Didáctica 2024 Unit 2 Methods and Approaches (1) PDF

UNIT 2 Approaches and Methods in Foreign Language Teaching (FLT) Didáctica Inglés​​ 2024-2025 a n d te a c h V  The secrets of learning a new language https://www.ted.com/talks/lydia_machova_the_secrets_of _learning_a_ne...

UNIT 2 Approaches and Methods in Foreign Language Teaching (FLT) Didáctica Inglés​​ 2024-2025 a n d te a c h V  The secrets of learning a new language https://www.ted.com/talks/lydia_machova_the_secrets_of _learning_a_new_language/up-next  Have you ever heard about… Applied Linguistics ‘The academic discipline concerned with the relation of knowledge about language to decision making in the real world.’ (Cook 2003:5) What’s the relationship between applied linguistics and foreign language teaching? Since applied linguistics provides the teacher with a formal knowledge of the nature of language learning in connection with various linguistic theories, it helps the teacher choose teaching methods and techniques. Why is it important to know about the methods of language teaching? Studying language teaching methods and approaches can help us clarify our own beliefs about language learning and teaching as well as challenge our existing thinking. The language teaching profession is continually striving to attain effective techniques in order to facilitate language acquisition in the classroom. The history of language teaching Language teaching came into its own as a profession in the twentieth century. It is characterized by frequent change and innovation and by the development of sometimes competing language teaching ideologies. The history of language teaching Language teaching is characterized by frequent change and innovation and by the development of sometimes competing language teaching ideologies. Many different approaches and methods have been devised in the long search for the best way to teach foreign languages. Each method is based on a particular view of language learning and usually recommends the use of a specific set of techniques. How do language teaching methods differ? Basically, all the methods involve one or more of the following essential ideas… The role of the teacher and learners in the classroom The role of translation The use of the target language The role of grammar in the language curriculum The development of accuracy and fluency in teaching The choice of syllabus frameworks in course design The role of vocabulary The skills emphasised and the techniques for teaching them The treatment of errors The importance of motivation Learning theories and their application in teaching The role of materials and technology… Approaches and methods in Foreign Language Teaching What’s the difference between method and approach? An approach is a general way of thinking about a problem or situation, while a method is more concrete and specific – a way of putting that approach into action. Approac describes the theory or philosophy h underlying how a language should be taught Method fixed teaching system, prescribed technique eg the Grammar-Translation Method or the Direct Method.  Approaches and Methods in Foreign Language Teaching 1. The Grammar-Translation 9. Cooperative Language Method Learning 2. The Direct Method 10.Content-Based Instruction 3. The Audiolingual Method 11.The Task-Based Approach 4. Total Physical Response (TPR) 12.The Natural Approach 5. The Silent Way 6. Suggestopedia 7. The Lexical Approach 8. Communicative Language Teaching Jack C. Richards on Teaching Principles https://www.youtube.com/watch?v=URpjAcs9fy0&list= WL&index=6  MULTIPLE INTELLIGENCES Howard Gardner (Harvard) Frames of Mind: The Theory of Multiple Intelligences, 1983. Traditionally, Intelligence Quotient (IQ) tests used to assess intelligence. Gardner suggested people have different kinds of intelligence, in addition to linguistic or numerical intelligence. Eight different intelligences identified: linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, existentialist. Variation and development throughout life.  MULTIPLE INTELLIGENCES & TEACHING Teaching a foreign language is more effective when the teacher provides opportunities to develop all students’ intelligences. A teacher should be familiar with their own multiple intelligences, because of influence over choice of activities and materials. Multiple Intelligences test Literacy net. https://www.literacynet.org/mi/assessment/findyourstre ngths.html Multiple Intelligences for Adult Literacy and Education  Activities for Multiple Intelligences Linguistic Tongue twisters, jokes and riddles Word games and puzzles (word squares or searches, anagrams, crosswords, hangman, spelling bee, word snake etc.) Reading and reciting poems Reading comprehension Gap-fill exercises, dictations, consequences Writing stories, poems, reports, newspaper stories etc.  Activities for Multiple Intelligences Mathematical - logical Venn diagrams and graphs Putting words in order Activities using codes Finding deliberate errors Problem solving and logical thinking exercises Gap-fill exercises Odd-one out  Visual Posters Flashcards Designing menus, greetings cards, etc. Handicrafts Picasso dictations – draw the sentence Visualisations (“Close your eyes and imagine …”) Map reading and following directions Spot the difference Talking about pictures, photos and scenes. Mind maps Videos Musical Songs Chants and raps Identifying sounds Choral reading aloud Song writing Rhyming stories Interpersonal Working in groups, discussions Board games Games like ‘Taboo’, ´Charades’ ‘Find someone who …’ activities Team games Interviews Role plays using dialogues Reading circles Bodily- kinesthetic Action songs and rhymes Total Physical Response Role play and plays Moving games – musical statues… Building and making things Mime  Intrapersonal Diary writing Self-assessment Reflexion on thoughts and feelings, likes and dislikes Estimating strengths, weaknesses, progress over time Autobiographical /personal history writing and speaking (Presenting a prized possession…)  Naturalist Activities with animals, plants, the climate, the environment Labelling parts of animals, plants… Classifying and categorizing activities Analysing similarities and differences Exploring outdoors in English, treasure hunts, nature projects  Learning styles The way in which a learner natually prefers to take in, process and remember information and skills. Influence on how we like to learn and how we learn best. Different classifications relate to: our preferred physical sense to use to learn Way of interacting with others Style of thinking  COMMONLY MENTIONED LEARNING STYLES VISUAL the learner learns best through watching and looking and can recall information by remembering how it was set out on page and use lists to organize thoughts AUDITORY The learner learns best through listening and hearing and use rhythm and sound as memory aid. KINAESTHETIC The learner learns best when they are involved and active, through being physical, using movement as a memory aid TACTILE The learner learns well in ‘hands-on activities, projects, demonstrations, and use writing and drawing as memory aid GROUP The learner learns best through working with others INDIVIDUAL The learner learns best through working alone ‘Field-independent’ REFLECTIVE The learner learns best when given time to consider choices IMPULSIVE The learner learns best when able to respond immediately ANALYTIC The learner learns best when given the opportunity to analyse things Implications for teaching Learners with different learning styles learn in different ways and need to be taught in different way. Learners do not necessarily fall exactly into any one category They may have several styles Different cultures may use some learning styles more than others Learning Strategies The learner’s choice and use of ways to learn language, including: Identifying what they need to learn Help them process and remember the language How they use the language The right strategy at the right time improves learning and brings more autonomy Different learners use different strategies and the ones they use depends on character and learning styles. Research has shown that using strategies makes for more successful learning and learners can be trained to use strategies. Some examples of learning strategies - Repeating new words in your head until you remember them - Experimenting by using just-learnt language in conversations - Asking the teacher or others for feedback on language use - Deciding to use foreign language as much as possible - Recording yourself speaking and correcting pronunciation, grammar - Asking a speaker to repeat what they have just said - Thinking about how to memorise new words from each lesson - Deciding to write new vocabulary on separate card and put it on fridge - Paraphrasing - Using Apps for learning vocabulary or grammar and pronunciation etc. Children Teenagers Adults Need to move Starting to keep still for Able to keep still for longer longer periods periods but still need to move MATURITY Short concentration span Concentration developing Can concéntrate for longer Children, teenagers and adults have periods different levels of maturity and this Learn through experience and Beginning to learn in abstract Can learn in abstract ways doing determines how they learn. ways (thinking as well as experiencing Are not able to control and Begin to control and plan Usually able to control and plan own behaviour own behaviour plan behaviour Are not afraid of making May worry about what others May not be so willing to make mistakes or taking risks think of them mistakes or take risks INFLUENCE OF PAST LEARNING EXPERIENCE Teenagers and adults may have learnt English before May be used to learning in particular way (i.e. by learning grammar, using translation, reading and writing) Some learners may welcome a change in method, others no Children may be used to learning English in less formal way (i.e. with stories, songs, handicrafts, labelling)