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(Work in a group
of three to develop COLLABORATION.)
1957. BEHAVIOURISM. TEACHER CENTERED APPROACH
Methods
*Audio-lingual:
- The language to be taught is chosen by the teacher.
-Speaking and listening precede reading and writing.
- Use of mother tongue is highly discouraged in the classroom.
-The development of language skills is a matter of habit formulation.
-Students practice particular patterns of language through structured dialogue and drill until response is
automatic.
-Structured patterns in language are taught using repetitive drills.
-The emphasis is on having students produce error free utterances.
-Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration,
objects, and pictures. Abstract vocabulary is taught through association of ideas.
-The printed word must be kept away from the second language learner as long as possible.
*PPP (devised for beginners)
PPP: Presentation, Practice and Production: The teacher PRESENTS the language in context. Practice: T asks
sts to repeat after her and focus on accuracy (form rules). T asks sts to repeat the sentences in chorus, then
individually. T corrects mistakes. T conducts cue drills, a kind of substitution drill but freer. Production:
free practice. Teacher selects the language to be taught.
4.
5.
Method
*The Natural Approach:
-develop basic communication oral and written skills.
-The selection of contents is based on students needs.
-Teachers negotiate the curricula so as students to be able to deal with topics that interest them and
develop communicative interactions in situations they will be engaged in the future.
-The grammar is automatically provided by the input and internalized through the permanent exposure of
students to the foreign language.
-That content selection intends to create a low affective filter by promoting a supportive atmosphere.
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1983
SOCIAL-INTERACTIONIST VIEWS.
Framework which encompasses the cognitive and humanistic perspectives1
FIRST AND FOREIGN LANGUAGE.
Method: Eclectic PPP.
1.
The teacher selects the objectives to be achieved by the students on the basis of students interests
and needs.
2. The teacher selects the language input, procedures and values to be learned and taught.
3. Warm-up: The teacher activates the language necessary for students to make sense of the new
input.
4. Presentation: The teacher presents the language in context and make meaning and form clear.
5. Practice: Teacher guides the practice through stages that go from controlled to guided. (From
teacher centred onto student centred.)
6. Procedural and attitudinal contents: The teacher conducts activities that will enable students live
the attitudes and values necessary for a supportive atmosphere while learning language.
7. Reading is introduced after the guided practice.
8. Writing is introduced after reading, with a three stage practice process: from controlled onto
guided.
9. Production: free oral practice.
10. Production: free written practice.
2
Framework which encompasses the cognitive and humanistic perspectives
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Williams, Marion and Burden Robert L. Psychology For Language Teachers. Cambridge Language
teaching Library. 2005.
2
Williams, Marion and Burden Robert L. Psychology For Language Teachers. Cambridge Language
teaching Library. 2005.