TASK 4 - NEW LEARNING

TRENDS

LICETH PAOLA JULIO GUZMÀN

GROUP:518022_8

DIDACTIS OF ENGLISH
CARTAGENA, COLOMBIA
MAY 2020
 THEORIES AND
METHODS OF
LANGUAGE
TEACHING
Theory- philosophy conceptions,
theory based in approaches, value
based approaches and Doing what
effective teachers do.

Some methods: the grammar

translation, cooperative learning,
the direct method, audio –
lingualism, and task-based
teaching.
 Skills
Science- research • Understand the learning principles.
• Develop task and activities on the
conceptions learning principles.

• Monitor your teaching to see that it

Theory philosophy conforms to the theory.
conception • Select syllabi, material and tasks
based on the theory.

• Understand the values behind the

Values based conception approach.
• Select only those educational
means which conform to these
values.
• Try out different teaching
Art – craft conception strategies.
• Develop personal approaches to
teaching
 Class time is
used for
learning.

Personal
DOING
interactions WHAT Instruction is
between
teachers and EFFECTIVE clear and
focused
students are
positive
TEACHER
DO

Students are
carefully
oriented to
lessons
 METHODS
Grammar translation Cooperative learning
Heterogeneous group
To speak and write L1 better.
Face to face interaction
To exercise students mind since it was
considered. Positive interdependence
Audio-
lingualism
Focused on
Task based
The direct method teaching
listening and
Language can be learnt only speaking skills. Listing, comparing,
through demonstration. creative tasks,
Language use
Spoken language primary. for real – life problem solving,
Basis of reading and writing. context was According Willis
minimal. (1996).
 THE
LANGUAGE
SYLLABUS:
TYPOLOGIES
An expression of opinion on
the nature of language and
learning acts a guide for
teachers and learners by
providing goals to be
attained. Different types of
syllabus: Grammar or
structural, National or
Functional, Situational, Skill
based, Task based and
Contest based.
GRAMMAR OR
STRUCTURAL
SYLLABUS
To develop the knowledge and
skills which learners should gain
as a result of instruction.

Teacher’s role: Choose the

structure where the student
feels more comfortable to fulfill
the goal and activities design to
put into practice sentence.

Student’s role: Learn simple

and complex structures.
 NATIONAL OR
FUNCTIONAL
SYLLABUS
Students and their
communicative
purposes are at the very
core of the teaching
program.

Teacher’s role: Learn

to express theirs ideas.

Student’s role: Applies

simple activities
function words.
 To prepare the  To teach the specific
learners for future language skills that
situations in which may be useful in using
she/he might use language.
the language.

SITUATIONAL
SKILL BASED
SYLLABUS
 The functional views  To teach some content
of language and or information using
communicative the language that the
language teaching. students are also
learning.

TASK-BASED CONTENT-BASED
SYLLABUS SYLLABUS
 THE PRODUCTIVE AND
RECEPTIVE LANGUAGE SKILLS:
WRITING, SPEAKING, LISTENING
AND READING.

Receptive: listening and

reading, detailed
information, specific
information and scanning.

Productive: writing and

speaking, leaners doing
these need to produce
language.
READING
Helps leaners to extend their
vocabulary and provides a
variety of models for theirs own
written skills.

• Complex process
• Mechanism
• Understand the language
• Previous knowledge
• Thinking process

Strategies: Previewing,
predicting, skimming and
scanning, paraphrasing and
guessing from context.
 LISTENING
It is vital for the language
learner gets lot of
opportunities to hear the
language being spoken.
• Active process
• Extensive
• Intensive

Strategies: Bottom up,

metacognitive, top down,
cognitive ,figure out the
purposes and check
comprehension while listening
and when the listening task is
over.
 SPEAKING
The foremost purpose of
communication is to convince the
listeners for the viewpoint of the
speaker.

• Aspect
• Accuracy
• Fluency
• pronunciation
• Vocabulary

Strategies: Recognizing scripts,

using minimal responses, using
language to talk about language,
encourage read- laud, encourage the
use of gestures and facial expressions
in public speaking and teach oral.
 WRITING
For communication point of view
the writing should be implicit, clear
and in functional language.

• Action
• Information
• Entertainment
• Spelling
• Punctuation
• Construction
• Cohesion

Strategies: writing as a product,

writing as a process, creating
writing, pre writing and drafting.
 LINK

https://youtu.be/nQYCN7WT_7w
 CONCLUSION
By taking this didactics of English course,
I had the opportunity to recognize and
understand the theories, methods and
skills that I need to know as a future
teacher in my teaching-learning process
and the importance that these have when
applied in L2 teaching.
 BIBLIOGRAPHY
 Anderson, N. (2003). Chapter 4 Reading. In Practical English Language Teaching (pp. 67-86). New
York, NY: McGraw-Hill. Retrieved from. Obtenido de https://drive.google.com/file/d/101q9m-
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 Baily, K. (2003). Chapter 3 Speaking. In Practical English Language Teaching (pp. 47-66). New York,
NY: McGraw-Hill. Retrieved from. Obtenido de https://drive.google.com/file/d/101q9m-aTzkZ-
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http://puneresearch.com/media/data/issues/55fbb8b0dd37d.pdf
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https://www.academia.edu/15220943/Receptive_and_productive_language_skills_in_language_teach
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 Sokolik, M. (2003). Chapter 5 Writing. In Practical English Language Teaching (pp. 87-108). New York,
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