13 history of didactics

13 HISTORY OF THE DEVELOPMENT OF DIDACTICS OF FL ●

Most recognized methods ● Other methodologies ● New tendencies in FLT1

BLAIR, RW. (1982): Innovative Approaches to Language Teaching. Rowley, Massachussetts.

DUNN, O. (1982): Developing English with young learners. MacMillan, London.

ELLIS, G; SINCLAIR, B. (1988): Learning to Learn English, CUP, Cambridge.

Method vs Approach vs Technique â—?

Approach: a set of correlative assumptions dealing with the nature of language and the nature of language teaching and learning.

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Method: 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. â—?

Technique: implementation, that which actually

takes place in the classroom.

It is not convenient to decide on one method only, but using the proper methodoly and technique in every context: pupils' age, former learning experience, environment...

Take also into account the methodological approach recommended by the Curriculum.

Social, Interaction, Communicative. PBL

13.1. MOST RECOGNIZED METHODS The Grammar Translation Method

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Historically for Greek and Latin.

Generalized for modern languages.

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The Direct Method

Reaction to the GT method: integration of FL

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Audio-lingual Based on behaviour psychology and method adapted from Direct Method

Language learning as a habit formation

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Lessons in mother tongue, little active use of FL Vocabulary taught isolated. Boring.

Grammar focused: rules, form and inflection of words High level reading early for grammatical analysis.

Drills and translation exercises Lesson starts with FL dialogue. Exercises are based on conversational questions. Grammar inductively.

Material orally presented with actions/pictures.

Mother Tongue never used, there is no translation Advanced students read for pleasure Culture is also inductively taught Material presented through dialogue, fostering mimicry, memorization and over-learning. Labs, visual aids, tapes..

Structural patterns through repetitive drills, little grammar explanation.

Skills are sequenced: L, S, R, W. Vocab learnt in context and contrast analysis of L1 and L2.

Pronunciation important, MT discouraged.

Prevention of learner's error

Community Language Learning

Cognitive Code Approach

Unusual method created by Curran: patterned upon counselling techniques for anxious and threatened students Created by Jakobovits, Baed on reactions to AudioLingual.

Chomsky: LAD

Communicat vs GT and AL ive approach methods: Robert Langs (70's)

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Emotional life and psychoanalysis as learning conditions

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Learner is not a student, but a client, and couselling is adapted to its role Starts with client's linguistic confusion and conflict: first develop empathy and then counselling for increasingly independent language adequacy.

Goes gradually from linguistic dependence to counsellor's intervention only when correcting.

Chomsky: Language Acquisition Device: human are inttately able to learn languages, it is not a habit formation.

Language operates based on samples they are exposed to and mistakes are a natural part of the process: hypothesis testing for rule formation.

Important: culture for a more realistic learning: interest in developing the authentic language use and exchaging, engaging tieh real communication Adapted to all levels and created other methods Uses real life situations where communication is necessary.

Does not rely on repetitive drills, but plays with suspense and students' reactions to it.

Motivation for meaningful topics.

Total Physical Response

James J. Asher: information and skills + kinaesthetic sensory system.

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Natural Approach

Krashen & Terrell (80's)

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Critics: what is comprehensible and what is not?

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High degree of motivation Principles: - Listening before speaking skills.

- Imperatives as the main structure - Speaking when student is comfortable and ready TPR is used for vocab connected with actions, tenses, classroom language, imperatives, storytelling.

Specifically adapted for young learners: fun, lifts pace and mood, memorable, active... Game.

First teacher commanding, then students command each other.

Language “acquisition” through teacher's comprehensible input more important than language processing.

Vocab the heart of language, not grammar.

Students speak FL when they feel ready during Silent Period(TPR), and MT is allowed (not as in DM) - Then there are the Early Production and the Extending Production stages.

In early stages, there is not error correction, focus on meaning.

FunctionalNotional Approach

It is a syllabus, more than a approach.

Task-based approach

The task as the central to the learning process, related to communicative goals and objectives.

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Tries to help students develop their ability to effectively communicate in a variety of real-life contexts.

Notions: context Functions: specific purpose of the speaker.

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Task as the meaning-focused word which involves all linguistic skills.

Characteristics: - emphasis on learning through communicative interaction in FL - Authentic texts - Not only focus on language, but also in the process itself.

- Based on and promoting learner's personal experience - Link the classroom language with outside the classroom language.

13.2. Other methodologies Caleb Cattegno

Aims: - teacher the only creator of linguistic situations - Students describe objects or actions performed - Teacher focuses attention on pronunciation and flow.

- Game like stuation upon giving meaning to gestures and mime - Pitch, timbre and intensity are introduced - Spontaneous conversation between teacher and student Materials: set of wooden coloured rods, wall charts, CDs, Films, Pictures and Worksheets, Storybooks and Worksheets.

Suggestop Georgi Lozanov edia

Learners use the 5-10% of their mental capacity, but the brain could obtain more material in optimal conditions: relaxed state of mind, eg.

Characteristics: - soft Baroque music during learning process, for relaced concetration facilitating intake and retention.

- soft comfortable chairs and dim lightning.

- complete control and authority to the teacher (instructional hypnotist) - learners encourage to act as childishly as possible.

The Silent Way

(70s)

13.3. New tendencies in FLT 13.3.1. CLIL (Content and Language Integrated Learning) Introducing contents in traditional curriculum subjects using the foreign language as the medium of communication.

Link with curriculum

Awareness of transferable skills and knowledge

Pupil confidence Cognition

Communication Communicative Interaction

Developing cognitive skills linked to concept formation and understanding

Content Progression of knowledge, skills of the curriculum

Culture PRINCIPLES OF CLIL

Exposure to alterative perspectives for awareness of otherness and self

13.3.2. Cooperative Learning

Cross curricular competences

Teaching technique in which small teams, each with students of different levels of ability and with a certain role for team work, use a variety of learning activities to improve their understanding of a subject.

Increases retention

Satisfaction with the learning experience

Social skills

Oral communication skills Positive race relationships

Self-esteem

Positive Interdependence

Conditions

Each member makes a unique contribution for a joint effort Face-to-face interaction Explaining, discussing and connecting new knowledge

Promotes learning and academic achievement

Interpersonal skills Leadership, decision making, communication Group processing

Individual and group accountability

Discussion and agreement for achievement

Small groups, ideally 4 PBL

13.3.3. Learner centeredness Conditions:

13.3.4. Teaching online

- Proper atmosphere for exploration of meaning. Classroom must provide involvement, interaction, socialization with business.

- Opportunities to confront new information using research/ former experience. Active role for construction of knowledge.

Teacher's role

- New meaning acquired through personal discovery: individualization and adaptation to own style and pace for learning.

Students responsible En Organize the subject of planning and m cor e l b c aug o o r ' around the problem defining the l p l a t b in t ora e ec ents learning experience n c eam tio n d nti n e Co h stu s h t . u wit text an a con ke it nity Demonstration of Ma ortu results of learning opp PBL through a product Competences approach or performance