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UNIVERSIDAD DE PANAMA

Language teaching approaches

Edward Anthony (1963)Defined approach,method, technique

Approach: A set of assumptions about language teaching which involve thenature of language, learning & teaching

Method: The plan selected to present language in a systematic way Technique: Specific activities consistent with the method and approach

ANTHONYS HIERARCHY:It was a first attempt to define the elements of language pedagogy

Approach->Methos->Technique

Jack Richards and Theodore Rodgers (1982, 1986)Redefined Anthonys hierarchy

(approach, method, technique ) to :

1. Approach2. Design3. Procedure

Richard and Rodgersdefinitions:1.Approach: Beliefs, assumptions and theories of learning2. Design: Defines the relationship between theory and practice3.Procedure: Techniques and practices derived from approach and design

WHAT IS A METHOD?

A method according to Richards and Rodgers was an umbrella term for the

specification and interrelation between theory and practice (1984:154)

Richards and Rodgers contributions:1. Their approach brought objectives2. Their design brought the need of a syllabus3. Their procedure brought activities, roles for teacher and learner and instructionalmaterials

Pre- Twentieth Century TrendsTHE MIDDLE AGES

Classical languages were lingua francras across the known world Emphasis was on language use; not its analysis

Methods were based on direct, aural oral techniques Elites were expected to become users of the classical languages Textbooks were not used, so hand-copied manuscripts aided the process Only the nobility had access to formal education The school based system was inexistent outside monasteries

THE RENAISSANCE It caused the formal study of classical languages

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The emphasis shifted from use to analysis of languages due to universities(Latin- vulgate vs. Classical Latin)

The printing press led to mass production of books

THE 17th CENTURY Vernaculars had gained prestige The first attempt to establish a method The first attempt came from Czech scholar Johann Comenius (1631)

ComeniusMethod1. It was inductive2. It used imitation instead of rules3. Ss repetition was emphasized4. It used limited amounts of vocabulary initially5. It fostered ss practice of reading and speaking6. It used images to make it meaningful

FRANCOIS GOUIN (1880)

Suggested the direct method as the only method possible In 1890, a reform movement in language teaching changed the traditional DM

and GT because of their focus on oral skills

20th CENTURY APPROACHES TO LANGUAGE TEACHING1. Grammar translation2. Direct method3. Reading method4. Audiolingualism5. Oral situational (Britain)

6. Cognitive approach7. Affective- humanistic8. Comprehension based approach9. Communicative approach

MAIN APPROACHES BY INFLUENCE

1. Communicative approach:2. Affective humanistic approach3. Comprehension approach4. Communicative approach

COGNITIVE APPROACH1. Language is rule- governed.2. The emphasis is on cognitive behavior

( not habit formation; Skinners cognitive conditioning)

AFFECTIVE HUMANISTIC APPROACH1. Learning a foreign language is a process of self realization and of relating to

other people

COMPREHENSION APPROACH1. Language acquisition occurs if and only if the goal of the language teaching is

communication

COMMUNICATIVE APPROACH1. The purpose of language ( the goal of teaching )is communication