METHOD

APPROACH

DESIGN

PROCEDURE

APPROACH

THEORY OF LANGUAGE

THEORY OF LANGUAGE LEARNING

STRUCTURAL VIEW

PSYCHOLINGUISTIC & COGNITIVE PROCESSES

FUNCTIONAL VIEW

CONDITIONS

INTERACTIONAL VIEW

METHOD. 1. APPROACH
It refers to theories about the nature of language and language learning that serves as a source of practices and principles in language teaching.

METHOD: 1. APPROACH
1.1 THEORY OF LANGUAGE a. THE STRUCTURAL VIEW It is a system of structurally related elements for the coding of meaning. Phonological units (phonemes) Grammatical units (clauses, phrases, sentences) Grammatical operations (adding, shifting, joining, transforming elements) Lexical items (function words and structure words Methods: Audiolingual / T.P.R/ Grammar Translation

METHOD: 1. APPROACH
b. THE FUNCTIONAL VIEW It sees the language as a vehicle for the expression of functional meaning. It emphasizes the semantic and communicative dimension rather than merely the grammatical characteristics of language. It leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar. Methods: Wilkinss Notional Syllabuses (elements of grammar and lexis + topics, notions, concepts the learner needs to communicate about) / E.S.P. (learners needs)

METHOD: 1. APPROACH
c. THE INTERACTIONAL VIEW It sees the language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. Language: a tool for the creation and maintenance of social relations. It includes: Interaction analysis, conversation analysis and ethno methodology It focus on: patterns of moves, acts, negotiation and interaction found in conversations.

1.2 THEORY OF LANGUAGE LEARNING What are the psycholinguistic and cognitive processes involved in language learning? Process- oriented theories build on learning processes: habit formation, induction, inferencing, hypothesis testing, generalization What are the conditions needed to be met in order for these learning processes to be activated? condition- oriented theories emphasize the nature of human and physical context in which language learning takes place Methods: The N. A.: Process: (Acquisition/ learning + monitor) Conditions: (Input + A.F) T.P.R

METHOD: 1. APPROACH

DESIGN

OBJECTIVES

SYLLABUS

TEACHER

LEARNER

MATERIALS

2. DESIGN
It is what links theory (approach) with practice (procedure). a. Objectives b. Content choice and organization: the syllabus c. Types of learning and teaching activities d. Learner roles e. Teacher roles f. The role of instuctional materials

2. DESIGN
a. Objectives The general and specific objectives that a method sets out to achieve. They depend on the emphasis they do on the development of the skills They can be process- oriented (learning behaviors) or product-oriented (linguistically oriented)

2. DESIGN
b. Content choice and organization: the syllabus It refers to the form in which linguistic content is specified in a course or a method. Selection of language items Decisions about what to talk about (subject matter (ESP)) and how to talk about it (linguistic matter (SLT and Audiolingual))

2. DESIGN
c. Types of learning and teaching activities It refers to the different kinds of activities to be employed in the classroom according to the method.

2. DESIGN
d. Learner role: It has to be with the way learners are regarded according to their contribution to the learning process Types of activities learners carry out Degree of control over the content of learning The patterns of learning grouping The degree they influence the learning of others The view of learner as a processor, performer, initiator, problem solver

2. DESIGN
e. Teacher roles: It refers to the status and function of the teacher The type of functions. Control on how learning takes place Determine the content Develop the interactional patterns between teachers and learners Teacher and learner roles define the type of interaction characteristic of classrooms in which a particular method is being used

2. DESIGN
f. The role of instructional materials. It deals with the function, form and relations of materials.

3. PROCEDURE
The techniques, practices, and behaviors that operate in teaching a language according to a particular method (resources: time, space, equipment, strategies...)