Subject:

English Didactics

Teacher:
Mohamed El Fakhkhari

Report:
Space to upload the first assignment
Techniques and principles in language teaching

Name:
Ellianneed Aracena Cruceta

ID Number:
14-0681

Date:
January, 22 2016.-
 2- Topic
Techniques and principles
in language teaching
3- Keywords (most important words of the essay)
Approach
Method
Technique
Language teaching
Foreign language
Learning difficult
Theatricals
Vocabulary
Listening
Speaking
Reading
Writing
Grammar translation method
Direct method
Audio-lingual method
Cognitive approach
Communicative approach
Humanistic approach
Task based language learning
Silent way
Community language learning
Suggestopedia
Total physical response
Pronunciation
Language skills
Knowledge
Teacher
Students
Methodology
 4- Introduction

Teaching English as a foreign language refers to teaching English to students whose first
language is not English. Approach is the broadest of the three, making technique the most
specific, and the method found in between approach and technique. Also in this work
presents, difference between approach, method and technique, approaches and methods of
language teaching (Concept map), English as a foreign language, problems of
teaching/learning English as a foreign language, some solutions to overcome language
learning difficulties.
5- Development

5. 1. Difference between approach, method and technique.

An approach is a deal with general philosophies of teaching, a research paradigm,
theoretical positions and beliefs about the nature of language, the big idea holding a group
of smaller ideas together; however method is a deal with more practical nuts and bolts, a
generalized set of classroom specifications for accomplishing linguistic objective (reading,
listening, speaking and writing); some of the techniques that we can use are: activities, or
devices used in the language classroom for realizing lesion objective and task.
 5. 2. Approaches and methods of language teaching
(Concept map).

Language teaching
Approaches
Methods

Cognitive approach Communicative approach

Grammar translatio method Direct method Silent way
Role play Authentic materials
Translation of literary Teaching Exchange of Scrambled sentences
Reading aloud pronunciation with Language games
passages information
Dialogues sound color charts Substitution drills Picture strip story
Reading comprehension Role-plays Role-plays
Cognitive codign Application
Questions Questions and with color rods relationships Fill-in-the- gap
Antonyms/synonyms answers Peer correction to Implication
Cognates Self correction improve co- relationships
Deductive application of rule Conversation operative manner Collocation
Self correction relationships
Fill- in- the blanks Fill-in-the balnks
gestures
Memorization Dictation
Teachers silence
Composition Drawing (for Structured feedback
listening Fidel charts (for
comprehension) spelling) Task based language learning
Paragraph writing Word charts (for
vocabulary)
Cooperation
Collaborative work
Exchange of ideas
Elicitation of brainstorming
Meamingful communication
Audio-lingual method Community language Practical extra linguistic skill
buiding
learning Promotion of language
Dialogue Desuggestopedia acquisition
memorization
Minimal pairs (for Transcription
teaching Reflective listenning Classroom set up
pronunciation) Reflection on Positive suggestion
Complete the experience Peripheral learning
dialogue Human computer Visualization
Grammar games Small group tasks Choosing a New
Mechanical drills Identity
a) Repetition First concert
b) Chain Primary activation
c) Single slot subtitution Secondary activation

Total physical response

Commands
Role reversal
Action sequence

(Larsen-Freeman, 2008)
5. 3. English as a foreign language.
English as a second or foreign language is the use of English by speakers with
different native languages. English learners are instructed depend on their level of English
proficiency and the programs provided in their school. English as a language has great
reach and influence; it is taught all over the world. In English-speaking countries, English
language teaching has evolved in two broad directions: instruction for people who intend to
live there, and instruction for those who do not. (Larsen-Freeman, 2008, p.65)

5. 4. Problems of teaching/learning English as a foreign

language.
Language teaching practice often assumes that most of the difficulties that learners face in
the study of English are a consequence of the degree to which their native language differs
from English (a contrastive analysis approach). Some students may have very different
cultural perceptions in the classroom as far as learning a second language is concerned.
Cultural differences in communication styles and preferences are also significant. Many
theories about the learning and teaching of languages have been proposed. These theories,
normally influenced by developments in the fields of linguistics and psychology, have
inspired many approaches to the teaching of second and foreign languages. The study of
these theories and how they influence language teaching methodology today is called
applied linguistics.
Some problems of teaching and learning English as a foreign language are pronunciation of
words, connections between words and rhythm of the sentence, new vocabulary, intonation,
listening, writing, reading and confidence.
Two main branches of teaching approaches: the humanistic approaches based on the
charismatic teaching of one person, and content-based communicative approaches, which
try to incorporate what has been learned in recent years about the need for active learner
participation, about appropriate language input, and about communication as a human
activity. Most recently, there has been also a significant shift toward greater attention to
reading and writing as a complement of listening and speaking, based on a new awareness
of significant differences between spoken and written languages, and on the notion that
dealing with language involves an interaction between the text on the one hand, and the
culturally-based world knowledge and experientially-based learning of the receiver on the
other.
5. 5. Some solutions to overcome language learning
difficulties.
There are some solutions that can help teachers enable their students to learn English like:
approaches, methods, techniques master words and their spelling, monitor and evaluate
their progress, members of group who learn by interacting, learn from the teacher, from
their students and other sources.

Also learning- activities are dialogues, responding to commands, groups problem solving,
information-exchange activities, improvisations, questions and answers drills.

The students must practice every day, memorize phrases, learn more words (vocabulary),
do learn useful words in families groups of related words and practice English as much as
possible in low- pressure situations.

Then, the teachers should explain the correct rules of spelling, use people or places
community to reinforce the students knowledge of English, be flexible in your planning.
The teacher should always give his/her students the correct pronunciation of new words
because he/she model fully imitated by learners.
 6- Conclusion

So that a second language is understood by students, teachers must use all the tools,
methods, strategies and activities. Anxiety in the foreign language classroom, anxiety about
making mistakes in grammar and pronunciation, about understanding the teacher, about
remembering vocabulary, has been prominent as a purported cause of the failure. but if
teachers use the techniques, methods and approaches needed students can have a more
meaningful learning.
 7- Bibliography

Larsen-Freeman, D. (2008). Techniques and Principles in Language

Teaching. Oxford: Segunda Edicin.p.198