Jeremy Harmer
Páginas: 8 (1901 palabras)
Publicado: 25 de octubre de 2012
POPULAR MEHODOLOGY
OF JEREMY HARMER
CHAPTER 5
A) APPROACHES, METHODS, PROCEDURES AND TECHNIQUES.
We use that for a daily conversation, but the unconscious way.
The Approach we use to refer to theories about the nature of language and language learning which the sources of the way are things are done. And approach describes how language is used and how its constituent parts interlock;it offers model of language competence.
B) METHOD
Is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful and some model of syllabus organization.
C) PROCEDURE
Is an ordered sequence of techniques. For example, a popular dictationprocedure stars when students are put in small groups; each group then sends one
representative to the front of the class to read the first line of a poem which has been placed on a desk there.
D) TECHNIQUE
A technique rather than a whole procedure.
A) 1 GRAMAR-TRASLATION, DIRECT METHOD AND AUDIOLINGUALISM
Many of the seeds which have grown in to present day methodologywere sown in debates between more and less formal attitudes to language, and crucially the place of the students. Before the nineteenth century many formal language learners were scholars who studied rules of grammar and consulted list of foreign words in a dictionaries. But in the nineteenth century moves were made to bring foreign-language learning into school curriculums. This gave rise tothe grammar-translation method.
Typically, grammar-translation methods did exactly what they said. Students were given explanations of individual points of grammar, and then they were given sentences which exemplified these points.
A number of features of the grammar translation method are worth commenting on.
* In the first place, language was treated at the level of these sentences only, withlittle study, certainly at the early stages, of longer texts.
* Secondly, there was little if any consideration of the spoken language.
* And thirdly, accuracy was considered to be a necessity.
The Direct method of the nineteenth century was the product of a reform movement which was reacting to the restrictions of Grammar-translation. Translation was abandoned in favor of the teachers and thestudents speaking together, relating the grammatical forms they were studying to objects and a picture.
A) 2 PRESENTATION, PRACTICE AND PRODUCTION
A variation on Audiolinguilism is the procedure most often referred to as PPP, which stands for Presentation, Practice and Production. This grew out of structural-situational teaching whose main departure from Audiolingualism was to place thelanguage in clear situational contexts. In this procedure the teacher introduces a situation which contextualizes the language to be taught.
The following elementary level demonstrates the PPP procedure:
* Presentation:
The teacher’s shows the students the following picture and ask them whether the people in it are at works; and after the teacher make some questions about the picture.
*Practice:
The teacher gets the students to repeat the sentence. The professor may then nominate certain students to repeat the sentence individually, and he corrects any mistakes he hears.
* Production:
The production, what some trainers have called “immediate creativity”. Here the students are asked to use the new language in sentences of their own.
A) 3 PPP AND ALTERNATIVES TO PPPMICHEL LEWIS suggested that PPP was inadequate because it reflected neither the nature of language nor the nature of learning, and Jim Scrivener even wrote that it was “fundamentally disabling, not enabling”.
In response to these criticism many people have offered variations on PPP and alternatives to it.
ά In 1982 Keith Johnson suggested the “deep-end strategy” as an alternative, where by...
OF JEREMY HARMER
CHAPTER 5
A) APPROACHES, METHODS, PROCEDURES AND TECHNIQUES.
We use that for a daily conversation, but the unconscious way.
The Approach we use to refer to theories about the nature of language and language learning which the sources of the way are things are done. And approach describes how language is used and how its constituent parts interlock;it offers model of language competence.
B) METHOD
Is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful and some model of syllabus organization.
C) PROCEDURE
Is an ordered sequence of techniques. For example, a popular dictationprocedure stars when students are put in small groups; each group then sends one
representative to the front of the class to read the first line of a poem which has been placed on a desk there.
D) TECHNIQUE
A technique rather than a whole procedure.
A) 1 GRAMAR-TRASLATION, DIRECT METHOD AND AUDIOLINGUALISM
Many of the seeds which have grown in to present day methodologywere sown in debates between more and less formal attitudes to language, and crucially the place of the students. Before the nineteenth century many formal language learners were scholars who studied rules of grammar and consulted list of foreign words in a dictionaries. But in the nineteenth century moves were made to bring foreign-language learning into school curriculums. This gave rise tothe grammar-translation method.
Typically, grammar-translation methods did exactly what they said. Students were given explanations of individual points of grammar, and then they were given sentences which exemplified these points.
A number of features of the grammar translation method are worth commenting on.
* In the first place, language was treated at the level of these sentences only, withlittle study, certainly at the early stages, of longer texts.
* Secondly, there was little if any consideration of the spoken language.
* And thirdly, accuracy was considered to be a necessity.
The Direct method of the nineteenth century was the product of a reform movement which was reacting to the restrictions of Grammar-translation. Translation was abandoned in favor of the teachers and thestudents speaking together, relating the grammatical forms they were studying to objects and a picture.
A) 2 PRESENTATION, PRACTICE AND PRODUCTION
A variation on Audiolinguilism is the procedure most often referred to as PPP, which stands for Presentation, Practice and Production. This grew out of structural-situational teaching whose main departure from Audiolingualism was to place thelanguage in clear situational contexts. In this procedure the teacher introduces a situation which contextualizes the language to be taught.
The following elementary level demonstrates the PPP procedure:
* Presentation:
The teacher’s shows the students the following picture and ask them whether the people in it are at works; and after the teacher make some questions about the picture.
*Practice:
The teacher gets the students to repeat the sentence. The professor may then nominate certain students to repeat the sentence individually, and he corrects any mistakes he hears.
* Production:
The production, what some trainers have called “immediate creativity”. Here the students are asked to use the new language in sentences of their own.
A) 3 PPP AND ALTERNATIVES TO PPPMICHEL LEWIS suggested that PPP was inadequate because it reflected neither the nature of language nor the nature of learning, and Jim Scrivener even wrote that it was “fundamentally disabling, not enabling”.
In response to these criticism many people have offered variations on PPP and alternatives to it.
ά In 1982 Keith Johnson suggested the “deep-end strategy” as an alternative, where by...
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