The nature of approaches and methods 2

                                                                                                         Monday 19^th, 2012

We continue with the authors:

Terrell (1977): Natural Approach is based on a learning theory that specifies both processes and conditions for learning.

L1: mother language

L2: second language

Curran (1972): the Counseling-Learning, focus primarily on the conditions necessary for successful learning. He thinks that the atmosphere of the classroom is a crucial factor and his method search for to ameliorate the feelings of intimidation and insecurity that many learners experience.

Atmosphere= Conditions

*of course the teacher guides the student.

Asher (1977): his learning theory addresses both the processes and conditions aspects of learning. The learning is based in Motor Activity, on coordination, language with actions. (TPR total physical response)

Gattegno (1972, 1976): the Silent Way. He said the learner needs to feel secure about learning and to assume a conscious control of learning.

Conditions---make the learner feel secure--he doesn´t feel afraid or intimidate

                                                                                for the second language

Design

In order for an approach to lead a method, it is necessary to develop a Design for an instructional system.

Design: is the level of a method analysis in which we consider:

A)    What objectives of a method are

B)    How language content is selected and organized within the method, that is, the syllabus model the method incorporates

C)    The types of learning tasks and teaching activities the method advocates

D)   The roles of learners

E)     The roles of teachers

F)     The role if instructional materials

A)    Objectives: the specification of particular learning objectives is product of design not of an approach.

B)    The syllabus: all methods that involves covert decisions concerning the selection of language items (words, sentence, patterns, tenses, constructions, functions, topics). One makes decisions about what to talk about (subject matter) and how to talk about it (linguistic matter).

Syllabus Model:   -lexical, notional, skill-based, grammatical-lexical, flexible (you can ask the student)

C)    Types of learning and teaching activities: teaching activities that focus on grammatical accuracy may be quite different from those that focus on communicative skills. For example:

-Audiolingualism uses dialogues and pattern practice extensively.

-The Silent Way employs problem-solving activities that involve the use of special charts and colored rods.

-Communicative language teaching theoreticians use tasks that involve an “information gap” and “information transfer”, the learner work on the same task, but each leaner has different information needed to complete the task.

D)   Learner roles: a method reflects explicit or implicit responses to questions concerning the learner´s contribution to the learning process. Learners have different roles like, processor, performer, initiator (student purpose), problem solver, self monitor and tutor.

E)     Teacher roles: learner roles in an instructional system are closely linked to the teacher´s status and function. Some methods are totally dependent in the teacher as a source of knowledge and direction, other see the teacher´s role as: catalyst, consultant (explain everything), guide, and model for learning. Teacher roles in methods are related to the following issues: a) the types of functions teachers are expected to fulfill, whether that of practice director, counselor or model,  b) the degree of control the teacher has over how learning takes place, c)the degree to which the teacher in responsible for determining the content of what is taught and d) the interactional patterns that develop between teachers and learners.

F)     The role if instructional materials: in their turn further specify: subject matter content, and define or suggest the intensity of coverage for syllabus items, allocating the amount of time, attention, and detail particular syllabus items or tasks require. Instructional materials also define or imply the day –to-day learning objectives that collectively constitute the goals of the syllabus.                                                 

Depending of the method,

the teacher will decide:       - The goal of materials

                                                       - The form of material

                                                       -The relation to other sources

Procedure

It is the level at which we describe how a method realizes it´s approach and design in classroom behavior. There are three dimensions to a method at the level of procedure:

 a) The use of teaching activities (drills, dialogues, information-gap activities, etc) to present new language and to clarify and demonstrate formal communicative or other aspects of the target language;

b) The ways in which particular teaching are used for practicing language

 c) The procedures and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences.