Maximilian Berlitz in successful
commercial language schools.
 Whereas the grammar-translation approach was organized
around a step-by-step method of learning the rules of a
language, often through the use of the first language,
the direct-method approach was based on the idea that
learners can best learn what is “natural” to them and
Direct method that an aural/oral system of teaching them was
appropriate for this purpose.
(natural This aural/oral method relied for its effectiveness on the
approach) use of monolingual teaching, that is, the L2 was the only
language used in the class by the teacher and student
 • 1. Classroom instruction was
conducted exclusively in the target
language.
Principles of • 2. Only everyday vocabulary and
Direct Method sentences were taught.
• 3. Oral communication skills were built
(Richards and up in a carefully graded progression
organized around question-and-answer
Rogers, 2001) exchanges between teachers and
students in small, intensive classes.
• 4. Grammar was taught inductively.
 • 5. New teaching points were
introduced orally.
• 6. Concrete vocabulary was taught
through demonstration, objects, and
. pictures; abstract vocabulary was
taught through association of ideas.
• 7. Correct pronunciation and
grammar were emphasized
Direct method: drawbacks.

It’s largely dependent on the teacher’s skills rather than the textbook.

Teachers are required to go to great length to avoid using the native

language, when sometimes a simple, brief explanation in the student’s
native language would have been a more efficient way to comprehension.

It’s difficult to implement in public secondary school education.

The direct method: demo.
https://www.youtube.com/watch?v=_oDh2gJy0YM&nohtml5=False
 It was developed by British applied linguist
between 1930s-60s. It is based on a
structural view of language. Speech,
Situational structure and a focus on a set of basic
vocabulary are seen as the basis of language
Language teaching.
Teaching The objectives of the method are to teach
(oral the four basic skills of language, but the
approach) skills are approached by structure.
 Accuracy in both pronunciation and
grammar is regarded as crucial, and
errors are to be avoided at all costs.
Situational
Language
Automatic control of basic structures
Teaching and sentence patterns is
fundamental to reading and writing
skills, and this is achieved through
speech work.
 • The essential features of SLT are seen in the PPP
lesson model that thousand of language teachers
were required to master in the 1980s and early 90s,
with a lesson having three phases:
• - Presentation (introduction of a new teaching
Situational item in context).
• - Practice (controlled practice of the item).
Language • - Production (freer practice phase)

Teaching
• The principles of SLT continued to be widely used in
many parts of world, particularly when materials
are based on grammatical syllabus. It continues to
be widely used, though not necessarily widely
acknowledge.
 The outbreak of World War II heightened
the need for Americans to become orally
proficient in the languages of their allies
and enemies alike.
The
audiolingual
method To this end, bits and pieces of the Direct
Method were appropriated in order to
form and support this new method, the
"Army Method," which came to be known
in the 1950s as the Audiolingual Method.
 The Audio-Lingual method considered language
simply as form of behavior to be learned through
the formation of correct speech habits (Thornbury
2000, p.21). in other words, the goal of this
method is to form native language habits in
learners (Dendrinos, 1992).

. The AudioLingual method teaches language

through dialogues that focus on habit formation
of students. Larsen-Freeman states that students
will achieve communicative competence by
forming new habits in the target language and
overcoming the old habits of their native language
(2000, p.45).
 language learning is habit-formation,

mistakes are bad and should be avoided, as they

are considered bad habits,

Audiolingualism: language skills are learned more effectively if they

principles are presented orally first, then in written form,

analogy is a better foundation for language

learning than analysis,

the meanings of words can be learned only in a

linguistic and cultural context.
 Advantages

• It aims at developing
listening and speaking skills
which is a step away from
the Grammar translation
method
• The use of visual aids has
proven its effectiveness in
vocabulary teaching.
 The method is based on false assumptions
about language. Mastering a language relies
on acquiring the rules underlying language
performance. That is, the linguistic,
sociolinguistic, and discourse competences.

Disadvantages
The behaviorist approach to learning is now
discredited. Many scholars have proven its
weakness. Noam Chomsky ( “Chomsky,
Noam (1959). “A Review of B. F. Skinner’s
Verbal behavior”) has written a strong
criticism of the principles of the theory.
Audiolingual method demo.
https://www.youtube.com/watch?v=Mqd7OdJoLn0&nohtml5=False
Debate questions
• Which language teaching method do you think fulfil more types of
intelligences in a class? Would you combine some of them for a better
result? How?

• Do you think that implementing ICT tools to the classroom would

improve the general results as regards, amongst others, learning,
motivation and behavior?
BIBLIOGRAPHY
• Richards J. and Rodgers, T. Approaches and Methods in Language
Teaching. Cambridge: Cambridge UP, 2004.
• Larsen-Freeman and Anderson M. Techniques and Principles in
Language Teaching. Oxford: Oxford UP, 2011.
• Brown, D. Principles of Language Learning and Teaching. New York:
Pearson, 2015.
•¡GRACIAS!