METHODS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE - (551005A_764)

TASK 1 - PREVIOUS KNOWLEDGE

TUTOR: Dina Esperanza Bonilla

BY: Lorena Villegas Alzate

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

2020
I share my analysis based on the guiding questions I will be attentive to your suggestions

What is the difference between method and approach?

The difference between method and approach is so wide but in its breadth and simplicity

they meet again since both point to a common objective although one gives the instructions

and the step by step to achieve it as the method does the other on the other hand shows the

horizon of this objective from a clear position or a preview of the objectives their scope

their convictions that is, one draws the line to follow and the other shows each task to be

followed, one is broad and general while the other is more specific and broken down but

both show common goals and ways to approach and achieve them

2. Have you had bad experiences in your English learning process?

Of course, he had bad experiences in my English learning process since we are in an

environment where the one who knows the most tries to be or go over the newest, English

is a very powerful tool for communication and therefore yes one of you are surrounded by

people with bilingual infulas you are left out of the conversations if you do not have the

same level for that reason I dropped out of a face-to-face career that started at the university

because from the beginning a bad pronunciation was the object of ridicule, and my level

was not Accordingly, I tried to decide to learn a second language without understanding at
that time that nobody was born learned and that one learns from mistakes, in addition to

that one learns what he is passionate about not because he has extensive knowledge but

because he is curious to know about something totally new and unfamiliar as in my case, I

made it a personal challenge despite the obstacles and understood that teasing takes away

from others the ability to experiment to speak to express yourself, it closes the possibilities

and experiences.

3 Do you consider that a teacher can use more than one English teaching method? Why?

Obviously I consider it since the learning styles are very varied to others each method has

qualities and weaknesses that can be complemented with others, therefore, the research

allows that constructive criticism that occurs and the origin of each method is the study of

several methods with improvements, then why not take the good out of the traditional to

complement the current methods, in the classroom practice allows that diversity and the use

of diverse materials simultaneously from the combination and results in processes that

respond to diversity and constant research and feedback

4. What do you know about English teaching methodologies? what’s your favorite

one?

The methods are very varied and I think that everyone can take a little to create an

appropriate path, but at this time I want to highlight Georgi Lozanov's method of

suggestion-therapy because between his dreamy and somewhat idealistic proposal, it is

based on what is really important education, participation, emotions, didactics, playfulness,

exciting, enjoyment and implementing the senses, learning styles, active participation, the

senses, the sensory I believe that this method works in a more natural and effective way

without demerit the other methods since they all have something interesting.

5. What do you think should be the role of the teacher in teaching in the classroom?

From my way of thinking and at present and their demands, the teacher went from being

the center of education, from unidirectional to multidirectional education, therefore the

teacher is a moderator, a collaborator who organizes, implements the didactic in the

classroom, is An intermediary since knowledge is more accessible and the student is the

center of education in his wake, his learning style and the teacher is that assistant who gives

him the necessary tools and accompanies him in that process.

6.Do the materials used in the English classes play an important role in the teaching

process? Write some reasons.

The materials in the classroom play a very important role since they are the ones that

generate emotions, change the monotonous, generate new expectations, are a generator of

experiences, show what is easy with its benefits, its manipulation makes the moments more

satisfactory, the more significant the It complements so that the teacher carries a solid

message that lasts in his students since it is a vehicle for new experiences and more open

minds, because it opens the imagination in a different and personalized way in each student

that gives a meaning, value and a use from each individual reality and

7.Do you think motivation is related to the English learning methodology applied by the

teacher in the classroom?

The methodology is the starting point of the teaching of English and its motivation since

the way of approaching a subject makes it fun, interesting or, on the contrary, tedious and

obsolete is therefore that they have a directly proportional relationship, the methodology

gives me good or bad results, motivate or demotivate, is the guide and why not the person
responsible for the successes in the feelings of both the teacher and the student, that step by

step is more significant or is something without meaning that remains there without

influencing or without marking

8. What are your expectations about this course?

This course generates hope and comfort for me since my vocation allows me to become

passionate about that ideal of education, which allows itself to be reinvented, managed,

molded to create fantastic things, that is what it is about innovating research and it is the

foundation of teaching methods That rethinking is confirmed, and that I like about this

course that leads me to meditate to find myself to put myself in the place of the students, to

get out of comfort and move and organize to implement to innovate from praxis and its

benefits
REFERENCES:

Spiro, J. (2013). Changing Methodologies in TESOL. Edinburgh University Press.

Retrieved https://bibliotecavirtual.unad.edu.co/login?url=https://search-ebscohost-

com.bibliotecavirtual.unad.edu.co/login.aspx?

direct=true&db=nlebk&AN=644635&lang=es&site=ehost-live&ebv=EB&ppid=pp_1

Grammar Translation Method/Direct method

 Richards, J.C. and Rodgers, T.S. (2001) Approaches and Methods in Language

Teaching. pp.5-17. Retrieved

from https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-cambridge-

core/content/view/36E126FED68A03388F85A30451C94D17/9780511667305c1_p

3-17_CBO.pdf/a-brief-history-of-language-teaching.pdf

The Audio-Lingual Method

 Richards, J.C., and Rodgers, T.S. (2001) ‘The Audiolingual Method’,

in Approaches and Methods in Language Teaching: Cambridge: Cambridge

University Press, pp. 50– 70. Retrieved

from https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-cambridge-

core/content/view/2E905D24EC9D6F297356D59926174312/9780511667305c4_p5

0-70_CBO.pdf/the-audiolingual-method.pdf

The Silent Way

 Richards, J.C., and Rodgers, T.S. (2001) ‘The Silent Way’, in Approaches and

Methods in Language Teaching:. Cambridge: Cambridge University Press, pp. 81–

 89. Retrieved from https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-

cambridge-

core/content/view/75639151C49CFB9FECC02814BDE9200B/9780511667305c6_

p81-89_CBO.pdf/the-silent-way.pdf

Suggestopedia

 Richards, J.C., and Rodgers, T.S. (2001) ‘Suggestopedia’, in Approaches and

Methods in Language Teaching:. Cambridge: Cambridge University Press, pp. 100–

107. Retrieved from https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-

cambridge-

core/content/view/BB0A6AEA27E23BA6F7084ACB293989D6/9780511667305c8

_p100-107_CBO.pdf/suggestopedia.pdf

Virtual Information Object - Unit 1 - SUGGESTOPEDIA

This technological tool you can clarify some important aspects of Suggestopedia methods

and know the example for practical task 1.

 Murcia, Y. (2018). OVI Key Concepts about Teaching Methods. Retrieved

from http://hdl.handle.net/10596/22293

Additional educational resources for the course (Additional bibliography)

Below you will find readings that complement the related topics in the first unit.

 Freeman, D. (2001) ‘Second language teacher education’, in Carter, R. and Nunan,

D. (eds.) The Cambridge Guide to Teaching English to Speakers of Other

Languages: Cambridge: Cambridge University Press, pp. 72–79.Retrieved

from https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-cambridge-

core/content/view/860AF3BD25287EAD5632D8CEE71180E3/9780511667206c10

_p72-79_CBO.pdf/second-language-teacher-education.pdf