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Popular Methodology

This document discusses different approaches, methods, procedures, and techniques for teaching language. It defines an approach as describing theories of language learning and acquisition, an method as the practical realization of an approach through activities and roles, a procedure as a sequence of techniques, and a technique as something implemented in the classroom. It recommends using macrostrategies that maximize learning opportunities rather than focusing only on one method. Teachers should analyze the classroom context and develop their own procedures based on available methodological knowledge and techniques. Direct methods and audiolingualism that emphasize communication and avoiding translation are also recommended.

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FlorenciaCarrizo03
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158 views2 pages

Popular Methodology

This document discusses different approaches, methods, procedures, and techniques for teaching language. It defines an approach as describing theories of language learning and acquisition, an method as the practical realization of an approach through activities and roles, a procedure as a sequence of techniques, and a technique as something implemented in the classroom. It recommends using macrostrategies that maximize learning opportunities rather than focusing only on one method. Teachers should analyze the classroom context and develop their own procedures based on available methodological knowledge and techniques. Direct methods and audiolingualism that emphasize communication and avoiding translation are also recommended.

Uploaded by

FlorenciaCarrizo03
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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POPULAR METHODOLOGY

Before reading
1. My teacher of English lessons was a young man. Every class asked us the topic before, and all
the students should participate in the communicative task like a chat with the teacher or our
partner. Sometime he used to given with listening task about a song, drawing cards with
some action or nouns, etc, and we understand what word is. This activity help us to increase
vocabulary, and we did writing about famous, family, holidays, etc.
I consider that his methods wa effective because his classes was funny, attractive and all the
students participated. I could see the passion that he has.

After reading
1. What we understand that,approach i show we going to tackle our students gaining the
knowledge. Meanwhile method is how do we teach and what do we use to make our
students understand the ideas well.

APPROACH​: refer to theories about the nature of language and language learning which are the
source of the way things are done in the classroom and which provide the reasons for doing them.
Describes how language is used and how its constituent parts interlock. Describe how people acquire
their knowledge of the language and makes statements about the conditions which will promote
successful language learning.

METHOD:​ is the practical realization of an approach. The originators of a method have arrived at
decisions about types of activities, roles of teachers and learners, the kinds of material which will be
helpful and some model of syllabus organisation. Methods include various procedures and
techniques as part of their standard fare.

PROCEDURE: is an ordered sequence of techniques. A procedure is a sequence which can be


described in terms such as first you do this, then you do that… smaller than a method, it is bigger
than a technique.

TECHNIQUE: carry out a method. It is implementational, meaning that a technique is something that
actually takes place in language teaching or learning in the classroom
3. Post-method take a method into class is limited, instead of one method, we need macrostrategies
(such as maximise learning opportunities, facilitate negotiation, promote learner autonomy,etc) this
aims represent a kind of methodological wishlist. We have get away from methods as the central
focus of decisions about teaching. The quality of life in any classroom is much more important than
instructional teaching. We should determine and understand the classroom quality of life. Then we
should identify a learning puzzle, reflect on it, gather data and try out different ways of solving the
puzzle,reflecting at each stage on what happens in order to decide what to do next. For teachers to
do some kind of context analysis before they start teaching so that they can develop their own
procedures from the range of methodological knowledge and techniques they have available from
them. They then reflect on and evaluate what has happened in order to decide how to proceed.

4. Teacher should adopt the direct method and audiolingualism because in the direct method no
translation is a lower the goal of language learning is communication. The initiation of the
interaction goes both ways, from teacher to students and from students from to teacher. The native
language should not be used in the classroom. The teacher and the students are more like partners
in the teaching-learning process. Students should learn to think in the target language as soon as
possible. Vocabulary is acquired more naturally if students use it in full sentences rather memorising
word list. Lesson should contain some conversation activity_ some opportunity for students to use
language in real context. Work on all four skills (Reading- writing-speaking and listening). Activities
Reading aloud- conversation practice-gap filling exercises and dictation.
The goal of audio-lingual method is to enable students to use te target language communicatively.
The teacher is like an orchestra leader-who provide her students with a good model for imitation.
New vocabulary and structures are presented through dialogues are learnt through imitation and
repetition, grammar is induced from examples given explicit grammar rules are not provided. The
oral/aural skills receive most of the attention-pronunciation is taught from the beginning, often by
student working in linguis laboratories. Students errors are to be avoid through the teacher's
awareness of where the students have difficulty

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