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  • The Nature Approaches and Methods

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    RodolfoEduardoNoroñaJaramillo
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    Lo diferentes tipos de métodos para una mejor enseñanza y aprendizaje del lenguaje.

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    Lo diferentes tipos de métodos para una mejor enseñanza y aprendizaje del lenguaje.

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    2 views9 pages

    The Nature Approaches and Methods

    Uploaded by

    RodolfoEduardoNoroñaJaramillo
    Lo diferentes tipos de métodos para una mejor enseñanza y aprendizaje del lenguaje.

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 9
    2 The nature of approaches and methods in language teaching JNe saw inthe preceding chaprer that the changing rationale fr foreign language study and the elsscoom techniques an procedures weed So teach Lingnoges have elected response a varity of stoi eee 23d crcumseances. Tradition was for many years the guiding pencni, ‘The Grammar-Transation Method reflected 9 time honored ed eo, atl view of langage and language stad. At cnn, he practical eines ‘of the classronn derrmined oth goals and procedures, ay withthe {eerminaton of reading as the goal in American schol ad colleges a the te 1920s. other times, theories derived from igus, paca, ‘43, mixture af bath were used ta Seelop a both phlonopieal ned raticalhoss for language teaching, vt with the various fetes po, Doss ofthe nineteenth century. As the tidy of teaching methods od Procedures in language teaching assumed a'more ental role wie poe ings from the 1940s 0, various atemper have ben mde {© concepualiz the nature of methods and to explore more sytem, ically the ratonship between theory and practice within method. Ty this chapter we wil larly the relationship betwen approses an method and presenta’ model forthe description, analyate, and come Paris of methods. Approach and method ‘hen linguists and language spcilits sought to improve the quality of language teaching inthe lee nineteenth centr, they often dso Bp fefesring 0 general principles and theories concerting how languages ae learned how knowledge of language ts epresented and orfaniced in ‘memort or how language selfs strc. The ently applied Ingo ach a Henry Sweet (18451912), Oto Jerpesen (1860-1943), and Harold Palme (1877~1949) (se Chapter 3), claborated principles aed theoretically accountable approaches tothe design of language eine [rograms, courses, and materials though many ofthe specie peace, sais were left to be worked out by ethers. They sought rational ansver to questions suchas those eeparding principles forthe skcon and sequencing vocabulary snd grammar though none hes opplicd linguists sony existing method the ideal embodiment of thes bene J yon, TH tin of epproaibes and methods In describing shethods, the differen’ Between 9 philosophy of tame suage teaching at the level of theory and principles, and 4 eto dered ‘rocedures for teaching language, iscenal In an attempt cla hit Aitference, a scheme was proposed bythe American apple ingutt Ede ward Anthony in 1963, He identified thre levels of conceptalcaicn and ocganizaton, which he termed approach, method, and techapse ‘The arranges it iach. The orguiations key thatehiques ca. ‘cod wich consent wh ony ‘An sppronh eat of oration desi with hese flings teaching dla. Av spponcs sonatsKeSetie e ‘ofthe set mare ugh eto tn eel ps forthe oy prsenaion of ngage {el 0 prof wich ental wi ated ‘eae aorouch An approach soma, medias ‘Win on approach hese ta be many eo Ace implementa = at sich cal aes lice

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