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ťaháky na skúšku - didaktika II (Hromníková) (tahaky_-_didaktika_ii.doc)

approach, method, technique according to Richards and Rogers

approach refers to theories about the nature of language and language

learning that serve as the source of practices and principles in LT.

- theory of language, how the language is presented

- theory of learnig + theory of teaching

- a set of correlative assumptions dealing with the nature of L. T. and learning.

An approach is axiomatic. It describes the nature of the subject matter to be taughtmethod is an overall plan for presenting language material, based on the selected

approach; the way of teaching. It is an overall plan for the orderly presentation of

language material, no part of which contradicts, and all of which is based upon,

the selected approach. An approach is axiomatic, a method is procedural…..

Within one approach, there can be many methods….Methodology in language teaching has been characterized in a variety of ways;

methodology is that which links theory and practice. Theory statements would

include theories of what language is and how language is learned or, more

specifically, theories of second language acquisition (SLA). Such theories are

linked to various design features of language instruction. These design features

might include stated objectives, syllabus specifications, types of activities, roles

of teachers, learners, materials, and so forth. Design features in turn are linked

to actual teaching and learning practices as observed in the environments

where language teaching and learning take place.

technique is a particular strategem or procedure used to accomplish

a particular objective. I tis implementational – that which actually takes place in

a classroom. It is a particular trick, stratagem, or contrivance used to accomplish

an immediate objective. Techniques must be consistent with a method,

and therefore in harmony with an approach as well.”

nature of approaches and methods in language teaching.

History of approaches / 3 views

Criteria implemented when characterizing theoretical bases of M  and  A

The students of today are more likely to find themselves in front of a computer

screen rather than a blackboard. As the tools of education change, so too does

the nature of learning and the acquisition of knowledge. Learning by drill and

memorization is being replaced by more constructive learning methods that

teach the student to be more enquiring and analytical. Indeed the new

technology is striving to provide the tools which will best facilitate this type

of collaborative learning. Thus the traditional classroom structure is

changing for both the pupils and the instructors.

Three views on ELT:

a) structural

(constructivist) views language as a structural system that consists of related

elements  that work as codes of meaning. This is the most traditional view

b) functional

L. is a vehicle for function, as a means for the expression of functional meaning

c) interactional

sees L. as a tool for interpersonal and social interactions between individuals

Similarities and differences  of teaching approaches.

Similarities: - general communicative and objective goals,

the implicit role of the culture, techniques

Differencies:

a) role of native language

→ how the native language is applied; divided into:

intralingual strategies

– connected with the target language, mothertongue is forbidden,

pictures  and objects are used to support teaching (imagination),

– it’s more about memorizing

crosslingual strategies

– mother tongue is being used as the language of instruction

(e.g. grammar-translation method) and as the transfer and interferes  

phenomenon (positive/negative asociation)

b) the level of control of the context of the teaching

→ strategy description:

analytic teaching strategy

– focus on accuracy

– exercises, drills, audio-lingual method, cognitive approach

experimental strategy

– learner centred, message centred, emphasize language in use

– important in message not in the grammar of words

– usage of realistic themes, objects, problems

c) degree of consciousness in the target language learning

explicit approach – rational, conscious, systematic

implicit approach – more irrational

differences between traditional and modern approaches and  methods.

Compare the role of teacher , the role of the learner, of the mother tonque,

teaching grammar, the role of  corrective feedback.

Traditional approaches were based on the achievement of grammatical competence

(ability to produce sentences in a language), language learning = process of mechanical

habit formation; errors were to be avoided by memorizing dialogs and performing drills;

learning was very much under the control of the teacher. Students relied on the teacher

for a model. The teaching of grammar was a deductive one – rules are presented and

then practised. PPP cycle – Presentation, Practice, Production.

Modern approaches – how to use language for different purposes and functions,

according to different setting and participants; how to produce different types of text

and how to maintain communication despite having limitations. Usage of pair work

activities, role plays, interaction, teacher is mostly facilitator and monitor.

Compare GTM and audiolingual method.

Grammar-translation method – derived from the classical (sometimes called traditional)

method of teaching Greek and Latin. The method requires students to translate whole

texts word for word and memorize numerous grammatical rules and exceptions as well

as enormous vocabulary lists. The goal is to be able to read and translate literary

masterpieces and classics. Grammar points would come directly from the texts and

be presented contextually in the textbook, to be explained elaborately by the instructor.

It is largely dependent on the teacher’s skill, rather than on a textbook.

1)  Classes are taught in the mother tongue, with little active use of the target language.         

2)  Much vocabulary is taught in the form of lists of isolated words.                         

3)  Grammar provides the rules for putting words together, and instruction often focuses

on the form and inflection of words.                                          

4)  Reading of difficult classical texts is begun early.                                         

5)  Little attention is paid to the content of texts, which are treated as exercises

in grammatical analysis. 

6)  Often the only drills are exercises in translating disconnected sentences from

the target language into the mother tongue.                                                                 

7)  Little or no attention is given to pronunciation.

Audiolingual method – teacher is central and active, provides model,

controls direction and pace; learner can produce correct responses but must be directed

by skilled training techniques; mother tongue is forbidden;

grammatical explanation is avoided; error must be prevented at all costs.

typical techniques of the traditional approaches and methods:

The grammar translation method, the direct method, the AL method .

Grammar translation

1. Translation of a literary text  / Reading comprehension questions
2. Antonyms/synonyms  /   Cognates  /   Deductive application of rule  
3. Fill-in-the-blanks  /  Memorization  /   Use words in sentences  
4. Composition  memorizing of dialogs, question and answer practice,

substitution drills, guided speaking and writing practice...translation,

reading and finding info in a passage, finding antonyms and synonyms,

deductive application of rule

Direct method

1. Reading aloud  /   Question and answer exercise  / Map drawing  
2. Getting students to self-correct  / Conversation practice  
3. Fill-in-blank exercise  /   Dictation  /  Paragraph writing

Audiolingual method

– PPP, dialogues and drills, repetition and memorization, pattern practice...

1. Dialog memorization  
2. Repetition drill - students are asked to repeat the teacher’s model as

accurately an as quickly as possible.

3. Chain drill - it gets its name from the chain of conversation that forms

around the room as students, one-by-one, ask and answer questions of

each other. Normally teacher begins the chain.

4. Transformation drill - the teacher gives students a certain kind of

sentence and ask them to transform it into negative sentence or question.  

5. Use of minimal pairs  /  Complete the dialog  /   Grammar games

typical techniques of  

Community language learning – innovative and conventional activities,

translation, group work, recording, transcription, reflection, observation,

listening, free conversation

Suggestopedia – initiatives, question and answer, role play,

listening exercises under deep relaxation

Silent way – learners responses to commands, questions and visual cues;

activities encourage and shape oral responses without grammatical

explanantion or modeling by teacher

Total physical response – imperative drills to elicit physical actions

Natural approach – activities allowing comprehensible input,

about things in here-and-now; focus on meaning not form

Notional-functional approach - introductions and greetings and

discussing interests and hobbies, talking and sharing opinions on

themes which can help learner in real-life situations

process of communication, Different models of communication

- communication is characterized by information transfer, processing

takes place in communication systems, both the sender and the receiver

are actively involved in a communication system, and the quality of

communications varies

- code model - the communicator encodes her message by means of a

signal that the hearer then decodes. Sentences of a language are just

complex signals that encode messages.

- interference - phenomenon in language learning where the first

language interferes with learning the target or foreign language

- according to the inferential model an utterance is a piece of evidence

of the speaker’s meaning. Decoding the linguistic sentence meaning is

seen as just one part of the process of comprehension—a process that

relies on both this linguistic meaning and on the context in order to

identify the speaker’s meaning. Communicator seeks to fulfill her

intention by making it manifest to the hearer.

model of communicative competence.

CC is a latter capacity to master the rules of sentence formation

and being successful in use the language for meaningful

communication. It includes knowing how to use language for

different purposes and functions; vary the usage of L according

to setting and participants; produce different types of texts and

maintain com. despite having limitations in language knowledge.

Communicative language teaching - Classic and  current CLT

The goal of CLT is communicative competence, learner centred,

teacher is facilitator and monitor

1. classic CLT 1970-1990s

- grammar was no longer the starting point; new syllabus types were

proposed – skills based, functional, notional, task syllabus;

formation of needs analysis, ESP courses, implications for methodology

2. current CLT 1990s till now

- interaction, tasks are opportunities, meaningful communication,

holistic process, inductive or discovery learning, analysis and reflection,

creative use of language and trial and error, motivations

for learning, effective learning, teacher as facilitator, collaboration

classroom activities in CLT

Fluency tasks – natural usage of L, focus on achieving communication (role play)

Accuracy tasks – classroom use of L, focus on formation and correct examples of L

Mechanical practice – repetition drills, substitution drills

Meaningful practice – meaningful choices when carrying out practice

Communicative practice – usage of language within a real communicative context

Information gap activities – communication in order to get info we do not posses

Jig-saw activities – groups have parts of the information needed

OTHER

task-completion, information gathering, opinion-sharing, information-transfer,

reasoning gap, role-plays, pair work, group work, push for authenticity

8 major changes in approaches to language learning

learner autonomy – choice over their own learning; use of small groups

social nature of learning – learning is not a private activity

curricular integration – English is linked to other subjects in the curriculum

focus on meaning – meaning is the driving force of learning

diversity – learners learn in different ways with different strengths

thinking skills – apply them in situations that go beyond the L. classroom

alternative assessment – observation, interviews, journals, portfolios

teacher as co-learner – teacher is facilitator, he is learning through doing

Typical syllabuses of Communicative language Approach.

Skills-based – focuses on the four skills of reading, writing, listening and speaking

Functional

– organized according to the functions learner should be able to carry out in English

– used as a basis for speaking and listening courses

Notional – based around the content and notions a learner would need to express

Task – specified the tasks and activities students should carry out in the classroom

Basic principles of Communicative Approach described by Repka

- purposeful principle

- situational principle

- principle of authenticity of communicative process

- P. of subordination of linguistic means to institution of communicative skills

- principle of evaluation of communicative impact of received or produces

language in the relationship with the goals and tasks

speech act, types of speech acts    

Speech act is an act that a speaker performs when making an utterance,

including the following:

- A general act (illocutionary act) that a speaker performs, analyzable as

including the uttering of words (utterance acts), making reference and

predicating (propositional acts), and a particular intention in making the

utterance (illocutionary force)

- An act involved in the I.A., including utterance acts and propositional acts

- The production of a particular effect in the addressee (perlocutionary act)

Illocutionary act is a complete speech act, made in a typical utterance,

that consists of the delivery of the propositional content of the utterance

(including references and a predicate), and a particular illocutionary force,

whereby the speaker asserts, suggests, demands, promises, or vows.

Perlocutionary act is a speech act that produces an effect, intended or not,

achieved in an addressee by a speaker’s utterance. Persuading Convincing

Scaring Insulting Getting the addressee to do something.

Propositional act is a speech act that a speaker performs when referring

or predicating in an utterance.

Utterance act is a speech act that consists of the verbal employment

of units of expression such as words and sentences.

Task based teaching

a) in the tbt instruction the purpose is the functional

purpose for which the language will be used  

b) it focuses on real-world tasks  

c) goals are linguistic (greeting people...)

what are mechanical, meaningful and communicative activities.

Mechanical practice – repetition drills, substitution drills

– it’s a mechanical activity when we don’t have to understand

the language we are learning necessarily

Meaningful practice – we are required to make meaningful

choices when carrying out practice;

Communicative practice – focus is the usage of language within

a real communicative context

arguments for the use of authentic materials in the class

1. they provide cultural information about the target L.
2. they provide exposure to real language
3. they relate more closely to learner’s needs
4. they support a more creative approach to teaching

difference between process based and product based CLT approaches.

Process based approach – divided into:

A) content-based instruction – content is the vehicle which holds the lesson

together. Grammar, texts, skills and etc. are the starting point in planning

the lesson and after these decisions the content is selscted.

B) task-based instruction – language learning will result from creating the

right kinds of interactional processes in the classroom; involves a focus on meaning

– tasks: listing, sorting and ordering, comparing, problem solving,

sharing experience, creative tasks

Product based approach – divided into:

A) text-based instruction

– linking spoken and written texts to the cultural context of their use

B) competency-based instruction

– seeks to teach the students the basic skills they need in order to

prepare them for situations they commonly encounter in everyday life.

Types of tasks.

CBI

- pedagogical tasks

- require the use of specific interactional strategies, may require specific types of L

- real-world tasks

- reflect r-w uses of language, role play to practice job interview

TBI

- listing (list of things to pack), sorting and ordering (list of importance), comparing

- problem solving (suggest a solution), sharing experience

- creative tasks (plans for redecorating a house)