Resumen methodical history of language teaching

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Methodical History of language teaching
Approach method and technique
Changing winds shifting sands
Grammar translation
Learning is largely by translation to and from the target language.Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability
Series Methods
It is Presented in a controlled context.Five or more related sentences are presented to the learner in a dramatic way with gestures and props. The content and structures are limited only by your imagination! Language is acquired: first bylistening, then speaking, and finally reading and writing.
Direct Method
In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her mothertongue. Grammar rules are avoided and there is emphasis on good pronunciation.
Audio bilingual
The theory behind this method is that learning a language means acquiring habits. There is muchpractice of dialogues of every situation. New language is first heard and extensively drilled before being seen in its written form.
Cognitive code learning
CCL rejected behaviorism and put an emphasis onthe learning of rules through meaningful practice and creativity. The cognitive code learning is sometimes considered the modern version of the grammar-translation method.
Teachers become morecomfortable about showing rules, presenting grammar and allowing students to work out rules in class
This approach considers the conscious study of language rules as a central to the foreign language.Meaningful practice: Learners understands the rules involved in practice.
The structural approach
This method sees language as a complex of grammatical rules which are to be learned one at a time ina set order. So for example the verb "to be" is introduced and practiced before the present continuous tense which uses "to be" as an auxiliary.

Designer methods
-Community language
In this...
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