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Texto 13 (Mdulo 3). Prof. Lcia Gonalves de Freitas (ttulo original "Metodologias de ensino
de Lngua Estrangeira) Traducido por Gonzalo Abio (CEDU-UFAL) a partir del texto original
tomado de la Internet. URL: http://www.serradigital.com.br/lucia/metodos.htm
PREGUNTAS
SOBRE
EL
TEXTO
1- Si comparamos el Mtodo de Gramtica y Traduccin con el Mtodo
Directo en cul de ellos es ms usada la lengua materna (LM)?
2- La formacin de hbitos es caracterstico de cul mtodo?
3- Cules son las diferencias principales entre la sugestopedia, el
mtodo silencioso, el aprendizaje comunitario y la respuesta fsica total?
4- Cules son los conocimientos o competencias que el alumno debe
tener en el Enfoque Comunicativo? Por qu es importante el dominio de
esos
conocimientos
o
competencias?
5- Algunas de las tcnicas presentes en el Enfoque Comunicativo
pueden existir tambin en otros mtodos? Por qu crees que ocurrir
eso?
METODOLOGAS
DE
ENSEANZA
DE
LENGUA
EXTRANJERA
Prof.
Lcia
Gonalves
de
Freitas[1]
[2]
Introduccin
Debido a la escasez de material sobre este asunto en portugus, decid
presentar aqu una sntesis del referencial terico de Larsen-Freeman (1986) en
el rea. Para la autora un mtodo significa una combinacin de principios y
tcnicas. Los principios representaran la estructura terica del mtodo y
envolveran cinco aspectos de la enseanza de lengua extranjera tomados en
conjunto: el profesor, el alumno, el proceso de enseanza, el proceso de
aprendizaje y la cultura de la lengua meta. Las tcnicas seran actividades
realizadas en sala de aula, derivadas de la aplicacin de ciertos principios.
Cuando dos mtodos comparten principios en comn, una tcnica particular
podr repetirse en ambos. Por otro lado, algunas tcnicas pueden estar
asociadas a mtodos de principios no conjugados, en este caso, probablemente
habr variacin en la forma en cmo sern usadas por cada uno.
A continuacin relaciono los principios y tcnicas ms usados de ocho mtodos
de enseanza de Lenguas Extranjeras, llamados a partir de ahora LE, tratados
por Larsen-Freeman (1986).
1.
Mtodo
de
Gramtica
y
Traduccin
En este mtodo, la capacidad de comunicarse oralmente en la lengua meta no es
un objetivo de enseanza, pero s la lectura, que es justamente la habilidad que
debe ser desarrollada, adems de la escritura. La lengua extranjera no es usada
en sala sino como material de traduccin, que es una meta importante para el
alumno, siendo inclusive, cuestin principal en la evaluacin. Se debe estar
consciente de las reglas gramaticales de la lengua meta, memorizar vocabulario,
conjugaciones verbales y otros puntos gramaticales. La mayor parte de la
interaccin en la sala de aula es del profesor con los alumnos. Hay poca iniciativa
partida del alumno y raramente ocurre interaccin alumno alumno.
Las
principales
tcnicas,
de
acuerdo
con
Larsen-Freeman
(1986)
son:
Uso
de
material
autntico;
Texto con frases desordenadas para los alumnos las ordenen;
Juegos con tarjetas con indicaciones para los alumnos hagan preguntas
autnticas
y
obtengan
respuestas
tambin
personales;
Uso de figuras en secuencia, sugiriendo historias que los alumnos intentan
prever;
Dramatizacin de escenas propuestas por los alumnos o el profesor.
Referencias
HOWATT, LA . P. R. A history of English language teaching . Oxford:
OUP,1984.
LARSEN-FREEMAN, D. Techniques and principles in language teaching. New
York:
OUP,1986.
NEVES, M. S. Os mitos de abordagens tradicionais e estruturais ainda interferem
na prctica em sala de aula In: PAIVA, V. L. M. O. Ensino de lngua inglesa.
Reflexes e experincias. Belo Horizonte: Pontes/UFMG, 1996. p. 69-80.
-----------------------------------------------------------------------------[1] Profesora de la UFG, especialista en Metodologa de la Enseanza Superior y Mestranda en Letras y
Lingstica
por
la
UFG.
[2] Traducido por Gonzalo Abio (CEDU-UFAL) a partir del texto original tomado de la Internet.
URL:http://www.serradigital.com.br/lucia/metodos.htm (accesado el
29 de septiembre de 2004).
[3]
Habla,
escritura,
lectura
y
audicin.
[4]
Sube
las
manos.
[5] Toma un bolgrafo, toma un pedazo de papel, escribe una carta imaginaria, dblala, ponla en el sobre,
escribe
la
direccin
en
l
y
envalo
por
Correos.
[6] Qu da es hoy ? Hoy es martes.
PREGUNTAS
SOBRE
EL
TEXTO
1- Si comparamos el Mtodo de Gramtica y Traduccin con el Mtodo
Directo en cul de ellos es ms usada la lengua materna (LM)?
2- La formacin de hbitos es caracterstico de cul mtodo?
3- Cules son las diferencias principales entre la sugestopedia, el
Student educate to expert in reading and writing literary target language & translating from native
The student only receives what teacher teach and say in the class, also students learn by what teachers
know.
Technique of GTM method
-
Student easily to understand what teacher said because their focused on the grammatical role. In this
case student has great skill in translation because they know exactly about tenses.
The weak of GTM method
-
Student may boring and has no inspiring experience in learn target language
Too much grammatical role make student difficulties in oral speaking in target language
It is already mention before in the weakness of use GTM, about the minimize interaction between
student to other student than difficulties of student to communicated in target language. So to cover this entire
teacher who uses this method further minimized the use of mother tongue (native language) in language
teaching.
Silent Way
Silent Way is a method by using no word or without saying anything just pointed their Cuisenaire Stick to give
explanation to the student. Silent way is the best tools for learning because student can concentrate of
focusing their mind on the task. With the basic student should learn independent, Caleb Gattegno (1970)
asserts that student should develop their own responsibility and learned by own. So in this method student
should motivated to talk as much as they could and teacher only silent and observe their students. There are
several kind to observe this method.
The goals of use Silent Way
-
To establish learning target language fluently as same as native language, correct pronunciation, also
Student role is as the center of the class learning, they motivated to talk much in the class
The role of teacher is as the monitor of effort of student also student encouraged to have active role in
The basic method of learning is easily. Teacher gives orders or visual clues and then student response
Class interaction is not only between student and teacher like GTM method but also with each student
too
-
Student has to correct their mistaken themselves, and teacher views the mistake and then response by
One of strength of this method is teacher use Cuisenaire stick to introduce new orders
Teacher must know their objective of learning so they can create teaching aids effectively
Student will too much waste time to struggling their argument while waiting teacher direction
Silent way will be find dead end if student non cooperative in the classroom learning
Using Cuisenaire stick deemed unfit because not all the language could describe by pointed something
Teacher may never give formal test, they choose to let their student go to learn independently all the
time. Teacher will focus on monitoring student error / mistaken and make it clear.
Conclusion
From explanation above GTM and silent way, we conclude that every method has their own strength and
weak. Both of them GTM and silent way is good for basic learners because in the GTM itself learn by
translating word by word. Basic learners will easily to understand if they know the meaning of word and the
sequence of the sentence. In the silent way is good for basic learners too, because the way of explaining used
by student itself, so they can increase their creativity in learn and teacher as the judges.
Teacher has their own method to deliver their capability in teach language. And as the teacher they have to
recognize the ability of their student first and then determine which method fit to their students. Because class
will be incompatible if teacher uses wrong method.
What is the difference between the audio lingual method and grammar-translation
method?
dislike1like
The Audio-Lingual method and the Grammar-Translation method are two strategies and
interventions that can be used for the teaching of second and foreign languages. They are both
methodologies that go back as early as World War II and are quite accepted, but not prompted
with the same popularity as modern methodologies such as Differentiated Instruction,
Understanding by Design (UbD), and the use of Multiple Intelligences to guide instruction.
The Audio Lingual Method (ALM) , also known as the Aural approach, consists on teaching a
second or foreign language through specific sentence and grammar building tools via repetition,
listening, and answering in complete sentences. Audio-Lingual, literally, means listening
(audio) and speaking (lingo). Therefore, it is the process of acquiring language and repeating it
forward as a way to understand its structure and syntax. The benefit of the ALM is that it
advocates for the consistent use of the target language to build and create a habit of speaking it
(full immersion). Furthermore, it emphasizes in spoken language rather than written language
in order to make it naturally acquired. Although the ALM does agree in that language can be
acquired in a cultural context, it bases its foundation on the making of connections interlinguistically, that is, understanding the roots of languages in order to make out what one word
means. Analysis is not the aim of the ALM, as it is purely a behavioral process. This is different
from the Grammar Translation method.
The Grammar Translation Method (GTM) as the name implies is a process of literal word
translation that involves memorization, drills, and translation of text and written material. The
idea is that the interpretation can be acquired through the process of translation because we
would be able to make the necessary connections that will help us understand what we are
translating. This is quite a limited scope to the process of second language (L2) learning and
reduces the intellectual and cognitive abilities of the learner to a mere two-step process. The
only shared concept that is somewhat similar to the ALM is that they both contend that people
can learn a language by comparing one to another. However, it is accepted that such is not the
case: That, actually, this is merely a fragment of the process.
For current practices, try to get more into a differentiated instruction setting where students take
an interest inventory. Once you read the inventory you would be able to discern what kind of
student you have, and what is the linguistic field that the student is ready for. If a student is an
apprentice (mid level) learner an audiolingual method could work, but it is still not considered a
modern method for learning languages. Grammar translation is totally outdated at this point and
is not recommended for 21st century instruction. Differentiation is key.
materials are more successful when they incorporate principles of good story writing along with sound linguistic
analysis.
10. The expectancy hypothesis
Discourse has a type of cognitive momentum. The activation of correct expectancies will enhance the
processing of textual structures. Consequently, L2 learners must be guided to develop the sort of nativespeaker intuitions that make discourse predictable.