Summery of the nature of approches and methods 2

Monday 19th, March.

Desing:

Is the level of methd analysis in which we consider:
 -Objectives: Is a product of design not approch, however each methodmay specify                   
                   may different objectives for example, to develop oral skills, grammar,
                   pronunciation and develop specific abilities rather than content.

-Syllabus model: Organization of the linguistic content in a specific course.

-Types of learning.

-Role of learning: Processor, performer, initiator, problem-solver, self-monitor and tutor.

-Role of teaching: Catalyst, consultan, guide and model.


-Role of instructional materials: Specification of the subject matter content, allocation of
time, also the teacher will decide -the goal of materials, the form of materials, relation to
 other sources of input and the abilities of teachers.

Theory of language learning

Monday 19th, March.

Terrel (1977) "Natural approach"

Is based on a learning theory that specifies both processes and conditions
(conditions for learning L1=L2).

Curran (1972)

Counseling-learning: This theory is focuses primarily on the conditions necessary
for successful learning. A crucial factor is the atmosphere of classroom and the close relationship with the students.

Asher (1977).

Total physical response: Asher's learning theory it is based on child's learning is
 based on motor activity, coordinating language with action.

Gattengo (1972, 1976).

Silent way:

Conditions- feel secure about learning. Also the teacher is a monitor about student learning.

The nature of approaches and methds in language teaching.

Wednesday 14th, March.

APROACH:  -Coherence
                      -Methods
                      -Techniques

Theory of language:

Theory of learning: Meaningful learning- learner's experience.

Process-oriented theories build in a learning processes, such as: Habit formation, induction, inferencing, reception, hypothesis testing and generalization.

Condition-oriented theories emphasize: The nature of the human and physical context.

Theories:

Krashen (1981): Monitors models (metacognition).

Acquisition [first language (natural)]

Learning (artificial)

INPUT: Must be comprehensible, also can be challenge, affective and filter.

Teaching English in Chile.

Monday 12th, March.

What is methodology?

Methodology is the strategies and procedures that we use to teach. Also use skills based comunication: Written, speaking, reading and listening.

Teaching English in Chile:

Type of schools:  Private, public and particular subencionado.

Type of problems:

-Low motivation
-Not enough time
-Lack of techniques
-Lack of control
-Cultural context
-Lack of materials/ resources.

For to try to overcome these problems our lessons should be:

-Interactive
-Relevant
-Full of content in L2.