You are on page 1of 2

1

UNIVERSITY (UNAD)

DIDACTICS OF ENGLISH

STUDENT:

NESTOR ALMANZA

TEACHER NAME:

EDWIN ANDRES LONDOO

GROUP:

551026_1

DATE:

Wednesday, September 7, 2017

1
THE LANGUAGE TEACHING 2

The language teaching can be conceived in many different ways


SCIENCE-RESEARCH
CONCEPTIONS OF LANGUAGE Zahorik (1986) classifies conceptions of teaching into three main
TEACHING categories: ART-CRAFT CONCEPTIONS

THEORY-PHILOSOPHY
VALUES-BASED Another way of
CONCEPTIONS
Derived from research and APPROACHES conceptualizing teaching is to
are supported by view it as an art or craft, and
experimention and empirical as something which depends
investigation THEORY-BASED APPROACHES on the teachers individual
A different skill and personality.
approach to a
Their truth is not based on a theory of teaching
OPERATIONALIZING posteriori conditions or on what
LEARNING PRINCIPLES is to develop a
works. Rather, their truth is based on Art-craft approaches to
teaching model
what ought to work or what is morally teaching seek to develop
from the values
Prahbu (1983) right (Zahorik, 1986, p. 22). one holds about
teaching as a unique set of
Audiolingualism, Task- personal skills which
Based Language Teaching, teachers, learners,
Three major types of teachers apply in different
and Learner classrooms, and
tasks: information- ways according to the
Systematic and principled thinking the role of
gap tasks, opinion- demands of specific
Training represent rather than empirical investigation is education in
gap tasks, and situations
applications of learning used to support the method. society
research to language reasoning-gap tasks.
teaching.

Laboratory studies had For example,


shown that learning could advocates of Theory-philosophy
Long (1984) argued conceptions require
be successfully that research had
Communicative Language literature in the
manipulated if three Teaching, for example, arose as language teachers first to understand
established the the theory underlying the
elements were identified contribution of these to
a reaction to grammar-based curriculum,
approaches to teaching realized school-based methodology and then to
the quality of teach in such a way that
in teaching materials, syllabuses, curriculum
classroom interaction the theory is realized in
in second language
and teaching methods in the development, or
A stimulus, a response 1960s. the teacher as classroom practice.
classrooms.
and reinforcement. action researcher. 2