Fundamentos de Educación Pre-Básica y Básica

Teacher: Mrs. Brenna Woods Date: 21-06-2023 Value:

Instructions: Read chapter 3 by David Nunan on “Methods and Approaches in language Teaching”, then complete the chart considering the “pedagogical
package” of each method.

Method Theory of Theory of Aims and Nature of the Learner roles Teacher roles The role of
language learning Objectives syllabus materials
Audiolingualism Structuralism Behaviorism The objective Consist of a list Learners are The teacher Materials are
was to teach a of structures and seen as provides models similarly
practical vocabulary, organisms that and controls the teacher-
command of the graded according can be directed direction and oriented. This
four basic skills. to grammatical by skilled pace of learning. method was the
difficulty. training first to exploit
techniques to technology.
produce correct
responses.
Total Physical Structuralist Asher believed The object is to The syllabus is a Is to listen and The teacher’s Initially, voice,
Response that second develop learners conventional perform, and the role is a very action, and
language who can speak sentence based learner has little active and direct gesture are
learning is uninhibitedly and one, with influence over one. sufficient.
basically the intelligibly with grammatical and the content of
same as first natives’ lexical criteria learning.
language speakers. being primary.
learning.
The Silent Way Functional Learner has to be The objective is The syllabus The learner is an The teacher’s The materials in
autonomous near-native consists of active one. As role is to teach, a classroom are
fluency, correct structural learning is a to test, and then unique. They
pronunciation, lessons planned process of to go out of the consist of
and a basic around personal growth, way. colored rods
 practical grammatical learners are and color-coded
knowledge of the items and responsible for charts for
grammar of the related their own learning
L2. vocabulary that learning and pronunciation
are introduced must develop and vocabulary.
according to independence,
their grammar autonomy, and
complexity. responsibility
Community That language is Learning involves CLL has no There is no set It emerges as The teacher has Thisethod has
Language more than a set the whole specific syllabus. Course learners a supportive different types
Learning of rules to be person, and that objectives apart progression is nominate a topic function, of activities and
memorized, and is a social from broad, topic-based and and what they encouraging any lesson
more than a process of general goal of it is the learner want to say group work, and could involve
system for growth, from developing near- who provide the about the topic, communication translation,
communication child-like native mastery of topics. The initially in their between group work,
that it involves dependence to the target syllabus is first language, learners. recording
cultural, self direction and language. therefore a and then in the transcription,
educational, independence. retrospective target language. listening, or free
developmental, one. conversation.
and
communicative
processes
Communicative Body of content Learning was Objectives will The syllabus will Learners will The teacher has Materials have
Language seen to be vary to reflect have multiple acquire language many roles: the primary role
Teaching achieved not diverse learner dimensions by using it, facilitator of the of promoting
primarilly needs, and they specifying the rather than by communication communicative
through will be functional function (what learning about it. process, need language use.
memorization, as well as learners need to Learners are analyst, They are task-
but through linguistic. do with seen as counselor, based and draw
meaningful tasks language), negotiators and process on authentic
involving real notions (the interactors active manager, data.
communication. ideas they need participants cheerleader,
to express) as rather than informant, and
well as the passive. so on.
feature of
 pronunciation,
and the
vocabulary and
grammar that
they will need to
do things with
language and
express ideas.
The Natural According to Language The objective of The syllabus is Learners should The teacher’s The primary
Approach Krashen, there learning the NA is to give based not on an not try and learn primary role is to goal of
are routes to (consciously beginners and inventory of language in the act as a source of materials is to
attaining a learning or intermediate pronunciation, usual sense, but comprehensible make classroom
second language: discovering rules learner basic, vocabulary, and should try and input. He/She activities as
acquisition a about a communicative grammar items, lose themselves must create a meaningful as
natural, language). skills. but on a in activities positive, low- possible by
subconscious selection of involving anxiety “climate” supplying the
process, and communicative meaningful for learning, and extralinguistic
learning a activities and communication. must choose and context that
conscious topics derived orchestrate a helps the
process. from learner rich mixture of acquirer to
needs. classroom understand and
activities. thereby to
acquire.
Task Based Engaging Is an approach to The objective is It is based on Students The teacher It focuses on
Learning learners in real language that students task-based examine and conducts verbal or
language use. learning where solve tasks that learning, an discuss specific practice of new nonverbal
learners are are relevant and approach where features. words and materials as
given interactive interesting to learners carry phrases that input when
tasks to them. out tasks such as appear in the learners
complete. solving a task. perform a task.
problem or
planning an
activity.
Content based Acquire the People learn a Aims at In this model, Students do not The teacher is a Texts and tasks
instruction target language second language empowering the syllabus is depend on the content used in CBI
through content. most successfully students to arranged around teacher to specialist. come from the
when the become themes or topics. control the real world.
information they independent learning Bringing and
are acquiring is learners and experience. using authentic
perceived as continue the Students play a material in the
interesting, learning process more active role class indeed
useful, and beyond the in the CBI modifies its
leading to a classroom. classroom, original
desired goal. creating and purpose.
participating
actively in the
construction of
knowledge.