UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGÓGICO DE CARACAS

DEPARTAMENTO DE IDIOMAS MODERNOSCÁTEDRA DE LINGÜÍSTICA

METODOLOGÍA ILE

Borges, Carla G.

Caracas, March 2009

•Johann Seidenstücker,

•Karl Plötz,

•H.S Ollendorf,

•Johann Meidinger

•L2 was learned to read and translate literary texts

•Speaking and listening skills are neglected

•Vocabulary based on the texts used

•Sentence as the basic unit of teaching and language practice

•Grammar taught in a deductive way

•L1 is the basic medium of instruction

•Classes conducted exclusively in the target language.

•Only everyday vocabulary and sentences were taught.

•Grammar was taught inductively.

•Correct pronunciation and grammar were emphasized.

•New teaching points were introduced orally.

•Listening and speaking skills were developed.

•Oral skills were practiced by question-answer

exchanges between teachers and learners.

•Maximilian Berlitz

•Harold Palmer

•A.S Hornby

Theory of language British Structuralism Oral practice of L2 Structures

Theory of learning Behaviorism •Repetition•Memorization

•Four skills taught through structures

•Accuracy in grammar and pronunciation is

considered crucial

•Structures are taught orally and then practiced

in reading and writing activities

•Students are expected to apply learned

structures in outside situations

•Listen and repeat what the

teacher says (initial stage)

•Active participation required

(advanced stage)

•Teacher = model

•Creates situations using

questions and commands with

the structures needed

•Textbook as a guide of the

learning process

•Visual aids crucial to show

grammatical structures

•Pronunciation

•Revision (to prepare for new work if necessary)

•Presentation of new structure or vocabulary

•Oral practice (drilling)

•Reading of material containing the taught

structure or writing exercises

Theory of language

Theory of learning

Structural Linguistics Language is a system of elements linearly arranged

Behaviorism

•L2 learning process = habit

•Teaching L2 =teaching aspects of its cultural

system

•Grammar is taught inductively

•Speech precedes written form

Stimulus(Input)

Organism(Learner)

ResponseBehavior(Verbal

behavior)

Reinforcement

χNo reinforcement

•U.S Army

•Charles Fries

•Learner=organism

•Responds to stimuli

•Center of the learning process

•Promoter of classroom interaction

(Teacher Students)

•Judges the students’ performance

•Assists the teacher to develop language skills in the

learner

•Teacher-oriented materials

•Printed materials are not used in initial stages

•Tape recorders and audiovisual equipment are

central

•Listening activities (dialogues) that contain the grammar structures of the

lesson

•Choral repetition of the dialogues

•Adaptation of the dialogue by changing key words and then is acted out

•Writing activities introduced after oral drills

Reinforcement of ral drills in lab activities.

Theory of language

Theory of learning

“Language = Communication”

“Language is what a speaker needs to know to be communicatively competent in speech community” (Hymes, D)

Cognitivism

•Language learning = learning to communicate

•Effective communication is sought

•Contextualization is basic

•Learner-centered

•The structure of language reflects its functional and

communicative uses

•Language is a system for the expression of meaning

•U.S Army

•Charles Fries

•Aquisition vs. Learning•Meaningful learning•Linguistic competence Fuctional performance

•Learner contributes as much as

he/she gains (Breen and Candlin)

•Text-based

•Facilitator

•Researcher

•Mediator

•Learner

•Counselor

•Needs analyst

•Group process manager

•Varied

•Tak-based •Realia

•Presentation of a brief dialogue(discussion of setting and

situation, function)

•Oral practice (asking questions)

•Use of different resources (visual aids) to exemplify and explain

language

•Learner discovery of grammar rules (oral and written form)

•Oral and written production

•Informal assesment

•Homework (Finocchiaro and Brumfit)

Theory of language Structuralism• Chunks instead of single lexical items

Theory of learning Behaviorism

•L1 and L2 are parallel processes

•Listening precedes speaking

Sv(Verbal

stimulus)

R(Physical

Movement)

The BIO Program Brain Lateralization

•TPR directed to right-brain learning

•Learner acquires language through motor

movement (a right hemisphere activity) and then

the left hemisphere will produce more abstract

language procesess.

Stress

Reduction

•Focuses on meaning interpreted through movement rather

than on language forms

•Listener and performer

•Learners monitor and evaluate their

own progress

Chooses, models and presents the

materials to be used in class

Controls the input given

•Printed materials are optional

•Realia

•Visual aids may be used to

complement teacher’s explanation

•Review on commands taught in previous sessions

•Introduction of new commands

•Asking questions

•Role reversal (students give commands to

classmates)

•Reading and Writing activities are done (teacher

writes vocabulary on the board)

•James Asher

Theory of language

Theory of learning

Structuralism

Cognitivism

•Learning to learn

•Inner criteria

•Near-native fluency

•Language is separated from its social context and

taught through artificial situations

•Lessons follow a sequence of lexical complexity

•Grammar taught inductively •Caleb Gattegno

•Sentence is considered the basic unit of teaching

•Use of Cuisenaire words

•Words in color

Awareness

•Learners are expected to be

independent, autonomous, responsible

in their own learning

•As silent as possible

•Neutral-observer

•Assistant

•Sets the mood

•Models the actions

•Performance critic

•Colorful visual aids are crucial

•Color-coded charts divided in rods.

•Prononciation charts are called

“Fidels”

•The 1st part of the lesson focuses on

pronunciation

•The teacher models, then students

repeat.

•Sentence patterns, structure, and

vocabulary are practiced

Theory of language Holistic (cognitive and affective)

Theory of learning Constructivism Whole-person learning

•Focuses on near-native language mastery

•Language with communicative purposes

•Syllabus negotiated between teacher and learner

•Promotes students interaction

•Learning is a “whole-person process” •Charles A. Curran

S= securityA= agressionR= retention/ reflectionD=discrimination

•Learners are members of a community

•Learning is achieved collaborately

•Teacher=counselor

•Provides a pleasant, relaxed learning

environment

•Assists learners instead of judging

them

•Materials developed by the teacher (if

needed)

•Informal greetings made

•Teacher states the purpose of the session

•a volunteer records a message in L1

•Teacher translates and then everybody repeats and

creates a similar message.

•Reflection period

•From the material recorded the teacher writes

some sentences on a board

•Clarifying stage

Theory of language

Theory of learning

•Specific objectives depend on the learners’ needs

•Focuses on receptive skills (listening and reading),

productive skills (speaking and writing) should be

allowed to “emerge” •Tracy Terrel

•Stephen Krashen

•Language for communicative

purposes

•The acquisition/learning hypothesis

•The monitor hipothesis

•The natural order hipothesis

•The input hypothesis

•The affective filter hypothesis

•Pre-production stage: participates (not

necessarily in L2)

•Early-production stage: Students answer

questions in L2

•Speech-emergent phase: students get involved

in role-plays, games, give opinions

•Primary source of comprehensible input in L2

•Creates a friendly atmosphere

•Varies classroom activities to promote

meaningful learning

•Use of realia rather than textbook

•Visual aids are essential

•Games

•Adopts techniques and activities

from various methods. E.g: TPR

Theory of language

Theory of learning

•Aims to develop speaking quickly

•Mastering of wide variety of vocabulary in L2

•Presentation and performance

•Unconscious learning

•Learner’s mental state is considered important•Georgi Lozanov

Structuralism

Cognitivism •Hypnotism

Lexis centered/memorization

•Smoking and drinking are prohibited during

the course

•Sucess depend on learner’s mental state

•Pseudo-passive state

•They are given a new name and personal

history within the target culture

•Situation-designer

•Maintains a formal attitude during the lesson

•Encourages participation

•Text and tapes

• Music as a meas of relaxation

•Comfortable furniture

•Oral review section

•Presentation of new content

after a few minutes of silence and

relaxation

•Music session

Richards, J ; Rodgers, T. “Approaches and Methods in Language Teaching” 5th

ed.1989. Melbourne. Cambridge University Press

Stern, H. “Fundamental Concepts of Language Teaching” 2nd ed. 1984. London Oxford

University Press

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