LANGUAGE TEACHING METHODOLOGY LANGUAGE TEACHING METHODOLOGY -

getting learners to use language

getting learners to analyze a language

Concept of methods Edward Anthony 1963 Approach- it is something that reflects a certain model or research paradigm. Technique- classroom device or activity Method- is a set of procedures more or less compatible with an approach. What is Teaching Method? -teaching method is a way of teaching a language which is based on systematic principles and procedures, i.e, which is an application of views on how a language is taught and learned. SEVEN TEACHING METHODOLOGIES The Grammar Translation Method -The grammar- translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach dead languages such as Latin and Greek, and this may account for its heavy bias towards written work to the virtual exclusion of oral production. The Direct Methods -Only used the target language in class. The learner should be actively involved in using the language in realistic everyday situations. Students are encouraged to think in the target language. First speaking is taught and then only reading and writing. Audio- lingualism -This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading approach. The Situational Language Teaching Communicative Language Teaching Communicative Language Teaching advocates subscribed to a broad set of principles such of these: Learners learn a language through using it to communicate Authentic and meaningful communication should be the goal of classroom activities. Fluency is an important dimension of communication Communication involves the integration of different language skills.

Learning is a process of creative construction and involves trial and error

Humanistic Approaches -Is described in applied linguistics as language teaching respecting the integrity of learners, allowing for personal growth and responsibility, taking psychological and affective factors into account, and representing whole person learning. The roots of humanism in language teaching are various. One central is the discovery-learning movement. Task- based teaching -Task-based teaching has become a subject of keen contemporary interest, and different task-based approaches exist today. One underlying principle holds for all the approaches to place the emphasis firmly on activities or tasks that learners do in class. One thing should be mentioned is that, there are a number of features that will make tasks more or less difficult. So that we can progressively give our learners tasks where there are more and more things to think about and consequently less and less attention available for form. 10 scenarios that are likely to happen to shape the teaching of second languages in the next decades of the new millennium. 1. Teacher- learner collaborates 2. Method synergistic 3. Curriculum development 4. Content- basics, content- based instruction 5. Multi- intellegencia 6. Total Functional Response 7. Strategopedia Learning to learn 8. Lexical Phraseology 9. O-zone whole Language 10. Full- frontal communicativity Focus on form proposals, variously labeled as consciousness- raising, noticing, attending, and enhancing input, are founded on the assumption that students will learn only what they are aware of. The future is always uncertain, and this is no less true in anticipating methodological directions in second language teaching than any other field. Some current predictions assume the carrying on and refinement of current trends; others appear a bit more science- fiction- like in their version. However, the future L2 teaching methodologies, as yet not fully explored, is associated with what might be called a cognitive approach to language learning. Perhaps this cognitive or information- processing approach is where the future lies.