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Language Teaching Approaches Explained

This document discusses the nature of approaches and methods in language teaching. It defines an approach as related to theories of language and language learning, while a method is determined by its design and realized through procedures. The design considers objectives, content organization, tasks, and learner and teacher roles. Procedures refer to classroom techniques and behaviors, including resources, interactions, and teaching strategies.

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139 views10 pages

Language Teaching Approaches Explained

This document discusses the nature of approaches and methods in language teaching. It defines an approach as related to theories of language and language learning, while a method is determined by its design and realized through procedures. The design considers objectives, content organization, tasks, and learner and teacher roles. Procedures refer to classroom techniques and behaviors, including resources, interactions, and teaching strategies.

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THE NATURE OF APPROACHES

AND METHODS IN LANGUAGE


TEACHING

Z. Gadušová
METHOD

 theoretically related to an approach


 organizationally determined by a design
 practically realized in procedure

METHOD

approach design procedure


Approach – refers to:

 theories about the nature of language


– an account of the nature of language proficiency
– an account of the basic units of language
structure

 theories about language learning


Theories about the nature of language

 Structural
– language = system of structurally related elements for the
coding of meaning
 Functional
– language = a vehicle for the expreession of functional
meaning
 Interactional
– language = a vehicle for the realization of interpersonal
relations and for the performance of social transactions
between individuals
Theories about language learning

 process-oriented theories – an account of


the psycholinguistic and cognitive processes
involved in language learning

 condition-oriented theories – an account of


the conditions that allow for successful use of
these processes
Design – here we consider:

 what the objectives of a method are;


 how language content is selected or
organized within the method
(the syllabus model)
– decisions about:
 what to talk about (subject matter)
 how to talk about it (linguistic matter)
Design (2)
 The type of learning tasks and teaching activities
(to be employed in the classroom and in materials)
 Learner roles
– types of learning tasks set for learners
– degree of control learners have over the content of
learning
– patterns of learner groupings adopted
– degree to which learners influence the learning of
others
– the view of the learner as processor, performer,
initiator, problem solver, etc.
Design (3)

 Teacher roles
– types of functions teachers fulfill
– degree of teacher influence over learning
– degree to which the teacher determines the
content of learning
– types of interaction between teachers and
learners
Design (4)

 The role of instructional material


– primary function of materials
– the form materials take (e.g. textbook, AV)
– relation of materials to other input
– assumptions made about teachers and learners
Procedure

 are classroom techniques, practices and


behaviours observed when method is used
– resources in terms of time, space, and equipment
used by the teacher
– interactional patterns observed in lessons
– tactics and strategies used by teachers and learners
when the method is being used

Procedure – focuses on the way a method handles the


presentation, practice, and feedback phases of
teaching

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