Linguistics and Languages Department Ana C. … · Linguistics and Languages Department Ana C....
Transcript of Linguistics and Languages Department Ana C. … · Linguistics and Languages Department Ana C....
WHERE DOES FLT COME FROM?
Linguistics and Languages Department
Ana C. Sánchez S.
Ideas to Consider…
“I believe that one reason for the frequent swingsof the pendulum that have been taking place untilfairly recently is the fact that very few languageteachers have a sense of history about theirprofession and are thus unaware of the historicalbases of the many methodological options theyhave at their disposal.”
Marianne Celce-Murcia (2001)
What do you think about this affirmation?
Ana C. Sánchez
Key Terms in TESOL
Approach: a set of assumptions about what is language, what is the best way to teach it (the external and internal conditions) and the nature of the subject matter to be taught
Method: an overall plan for the orderly presentation of language material which is connected to the approach. It includes a procedure=specific steps in a class.
Technique: any particular trick, stratagem, contrivance used to accomplish an immediate objective, and which is connected to the method
Ana C. Sánchez
Key Terms in TESOL
An approach does not specify a procedure, the method does.
Procedure: the actual moment-to-moment techniques, practices and behaviors that operate in language teaching according to a particular method. At the level of procedure we are concerned with how tasks and activities are integrated into lessons and used as a basis for teaching and learning.
A method also involves objectives, syllabus, activities, Ls and Ts roles and materials
Ana C. Sánchez
Key Terms in TESOL
Theory of Language: Specific theories of the nature of language may provide the basis for a particular teaching method. Richards & Rodgers (2001) state that it relates to the way language and language proficiency are seen. There are three views:
Structural View: language is a system of structurally related elements for the coding of meaning. The aim of language learning is the mastery of elements of this system.
Ana C. Sánchez
Key Terms in TESOL
Functional View: language is a vehicle for the expression of functional meaning. This theory emphasizes the semantic and communicative dimension rather than just the grammatical characteristics of language, and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar .
Ana C. Sánchez
Key Terms in TESOL
Interactional View: language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. Language is seen as a tool for the creation and maintenance of social relations. Interactional theories focus on the patterns of moves, acts, negotiation, and interaction found in conversational exchanges. Language teaching content, according to this view, may be specified and organized by patterns of exchange and interaction or may be left unspecified, to be shaped by the inclinations of Ls as interactors
Ana C. Sánchez
Key Terms in TESOL
Language theory concerns a model of language competence and an account of the basic features of linguistic organization and language use.These theories are complemented by theories of language learning:
Some methods derive from a theory of language learning. It answers two questions:
What are the psycholinguistic and cognitive processes involved in language learning?
What are the conditions that need to be met in order for these learning processes to be activated?
Ana C. Sánchez
Key Terms in TESOL
Learning theories associated with a method at the level of approach may emphasize one or both of these dimensions.
Process-oriented theories build on learning processes such as habit formation, induction, hypothesis testing and generalization.
Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place.
Theories may or may not lead to a method
Ana C. Sánchez
Early FLT Methods
Grammar-Translation Method GTM (1840s-1940s)Proponents: Seidenstücker, Plötz, Ollendorf, MeidingerGoal: study an L2 and its literature in order to benefit from the
mental discipline and intellectual developmentCharacteristics translation and analysis of grammar rules are the main
teaching-learning techniques. The L1 is maintained as the reference system in L2
acquisition Reading and writing are the main focus Vocabulary is studied through bilingual vocabulary lists and
it’s taken exclusively from texts Accuracy is emphasized Grammar is taught deductivelyProcedure: T explains grammar, gives texts, Ss translate in and
out of the L2. Assessment is based on structures
Ana C. Sánchez
Early FLT Methods
The Series Method SM (mid-nineteenth century)
Proponents: François Gouin
Goal: to achieve basic proficiency in the L2
Characteristics
It is based on his observations of how children learn the L1
L2 is facilitated through using it to accomplish events consisting on a sequence of related actions
New teaching items are presented in context, orally
Procedure
The T performs a series of actions (15) until comprehension is
ensured. Then Ss perform them as a group and individually.
Assessment is based on Ss performance
Ana C. Sánchez
Early FLT Methods
The Direct Method DM (19th century)
Proponents: Sauveur, Franke, Berlitz
Goal: to learn how to communicate in the L2
Characteristics
Instruction is conducted exclusively in the L2, everyday
vocabulary and oral skills are taught around Q and A
Exchanges in intensive classes
Grammar is taught inductively and accuracy is emphasized
Procedure
New items are introduced orally through realia, pictures,
Gestures and interaction is established through questions,
dictation, conversation. Ss are assessed through oral interviews
Ana C. Sánchez
20th century FLT Methods
The Audio-lingual Method (mid 1940s)
Proponents: Charles Fries
Goals: Use the L2 communicatively. Overlearning is needed
Characteristics:
New items presented through dialogues featuring a structure
Ss-Ss drills (repetition, substitution, transformation, Q and A)
are the main techniques and grammar is taught inductively
Listening, Speaking, Reading, Writing is the order for skills
Procedure: T reads a dialogue many times. Then they listen
and repeat, then drills take place switching places, Ss perform
the dialogue, some info is substituted by the Ss. Contrastive
analysis is used to predict some possible problems.
Ana C. Sánchez
20th century FLT Methods
Communicative Language Teaching CLT (1970s - now)
Proponents: Widdowson, Savignon, Hymes, Canale & Swain
Goals: enable Ss to communicate in the L2 according to the
social context, the purpose and the interlocutors
Characteristics
Tasks are used (activities where negotiation of meaning and
interaction are needed to reach a conclusion or product)
All the skills are essential, grammar is taught inductively
L1 is not completely banned, but it’s not encouraged
Errors are seen as natural in FLL
Procedure: not fixed. However, it is paramount that Ts use
authentic materials, game-like activities, role plays, give Ss
Chances to use the L2 in a meaningful and purposeful way
Alternative Approaches
Total Physical Response (1970s)
Proponents: James Asher
Goals: teach oral proficiency at a beginning level.
Characteristics
Attention to meaning is relevant, not attention to forms
A fixed number of items are carefully selected and presented
Comprehension is a means to an end
Imperative drills are the major classroom activity
Ss are active listeners and performers, speak when ready
Conversational dialogues appear after 120 hrs of instruction
Procedure: T-Ss and Ss-Ss commands repeatedly performed
Alternative Approaches
The Silent Way (1970s)
Proponents: Caleb Gattegno
Goals: give beginners oral and aural facility in basic elements
of the L2. The general goal is near-native fluency in the TL
Characteristics
Vocabulary is a central dimension of learning. Lessons are
organized around grammar
Procedure
The sounds of the L2 are introduced, Ss make words
There is no direct oral instruction or unnecessary modeling by the T. S/he presents items once using gestures, fidel charts, color charts, colored rods or other materials
Alternative Approaches
Community Language Learning CLL (1970s)
Proponents: Charles Curran
Goal: to use the L2 in a communicative way
Characteristics
Ts are seen as counselors supporting Ls in their struggle
The L1 is used to provide a bridge and reduce anxiety
Procedure: Ss negotiate the class topic sitting in a circle.
A S raises his/her hand and tells the T a message in the L1
T whispers the message in the L2 to be said aloud by the S.
This is recorded and the dialogue goes on. The tape is played, sentences are repeated, the dialogue is written, Ss copy it, grammar and vocabulary are explained, Ss work in groups to make new sentences and dialogues
Alternative Approaches
Suggestopedia (1970s)
Proponents: Georgi Lozanov
Goals: to achieve advanced conversational proficiency fast
Characteristics
Ts attempt to unblock Ss. Ts display a certain attitude & authority and new names and identities are chosen
Procedure:
Ss sit in a circle and grammar, vocabulary or questions are
Analyzed, then new material is presented (dialogue), while
listening to music T reads a dialogue in a special voice, Ss
follow it with the translation they have, relaxation exercises
can take place, silence, Ss close their books and leave silently.
At home they read again at night and when they get up.
Ana C. Sánchez
Alternative Approaches
The Natural Approach NA (late 1970s)
Proponents: Krashen and Terrell
Goals: help beginners become intermediates
Characteristics
Acquisition is natural, learning is artificial
Conscious learning acts as a monitor of our production
The acquisition of structures has a predictable order
Comprehensible input is essential to speak fluently later
Ts must lower the affective filter to unblock acquisition
Procedure: Class starts with TPR, new words and sentences are
Introduced with objects, questions (T/F, yes/no, WH) that are
simple to understand
Ana C. Sánchez
The Post-methods Era
Methods lost momentum because supposedly…
There is little room for the Ts’ own personal initiative and style
Good teaching is translated as following the procedure blindly
The cultural, political, institutional context is ignored
Why learning about Approaches and methods then?
To learn to use them, to understand when they can work
To participate in LL experiences that allow reflection
To identify the rich set of resources available for us teachers
To appreciate how theory and practice can be linked
To decide how to teach in a professional and informed way
Ana C. Sánchez
The Post-methods Era
What is new for us in FLT? Approaches such as these…
Content-Based Instruction: L2 is a means, not an end. We do
not teach English, we teach something through English.
Readings are the basis to build communication and knowledge
Task-Based Learning: Ss learn by doing, the class must have
an outcome, Ss work in groups, exchanging information and
trying to get the result while using the L2 extensively
Multiple Intelligences: Ss learn in different ways, Ts must
include varied ways of presenting the same new items to give
Everyone the chance to succeed.
Collaborative Learning: Ss build learning from birth and work
with more advanced peers to reach a new level of knowledge
Ana C. Sánchez
Your turn…
Why are methods useful for you?
What are the advantages and disadvantages of teaching without having a guiding structure like the one a method can give you?
Would you combine methods?
Why or why not?
Ana C. Sánchez