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UNIVERSITY (UNAD)

DIDACTICS OF ENGLISH

STUDENT:

NESTOR ALMANZA

TEACHER NAME:

EDWIN ANDRES LONDOO

GROUP:

551026_1

DATE:

Wednesday, September 7, 2017

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SCIENCE-RESEARCH
CONCEPTIONS OF LANGUAGE
TEACHING
Derived from research and
are supported by
experimention and empirical
investigation
OPERATIONALIZING
LEARNING PRINCIPLES
Audiolingualism, Task-
Based Language Teaching,
and Learner
Training represent
applications of learning
research to language
teaching.
Laboratory studies had
shown that learning could
be successfully
manipulated if three
elements were identified
A stimulus, a response
and reinforcement.
THE LANGUAGE TEACHING 2
The language teaching can be conceived in many different ways
Zahorik (1986) classifies conceptions of teaching into three main
categories: ART-CRAFT CONCEPTIONS
THEORY-PHILOSOPHY
VALUES-BASED Another way of
CONCEPTIONS
APPROACHES conceptualizing teaching is to
view it as an art or craft, and
as something which depends
THEORY-BASED APPROACHES on the teachers individual
A different skill and personality.
approach to a
Their truth is not based on a theory of teaching
posteriori conditions or on what
is to develop a
works. Rather, their truth is based on Art-craft approaches to
teaching model
what ought to work or what is morally teaching seek to develop
from the values
Prahbu (1983) right (Zahorik, 1986, p. 22). one holds about
teaching as a unique set of
personal skills which
teachers, learners,
Three major types of teachers apply in different
classrooms, and
tasks: information- ways according to the
Systematic and principled thinking the role of
gap tasks, opinion- demands of specific
rather than empirical investigation is education in
gap tasks, and situations
used to support the method. society
reasoning-gap tasks.
For example,
advocates of Theory-philosophy
Long (1984) argued conceptions require
that research had
Communicative Language literature in the
Teaching, for example, arose as language teachers first to understand
established the the theory underlying the
contribution of these to
a reaction to grammar-based curriculum,
approaches to teaching realized school-based methodology and then to
the quality of teach in such a way that
in teaching materials, syllabuses, curriculum
classroom interaction the theory is realized in
in second language
and teaching methods in the development, or
1960s. the teacher as classroom practice.
classrooms.
action researcher. 2