Terms useds differently
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Transcript of Terms useds differently
TERMS USEDS
DIFFERENTLY
Approach, method, and technique—Edward Anthony
Method, approach, design, and procedure—Richards & Rodgers
Methodology, approach, method, Curriculum/syllabus, and Technique
APPROACH
Approach—a set of assumptions dealing with the nature of language, learning, and teaching. (Edward Anthony, 1963)
Approach—defines assumptions, beliefs, and theories about the nature of language and language learning. (Richards & Rodgers, 1982)
METHODMethod—an overall plan for
systematic presentation of language based upon a selected approach (Anthony, 1963)
Method—an umbrella term for the specification and interrelation of theory and practice (Richards & Rodgers 1982: 154).
TECHNIQUE
Techniques—the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well. (Anthony)
Procedures—the techniques and practices that are derived from one’s approach and design (Richards & Rodgers, 1986).
Approach
Method
technique
Approach: a set of assumptions dealing with the nature of language, learning, and teaching.
Method: an overall plan for systematic presentation of language based on a selected approach.
Techniques: specific classroom activities consistent with a method, and therefore in harmony with an approach as well.
ANTHONY (1963)CONCEPT OF METHOD
Method
Approach Design Procedu
re
They revised and extended the original Anthony’s method and technique.
A method is theoretically related to an approach, is organisationally determined by a design, and is practically realised in procedure.
Method is seen as an umbrella term to capture redefined approaches, designs, and procedures .
RICHARDS AND ROGERS (1986)
METHODS, APPROACHES, PROCEDURES
Approach: refers to theories about the nature of language and language learning which are the source of the way things are done in the classroom and which provide reasons for doing them.
Method: is the practical realisation of an approach.
Procedure: is an ordered sequence of techniques
WHY ARE METHODS NO LONGER THE MILESTONE?
Brown (2002, p. 10)1. Methods are too prescriptive,
assuming too much about a context before the context has been identified.
2. Methods are quite distinctive at the early stage and rather indistinguishable from each other at later stages
3. One cannot determine which one is best through empirical research
4. Methods are often the creation of the powerful center and become vehicles of “linguistic imperialism”
THE POST METHOD ERA
Kumaravadivelu (1994, 2006) suggests what is needed is not alternative methods, but ‘an alternative to method’
He suggests 10 macrostrategies as broad guidelines, based on which teachers can generate their own situation-specific, need-based microstrategies or classroom techniques.
POST METHOD ERA1. Maximize learning opportunities2. Facilitate negotiated interaction3. Minimize perceptual mismatches4. Activate intuitive heuristics5. Foster language awareness6. Contextualize linguistic input7. Integrate language skills8. Promote learner autonomy9. Raise cultural consciousness10.Ensure social relevance
2. Controlled to free techniques
Controlled Free
= teacher centered = student centered
= manipulative = communicative
= structured = open-ended
= predicted responses = unpredicted responses
= pre-planned objectives = negotiated objectives
Taxonomy of techniques
Controlled techniques- warm up- setting- organizational- content explanation- role-play demonstration- reading aloud- question-answer, display- drill- translation- dictation- copying- identification- review- testing
Supporting materialsTextbooks- Selecting a textbook is a complex task, different things
must be taken into consideration:a) goals of the courseb) background of students (age, education, native
language, motivation)c) approachd) language skills (listening, speaking, reading, writing)e) general content (proficiency level, authenticity)f) quality of practice material (exercises, explanation,
review)g) sequencingh) vocabularyi) sociolinguistic factors (variety of English, cultural
content)j) formatk) supplementary material (workbook, tapes, tests, posters)l) teacher´s guide (answer keys, alternative exercises)
LANGUAGE-CENTERED METHODS
Audiolingual methodPreselected, presequenced
linguistic structures through form focused exercises in class
linear
LEARNER-CENTERED METHODSCommunicative language teachingPreselected, presequenced linguistic
structures and communicative notions/functions through meaning-focused activities
Form & functionlinear
LEARNING-CENTEREDCognitive processes of
language learningNatural methodNonlinear
DESIGNER NONMETHODS
Community language learningThe silent waySuggestopediaTotal physical responseHumanistic approachCounselors
PRINCIPLES AND PROCEDURES KUMARAVADIVELU
Principles:A set of insights derived from
theoretical and applied linguistics, cognitive psychology, information sciences, theoretical bases for the study of language learning, language planning and language teaching, syllabus design, materials production, evaluation measures
Procedures:A set of teaching strategies
adopted/adapted by the teacher in order to accomplish the stated and unstated , short- and ;long-term goals of language learning and teaching in the classroom.
classroom events , activities or techniques