Methodology for Teaching English to Youngsters and Adults PDF

METHODOLOGY FOR TEACHING ENGLISH TO YOUNGSTERS AND ADULTS UNIDAD 1 Approaches and methods in language teaching Autor: Ninfa Sofía Guevara Peñaranda  ÍNDICE 1. Unit 1: Approaches and methods in language teachin...

METHODOLOGY FOR TEACHING ENGLISH TO YOUNGSTERS AND ADULTS UNIDAD 1 Approaches and methods in language teaching Autor: Ninfa Sofía Guevara Peñaranda  ÍNDICE 1. Unit 1: Approaches and methods in language teaching................................................................. 3 Theme 2: Major trends in the twentieth-century language teaching.................................................... 3 Objective:........................................................................................................................................... 3 Introduction:...................................................................................................................................... 3 2. Subthemes.................................................................................................................................... 3 2.1 Subtheme 1: The nature of approaches and methods in EFL.................................................... 3 2.2 Subtheme 2: Oral approach and Situational language teaching.............................................. 5 2.3 Subtheme 3: Audiolingual method......................................................................................... 6 3. Preguntas de Comprensión de la Unidad..................................................................................... 10 4. Material Complementario........................................................................................................... 11 5. Bibliografía.................................................................................................................................. 12 2  Approaches and methods in language teaching 1. Unit 1: Approaches and methods in language teaching Theme 2: Major trends in the twentieth-century language teaching Objective: Carry out a review of the different existing approaches and methods for language teaching in the late 20th century. Introduction: The English language is the most widely used language in the world, so it is especially important to master this language in order to communicate internationally. This compendium helps students to understand the different concepts between approaches, techniques, strategies and, finally, to know the ways of teaching a language that exist or have existed in the twentieth century. 2. Subthemes 2.1 Subtheme 1: The nature of approaches and methods in EFL To start with the topic, it is necessary to differentiate among approach, method and technique, which are sometimes used interchangeably. Edward Antoni (as cited in Richards & Rodgers, 2014) made this distinction as follows: © Universidad Estatal de Milagro – UNEMI Figure 1. Relationship between these concepts. Approach Method Technique Note: by the author 3  Approaches and methods in language teaching Approach “is the level at which assumptions and beliefs about the language and its learning are specified” (Richards & Rogers, 2014). Method “is the level at which the theory is put into practice, at which decisions are made about the specific skills that are taught, the content that is taught and the order in which the content is presented” (Richards & Rogers, 2014). Figure 1. Relationship between these concepts. Note: by the author Technique refers to the tools that are used to transmit knowledge, among others the didactic techniques can be Instruction techniques (centred on the instructor); expository or conference, dialogue-discussion or interrogative, demonstrative, etc.) and Group techniques (centred on the participant); brainstorming, panel discussion, case analysis, role play). Following the theory of language, we consider necessary to mention the different models that have implemented language teaching (Richards & Rogers, 2014): © Universidad Estatal de Milagro – UNEMI - Cognitive model - Structural model - Functional model - Interactional model - Sociocultural model - Genre model - Lexical model 4  Approaches and methods in language teaching Cognitive model or Cognitivism stated that language reflects properties of the mind. There are three core features and assumptions mention of a cognitive view: mind as a computer, representationalism and learning as abstract knowledge acquisition (Richards & Rogers, 2014). On the other hand, there is the learning theory in which we can find different theories to explain the learning process of a language. Here, methods and theories are included: - Behaviourism - Cognitive-code learning - Creative-construction hypothesis - Skill learning - Interactional theory - Constructivism - Sociocultural learning theory (Social constructivism) - Individual factors (Richards & Rogers, 2014) 2.2 Subtheme 2: Oral approach and Situational language teaching The Oral Approach and Situational Language Teaching were developed by British applied linguists from the 30s to the 60s. These approaches have used in textbooks © Universidad Estatal de Milagro – UNEMI and courses of EFL and ESL as well. From this date, several prominent applied linguists developed the foundation for a principles-based approach to methodology in language teaching. The goals of the Oral Approach and Situational Language Teaching are to teach a practical mastery of the four basic language skills, but the skills are focused on the structure. Accuracy in both pronunciation and grammar is considered essential, and mistakes should be avoided at all costs. Automatic control of basic sentence structures and patterns is central for reading and writing skills, and this is 5  Approaches and methods in language teaching accomplished through speech work. New structures and new vocabularies are taught orally. Oral approach and Situational Language Teaching were based on the structural vision of language. The main characteristics of the approach were the following: - Language teaching begins with the spoken language. Material is taught orally before it is presented in written form. - The target language is the language of the classroom. - New language points are introduced and practiced situationally. - Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. - Items of grammar are graded following the principle that simple forms should be taught before complex ones. - Reading and writing are introduced once sufficient lexical and grammatical basis is established. 2.3 Subtheme 3: Audiolingual method The audiolingual method emerged as a response to the necessity of an oral-based approach to foreign language teaching. In the 1940s, when The United States entered the World War II, the recruitment of fluent speakers of different languages came on demand due to the need of translators and interpreters who could work with the U.S. government. This led to the creation of a special language teaching program which was called the Army Specialized Training Program (ASTP) in 1942. The aim of this program was to foster oral proficiency in several foreign languages. It consisted mainly in hours of drilling activities with a native speaker until the © Universidad Estatal de Milagro – UNEMI speaker could gradually acquire the language through repetition and a basic understanding of its grammar. This method called the attention of linguists; thus, they acknowledged the importance of an approach that would help them develop the speaker’s oral skills but integrating structures as their starting point. The University of Michigan was the first one to create such type of structural program. However, the program lacked a pedagogical foundation, and this in turn, led to the emergence of the Audiolingual Method at the end of the 1950s. The United States acknowledged that a changed in language teaching methodology was necessary to ensure that 6  Approaches and methods in language teaching more Americans get involved in scientific advances from other countries. The National Defense Education Act provided the funds for the development of materials and the conduction of studies of modern languages, and the method was finally adopted across universities in North America and Canada. Theory of Language Audiolingual was based on the structural linguistics. Linguists wanted to move away from traditional grammar and were keener into giving language teaching a more practical use. After several studies, linguists concluded that a better approach to language teaching would be to collect examples of speakers’ speech and to analyse them according to their structural organization. Structural linguistics views speaking as the primary source of language. We speak before we write, therefore, speech is a priority in language teaching. Theory of learning The learning approach underlying audiolingual was the behavioural approach. According to behaviourists, the human being can show a wide range of behaviours which even affect the way they learn. For these behaviours to occur, three elements are necessary: a stimulus, a response, and reinforcement. This last one is essential because it is the one that will determine whether the behaviour will become a habit provided its continuous repetition. © Universidad Estatal de Milagro – UNEMI Note: Taken from Richards and Rodgers (1986). In language teaching, the stimulus refers to what is taught in the foreign language, the response is the learner’s reaction to the stimulus, and the reinforcement is the praise of the teacher or the learner’s self-satisfaction as a sign of acceptance and approval. Learning Principles of Audiolingual method: 7  Approaches and methods in language teaching 1. Foreign language learning is basically a process of mechanical habit formation. 2. Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form. 3. Analogy provides a better foundation for language learning than analysis. 4. The meanings that the words of a language have for the native speaker can be learned only in a linguistic and cultural context and not in isolation. (Rivers 1964, p.19-22 as cited in Richards & Rodgers, 1986). The Syllabus The audiolingual syllabus is basically linguistic, focusing on phonology, morphology, and syntax. The language skills are taught in the following order: listening, speaking, reading, writing. Listening is mostly used as a source for discrimination of sounds, and speaking is employed from the beginning, the language is entirely presented orally at first. Imitation, repetition and memorization are used in the early stages of learning, and once sounds and forms have been discriminated, are the students exposed to new vocabulary. Reading and writing are taught to practice what the students have already learned to say orally. Once they have reached an advanced level, more complex tasks are presented. This is a teacher-centred method. The teacher controls the class, models the pattern, controls the pace of learning, makes corrections and monitors the learner’s performance. The learner’s role is basically seen as an organism that can be trained with skilled techniques, and who will respond to different types of external stimuli, since behaviourism views learning as a result of external stimuli rather than intrinsic motivations. (Richard & Rodgers, 1986, p. 54) © Universidad Estatal de Milagro – UNEMI Types of activities Richards and Rodgers (2014) proposed different exercises with a predominance of dialogues and drills. Following this principle, we can use some patterns that they used: Repetition Addition Inflection Replacement Restatement Completion Transposition Restoration 8  Approaches and methods in language teaching © Universidad Estatal de Milagro – UNEMI Larsen-Freeman (2000) also states that there are techniques that have already been used and that can be adapted in the Audio-Lingual method. Dialogue memorization Drill (Chain, Transformation, Question-and-answer, and so on) Complete the dialogue Grammar Game 9  Approaches and methods in language teaching 3. Preguntas de Comprension de la Unidad 1. What do you mean by the term approach? It is a term that related to the language learning and teaching. 2. What do you mean by the term method? In simple words, it is a plan for teaching. 3. What do you mean by the term technique? They are strategies and activities used in class to help your students achieve their goals. 4. How many models can you find when you use an approach? Seven 1. Cognitive model 2. Structural model 3. Functional model 4. Interactional model 5. Sociocultural model 6. Genre model 7. Lexical model 5. What theory represent the following definition “speech was regarded as the basis of language, and structure was viewed as being at the heart of speaking ability”? © Universidad Estatal de Milagro – UNEMI The Oral Approach and Situational Language Teaching 10  Approaches and methods in language teaching 4. Material Complementario Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo: Videos de apoyo: Language teaching methods: a timeline https://youtu.be/EdGFFoBtj0Y Situational Learning Teaching: https://youtu.be/VUhc1GSVix8 Language Teaching Methods: Audio-Lingual Method: https://youtu.be/Pz0TPDUz3FU Bibliografía de apoyo: Brown, H. Douglas. 2001. Teaching by Principles, An Interactive Approach to Language Pedagogy, Second Edition. New York: Pearson Education. David, Nunan. 1991. Language Teaching Methodology, Textbook for Teachers. New Jersey: Prentice Hall. Harmer, Jeremy. 2001. The Practice of English Language Teaching Fourth Edition. London: Longman. Scrivener, Jim. 2005. Learning Teaching, A Guidebook for English language Teachers. London: Macmillan. Links de apoyo: Oral Approach and Situational Language Teaching: A Short Review: © Universidad Estatal de Milagro – UNEMI https://www.researchgate.net/publication/314895766_Oral_Approach_and_Situation al_Language_Teaching_A_Short_Review 11  Approaches and methods in language teaching 5. Bibliografía Richards, J., & Rogers, T. (2014). Approaches and Methods in language teaching. Cambridge University Press. Scrivener, J. (2011). Learning Teaching: The essential guide to English language teaching. Macmillan ELT. © Universidad Estatal de Milagro – UNEMI 12