nn 1. Background. » In 16th century: French, Italian, and Engst gained importance as a result of political changes in Europe (Latin gradually became displaced) » As these “modern” languages began to enter the curriculum of European schools in the 18th century, they were eave using the same basic procedures that were used for Latin: Textbooks: statements of abstract grammar rules, lists of vocabulary, and sentences for translation, etc. Speaking was not the goal (sentences constructed to illustrate grammatical system. No relation to language of real communication).1. Background. » By 19th crane this approach (based on the study of Latin) had become the standard way of studying FL in schools. + Lessons organized around grammar points. * Oral work reduced to an absolute minimum. » Material reduced to disconnected sentences to illustrate specific rules. » Mid-19th century: questioning and rejection of traditional methods. * Increased opportunities for communication among Europeans: demand for oral proficiency in FL. - In Germany, England, France, and other parts of Europe: new approaches to LT developed by individual language teachin: specialists, with specific methods to reform the teaching of modern languages.Ment F os 1. Background. » Late 19th century: new beliefs about principles on which new FL teaching approaches: 1. Spoken language is primary and should be reflected in oral- based methodologies. 2. Findings of phonetics should be applied to teaching and teacher training. 3. Learners should hear the language before seeing it in written form. 4. Sentences should be practiced in meaningful contexts and not isolated and disconnected. 5. Grammar rules should be taught only after students have practiced the grammar points in context. 6. Translation should be avoided (although mother tongue could be used to explain new words or check comprehension).1. Background. » These principles: the theoretical foundations for new approaches to LT teaching. » They reflect the beginnings of the discipline of APPLIED LINGUISTICS: branch of language study concerned with the scientific study of L2 and FL teaching and learning.2. Theoretical Orientations to L2 Approaches & Methods. e © STRUCTURAL/LINGUISTIC * COGNITIVE > AFFECTIVE/INTERPERSONAL » FUNCTIONAL/ COMMUNICATIVESTRUCTURAL/LINGUISTIC - Based on beliefs about the structure of language and descriptive or contrastive linguistics. + Involves isolation of grammatical and syntactic elements of L2 taught either deductively or inductively in a predetermined sequence. + Often involves much meta-linguistic content or “learning about the language" in order to learn the language.COGNITIVE + Based on theories of learning applied specifically to L2 learning. + Focus is on learning strategies that are compatible with the learners’ own style. + L2 content is selected according to concepts and techniques that facilitate generalizations about the language, memorization and "competence" leading to "performance". Me eeeAFFECTIVE/INTERPERSONAL + Focuses on the psychological and affective pre-dispositions of the learner that enhance or inhibit learning. + Emphasizes interaction among and between teacher and students and the atmosphere of the learning situation as well as students’ motivation for learning. + Based on concepts adapted from counseling and _ social psychology.FUNCTIONAL/COMMUNICATIVE + Based on theories of language acquisition (often referred to as the “natural” approach), and on the use of language for communication. + Encompasses multiple aspects of the communicative act, with language structures selected according to their utility in achieving a communicative purpose. Instruction is concerned with the input students receive, comprehension of the “message” of language and student involvement at the students’ level of competence.~ 2. PHeOTElLICdal UFIEMtdliOns LO LZ | Approaches & Methods. STRUCTURAL / AFFECTIVE / FUNCTIONAL / LINGUISTIC COGNITIVE INTERPERSONAL COMMUNICATIVE ~ Structure of language ~ Focus on ~ Focus on ~ Encompasses ~ Isolation of learning strategies psychological and aspects of the grammatical and that are affective pre- communicative act, syntactic elements compatible with dispositions of the with language ~ Much meta-linguistic learners’ own learner that enhance structures selected content or “learning style. learning. according to utility about the language". ~ L2 content ~ Emphasizes in achieving a selected according interaction between communicative to concepts and teacher and students purpose. techniques that as well as students’ ~ Instruction facilitate motivation concerned with the generalizations - Based on concepts input students about language, adapted from receive, memorization and counseling and social comprehension of “competence” psychology. the “message”. leading to “performance”.Questions for reflection: » In pairs, think of three L2 teaching approach, method or technique based on the previous theoretical orientations? » Could you explain the main features of each of them? » With advantages and disadvantages do you find among them?3. Approaches and methodologies in SLT. Different concepts (Anthony, 1963): » Approach: principled model of language teaching/learning based on theories of language and language acquisition. » Method: collection of teaching procedures that accord with and apply a particular approach. Technique: it is implementational - that which actually takes place in a classroom. Particular trick, stratagem, or contrivance used to accomplish an immediate objective (must be consistent with a method, and therefore in harmony with an approach as well).3. Theoretical Orientations to L2 Approaches & Methods. » Throughout the years: many approaches and methods, but none has been able to continuously satisfy all participants involved. » All of them radically replaced by more modern ones.3. Traditional approaches and methodologies in SLT. - The Grammar-Translation Method - The Direct Method - The Audio-Lingual Method - Presentation, Practice and Production (PPP) - Total Physical Response - Communicative Aproach ee es3. Theoretical Orientations to L2 Approaches & Methods. » Throughout the years: many approaches and methods, but none has been able to continuously — satisfy ll —_ participants involved. » All of them radically replaced by more modern onesGRAMMAR-TRANSLATION METHOD (1 800s) + Goal: to learn the language to read its literature or benefit from the intellectual development that results from FL study. Grammar is taught deductively, by presentation and study of grammar rules, which are then practised through translation exercises. + The students’ native language is the medium of instruction (little active use of the target language). Focus on reading and writing. Vocabulary selection based solely on the reading Fexts used (it is usually taught in the form of isolated word ists). Accuracy is emphasized. Seldom include oral or communicative work.The Grammar-Translation Method Content Linguistic notions: Rules and exceptions Morphology of words Syntax: Parts of the sentence Simple and complex sentences Objectives The study of literary works is the ultimate goal The reaching of conversation is postponed and underestimated Extra-linguistic goal: mental gymnastics Materials The grammar book The dictionary Procedures Explanations in the mother tongue by the teacher, who has a central role Meta-language used for grammatical notions Practice exercises to apply the notions in a deductive way Memorization of long vocabulary lists Reading comprehension and vocabulary exercises of a text Translation of literary texts Compositions Exams to evaluate the capacity to understand written texts and to translate sentences:Lee el siguiente texto: T woke up. All around me were awful sounds of humans and animals crying together. I was actually in 1y cabin, and still partly awake. Eventually, my mother opened the door and out of panic she shouted: Td never thought things could turn out this way.” She reached for my hand and brought me near the railing of the ship. Some the crew were busy testing the seaworthiness of the lifeboats. My mother stepped forward and entrusted me to one of the sailors; she finally kissed me on the forehead and set about finding the rest of the family. One of the sailors told me to ‘et on the boat first, as the rest of the crew were loosening the riggings. Suddenly, an outburst of flames emerged from behind them and I felt like I was being pushed down, while my new means of transportation hit the ocean. It all went pitch black ... then I woke up again. Encuentra en el texto palabras con significado contrario a las siguientes. ‘individually oy to tighten Ahora encuentra sin6nimos de estas palabras: terrible navigability to put in the care of ~ 4Cémo traducirias al espafiol las siguientes palabras? actually eventually finallyDIRECT METHOD (a.k.a. the NATURAL METHOD, the REFORM METHOD, the BERLITZ METHOD) (1900s): Developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. Classroom instruction is conducted exclusively in the target language. Meaning connected directly with target language with NO translation (“Never translate: Demonstrate”). Only everyday vocabulary and sentences are taught (basic vocabulary is given first). Greater focus on oral communication: skills are built up around question-and-answer exchanges between teachers and students. Grammar taught inductively. Concrete vocabulary is taught through demosntration, objects and pictures. + Correct pronunciation is emphasized. + Target culture gains importance.DIRECT METHOD + Guidlines for teaching (Berlitz’s method) (Richards & Rogge rst 2000): Never translate: demonstrate Never explain: act Never make a speech: ask questions Never imitate mistakes: correct Never speak with single words: use sentences Never speak too much: make students speak much Never use the book: use your lesson plan Never jump around: follow your plan Never go too fast: keep the pace of the student Never speak too slowly: speak normally Never speak too quickly: speak naturally Never speak too loudly: speak naturally Never be impatient: take it easyMethodological features: Medica lealere) Content. ‘Spoken everyday language Gradual sequence Objectives Capacity to ask questions and to answer Listening and speaking communicative skills Materials Posters, real objects, realia and texts Procedures Direct techniques with no use of L1: immersion Questions and answers ‘Small groups and native speakers Assessment Conversation and interview exams aSAMPLE Read a story aloud: Match the scenes of the story with the pictures: individually joy to tighten ‘Question-answer excercises. Students’ self-correction. Conversation practice. Dictations—AUDIO-LINGUAL METHOD .,22vs,— Grammar teaching is inductive rather than deductive (little or no grammatical explanations provided). + Vocabulary can be learnt only in a linguistic and cultural context. New material is presented in the form of a dialogue. Input is highly refined. + Skills are sequenced: Listening, speaking, reading and writing are developed in order. Great importance given to precise native-like pronunciation. It is teacher centred. Relies heavily on drills. + Tendency to focus on manipulation of the target language and to disregard content and meaning.Methodological features: The Aud gual Method Content Grammar structures yy Objectives In terms of separate skills: listening, speaking, reading and writing Priority of oral skills Materials Language laboratory Recordings Procedures Direct techniques: without reference to the mother tongue Mimicry and memorization: mim-mem techniques Structural pattern drills: active and simple practice Artificial dialogues to introduce the structures Assessment Skill objective tests. Multiple choice and cloze testsPresentation, Practice and Production (PPP) (1960-1970s) + Method for teaching structures (e.g. grammar or vocabulary). + Begins with teacher presenting, or demonstrating language to be taught. - Students then practice the language, often by repeating after the teacher in chorus. + Finally, students produce the language, by answering quesitons orally and doing written exercises. + It is based on skill-learning theory of language acquisition. - Emphasizes grammatical accuracy. ___ + ~Very teacher dominated.SAMPLE 1, PRESENTATION PHASE. The teacher shows the class the following picture and model the following sentences: Mr Smith is feeding the baby. ‘Mr Smith IS feeding the baby. Mr Smith aS feed..ING the baby. Mrs Smith is looking at her laptop. Mrs Smith IS looking at the laptop. and so on. He/She might then write the sentences on the board and perhaps describe the grammar rule. Alternatively, the teacher might present the grammar rule without reference to a situation, e.g. through description supplemented with examples or through substitution tables.2, PRACTICE PHASE. During the (controlled) practice phase, learners practice saying or writing the language structure correctly. Typical practice activities include drills, multiple-choice exercises, gap-and-cue exercises, transformations etc. In this phase, the teacher's role is to direct the activities, to provide positive feedback to students, correct mistakes and model the correct forms. or) Tom slay) tennis. | I drive tc Pe) r f ey 7 ents Dace au} a caowit vir 3. PRODUCTION PHASE. When the learners have completely mastered the form and have learnt how to produce it without mistakes in controlled exercises, they can move on to the (free) production phase. In this phase, they use the newly learnt language structure to produce oral or written texts. Eg: Dialogues, ~ oral presentations production of sentences, paragraphs or longer texts. The teacher does not generally intervene or correct in this phase: after all, the students should not make mistakes by now. If mistakes are made, they are pointed out after the exercise has finished.TOTAL PHYSICAL RESPONSE (TPR) (1970s) + Understanding spoken language before developing speaking skills. + Imperatives are the main structures to transfer or communicate information. + Students are not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances. - Combines information and skills through the use of the kinesthetic sensory systemMethodological features: Total Physical Response Content Comprehensive input Language as structures and vocabulary Objectives Language learning: association of stimulus-response through physical action Unconscious acquisition Inductive learning Materials Teacher as leader of the classroom Procedures Commands, interaction dialogues, dramatization and role-plays. Activities designed to reduce affective filter. Assessment Responses including physical action.COMMUNICATIVE APPROACH a.k.a. COMMUNICATIVE LANGUAGE TEACHING, CLT). (1980s) - Starts from a theory of Language for Communication. + Draws on Michael Halliday’s (1970) account of language as ‘functional’ (e.g. instrumental function (using language to get things); representational function (using language to communicate information). + Learners learn a language through using it to communicate. + Authentic and meaningful communication should be the goal of classroom activities. ~ Fluency is an important dimension ___ofRodgers (2001): 3 main principles can be inferred from CLT practices: + The communication principle: Learning is promoted by activities involving real communication. The task principle: Learning is also enhanced through the use of activities in which language is employed for carrying out meaningful tasks. The meaningfulness principle. The learning process is supported by language which is meaningful to the student. Activities should consequently be selected according to how well they involve the learner in authentic : and meaningful language use.Questions for reflection: What kind of methods or techniques have you experienced as a learner of (a) foreign language(s)? Which ones worked best for you, and which ones did not work at all? Why? Which approach to language teaching do you think is predominant at present in general Spanish FL classrooms? And in Spanish schools? Are there good teachers or good methods? Are there good learners or good methods? » List a series of factors affecting FL teaching. Which Ones are the most relevant? Can we establish a rating sane tient ari