METODOLOGIA DA LNGUA INGLESA

This text aims to present briefly the main methods (or approaches) for teaching foreign languages, raising some of the historical aspects that favored the formulation / structuring of each, as well as its main features. History methods The method of grammar and translation (AGT) came up with the interest in Greek and Latin cultures at the time of rebirth and is still used today. The direct method (AD) is almost as old as the AGT emerged as a reaction to this evidence and its use dates from the early sixteenth century. The method of reading (AL) expanded by secondary schools in the United States in the 1930s and remained until the end of World War II. The method audiolingual (AAL) was a reaction against the Americans themselves AL; emerged during World War II when the U.S. military needed fluent in several foreign languages and not found, the solution was to produce these speakers as quickly as possible . The natural method tries to explain in the classroom by Stephen Krashen's theory, known as Model Model Input or Monitor. The functional method and communicative approach (CA) has emerged in the 70 years and gaining full strength in 80 years, sought, with its focus not be extremist. The biggest concern with the use of language as communication emerged from recent research in the areas of psycholinguistics, sociolinguistics, philosophy of language and information theory. The balance sought is based on the concept of communicative competence, which sees the linguistic reality as something formally possible, feasible, appropriate to the context and doable (ie what can be done). Some characteristics of the methods The Method of Grammar and Translation (AGT) It is always a deductive process, based on the rule for example. Basically, this method consists in teaching a second language first. All necessary information to

construct a sentence, a text to understand or appreciate an author, an explanation is given language; 2. students should master the terminology and thorough understanding of grammatical rules of language with all its exceptions; 3. reading of classical texts is made difficult in the early stages; 4. the translation of the target language to language is a typical exercise; 5. little attention is given to the content of the texts, which are treated as an exercise in parsing; 6. little or no emphasis is given to pronunciation; 7. is not necessary that the teacher can speak the target language. through the student's native language. Key features: 1. classes are taught in the student's native language, with little active use of the target

The Direct Method The fundamental principle of the direct method is that the target language is learned through the target language. With this, the mother tongue should never be used in the classroom. The transmission of meaning takes place through gestures, mime and pictures, without ever resorting to translation into the language. The student must learn to "think in the target language." The emphasis is on oral language, but writing can be introduced already in the first class. The use of situational dialogues and short reading passages are the starting point for oral and written exercises. So it is first used in teaching foreign languages to integrate the four skills: listening, speaking, reading and writing. The student is first exposed to the "facts" of language to later reach its systematization. The exercise should precede the written oral. The technique of repetition is used for automatic learning of the language. The use of dialogues on matters of daily life aims to make a living language used in the classroom. The saying is abolished as an exercise.

Key features: 1. lessons begin with brief anecdotes and dialogues in modern style of conversation; 2. actions and illustrations are used to clarify the meaning of such material; 3. is not allowed to use the mother tongue, which means that the translation into the student's native language is abolished.

The Method of Reading The purpose of this method is to develop the skill of reading. For this, we seek to create maximum conditions that foster reading, both inside and outside the classroom.Since the development of the vocabulary is considered important, it is expand it as quickly as possible. In the first lessons is carefully controlled vocabulary, an average of six new words per page, based on frequency statistics. Predominate written exercises, mainly text-based questionnaires. The grammar is limited to that necessary for reading comprehension, emphasizing the morphological and syntactic constructions more common. The most commonly used exercises for learning the grammar are the transformation of sentences. Occasionally, translation exercises for the mother tongue are used. Key features: 1. grammar is taught only relevant and useful for understanding the reading; 2. minimal attention is given to pronunciation. The only developed is the ability to read and 3. the 5. the understand texts, translation vocabulary to although the oral language the is L1 (mother tongue) is not totally a be prominent expanded banned; place; later. won to

4. the teacher does not need to have good fluency in the target language; strictly controlled

Method Audiolingual This method is based on the following assumptions: a) language is spoken, not written, b) language is a set of habits, c) teach the language, not about language; d) the language is what native speakers say, not what someone else thinks they should say, and) the languages are different.

From this, the student should only be written when exposed to the patterns of spoken English is already well automated, because, for the scholars in this area, writing is a photograph very poorly made speech. On the other hand, the student learns not wrong, because in this design methodology, it is believed that those who err learns from their mistakes. That is to say that a language a student learns by doing, not by grammatical explanations or clarifications. The primary task of the planning of courses is to detect the differences between the first and second language, focusing on the activities there. The Natural Approach This method aims to develop the acquisition (unconscious use of grammar rules) of the language instead of learning (conscious use). Thus, the speech will come naturally, without pressure from the teacher. The basic premise is that the student should get an INPUT almost totally understandable language in order to broaden their understanding of the L2. The Functional Method and Communicative Advocates student-centered learning, not only in content but also the techniques used in the classroom. The teacher fails to exercise its role of authority, to distribute knowledge to assume the role of advisor. The affective aspect is seen as an important variable in the process, and the teacher should show interest in the concerns of students, encouraging them to participate and complying with the suggestions. In this method there is no order of preference in presentation skills (listening, speaking, reading, writing and understanding) or greater restrictions on the use of mother tongue. General skills courses are worked in an integrated manner, but depending on the objectives can be concentrating on one. Whatever the methodological approach chosen by the teacher, it is necessary that the process of teaching and learning of the language provide the student with a purpose, a communicative intention, a need to transmit information, to bond and live in solidarity and harmony with others . For the many variables that affect the teaching can overcome the methodology used, so that what seems to work in a given situation does not work in another and vice versa. Moreover, often gives the methodology of greater importance

than it really has, forgetting both teacher and students in the process of living, are able to construct knowledge together, and may fail to learn but also learn despite the method chosen. So, inspired by the design of teacher education Dante Augusto Galeffi, the solution is always seeking its own methodology and apropriada.Prpria to be the synthesis of the production of learning these subjects and information, and appropriate because it is appropriate to the context, and especially because their authors have seized it consciously.