1.
Approach
An
approach refers to the general assumptions about what language is and about how
learning a language occurs (Richards and Rodgers, 1986). It represents the sum
of our philosophy about both the theory of language and the theory of learning.
In other words, an approach to language teaching describes:
·
The nature of language,
·
How knowledge of a language is acquired,
·
And the conditions that promote language
acquisition.
1. Communicative Language
Teaching (CLT)
In
the 1990s, Communicative Language Teaching (CLT) quickly became the most
popular approach and is now the central paradigm in English language teaching.
CLT emphasizes the engagement of learners in classroom activities that
replicate real-life situations, so they can practice how to communicate in the
real world outside the classroom. To
improve communication skills for use in the outside world, the teacher engages
learners in the pragmatic and functional use of language, with a focus on
meaning and fluency, rather than form and accuracy – very much a practical
rather than theoretical way of learning.
The
primary goal of CLT is for learners to develop communicative
competence which involves linguistic competence, sociolinguistic
competence, discourse competence and strategic competence. Features of CLT include communication
through interaction (cooperative and collaborative learning), the use of
authentic texts and students contributing personal experiences. Classroom
activities, such as role plays, interviews, games and surveys are completed in
pairs and small groups, requiring debate, negotiation and compromise.
2. Task-based Teaching (TBT)
Task-based
Teaching (TBT) [and Task-based Learning (TBL)] is the approach that TESOL
Advantage advocates as best practice when it come to English language teaching. While TBT’s basic principles are derived
from CLT, there are some important differences. Critics of CLT have raised the
following concerns:
· Teachers
can struggle with the non-specific requirements of CLT.
· Teachers
are often worried about giving up too much control during a CLT exercise.
· Many
learners have low intrinsic motivation to communicate in a foreign language and
so struggle with CLT student-centric exercises.
· Because
CLT is a meaning-focused approach, learners may struggle with grammar issues.
TBT
addresses all of these concerns. It gives teachers a specific requirement to
focus on – getting the students to complete a task. Teachers worried about
their classes becoming chaotic because of a lack of structure in the lesson now
have clear steps that create guidelines and boundaries – a pre-task,
task and post-task. Students
become more empowered and motivated when they complete tasks because they ‘own’
the language and control the task response. While TBT definitely has a greater
focus on meaning than form, teachers can add an optional language focus at the
end of a task to cover any grammatical issues that the task highlighted.
2.
Methode
A method is a practical
implementation of an approach. A theory is put into practice at the level of a
method. It includes decisions about:
·
The particular skills to be taught,
·
The roles of the teacher and the learner
in language teaching and learning,
·
The appropriate procedures and techniques,
·
The content to be taught,
·
And the order in which the content will be
presented.
It
also involves a specific syllabus organization, choices of materials that will
boost learning, and the means to assess learners and evaluate teaching and
learning. It is a sort of organizing plan that relies on the philosophical
premises of an approach.
1. Grammar
Translation
This
is a traditional teaching style that originated in the late 19th century.
Students analyse the grammatical rules of English and then practice translating
discourse from their mother tongue into English and vice versa. To achieve
this, students are expected to memorize long vocabulary lists and complex
grammatical paradigms. A
usual approach with regard to a classroom activity would be to provide a
student with an item of grammar, show how it is used in a text and then
practice using the item through writing paragraphs, essays or summaries in the
target language. The
method emphasizes accuracy over fluency. Learners develop reading and writing
skills, with little opportunity to practice listening and speaking. This means
that students learning English through the Grammar Translation method often
have trouble communicating in the real world.
2. Audiolingualism
This
way of teaching was originally called the Army Method because in World War II,
it was used to teach soldiers to be orally proficient in the languages of the
enemy. This method was a reaction to what was
seen as the failures of the Grammar Translation method, with the major
differences being the prioritizing of speaking and listening over reading and
writing, and the banning of the mother tongue in the classroom. Audiolingualism drew on Skinner’s
Behaviourism theory, very much in vogue at the time, that asserts that anything
can be learned through conditioning. Correct answers by students receive
praise, whereas students who supply incorrect answers get negative feedback.
Lesson
materials focus on oral-pattern drills where teachers verbally present new
structural patterns and learners are expected to repeat the teacher’s words
with the same intonation and pronunciation. After class, students listen to
tapes through headphones in language labs and follow the same process – the
voice on the tape presents language that the learner orally repeats.command.
They respond physically, which activates the right side of the brain, thus
allowing them to be able to internalize language immediately.
3.
Strategy
In
the context of English learning and curriculum development, a
"strategy" refers to a plan of action or method employed by learners
to achieve specific language learning goals. Strategies are cognitive,
metacognitive, or socio-affective processes that students use to enhance their
language skills. Here are some examples of language learning strategies in the
context of English education:
1.
Metacognitive Strategies:
·
Strategy:Planning and setting goals for
language learning.
·
Example:Before starting a reading
assignment, a learner might set a goal to identify and underline key vocabulary
words.
2. Cognitive Strategies:
·
Strategy: Rehearsing and practicing
language skills.
·
Example:A student learning English may
repeatedly practice pronunciation by listening to and imitating native
speakers.
3. Compensation
Strategies:
·
Strategy: Using alternative methods to
overcome language gaps.
·
Example: When a learner doesn't know a
specific word, they might use synonyms or gestures to convey meaning.
4. Memory Strategies:
·
Strategy: Employing techniques to aid in
the recall of language elements.
·
Example: Creating flashcards with English
words on one side and their meanings in the learner's native language on the
other.
5. Social Strategies:
·
Strategy: Interacting with others to
practice language skills.
·
Example: Engaging in conversation with
English speakers, joining language exchange programs, or participating in
language clubs.
4.
Technique
Implementing
a procedure necessitates certain practices and behaviors that operate in
teaching a language according to a particular method. These practices and
behaviors are the techniques that every procedure relies on. Techniques, in this sense, are part and
parcel of procedures. They are the actual moment-to-moment classroom steps that
lead to a specified outcome. Every
procedure is realized through a series of techniques. They could take the form
of an exercise or just any activity that you have to do to complete a task. For instance, when using videos, teachers
often use a technique called “silent viewing” which consists of playing the
video without sound and asking students to figure out what the characters were
saying.
No comments:
Post a Comment