Second and Foreign Language Teaching Methods
This module provides a description of the basic principles
and procedures of the most recognized and commonly used approaches and methods
for teaching a second or foreign language. Each approach or method has an
articulated theoretical orientation and a collection of strategies and learning
activities designed to reach the specified goals and achieve the learning
outcomes of the teaching and learning processes.
Method
|
Focus
|
Characteristics
|
Written literary texts
|
Translate from English into your native language
|
|
Direct
Method (also called Natural Method)
|
Everyday spoken language
|
Student learns by associating meaning directly in English
|
Sentence and sound patterns
|
Listening and speaking drills and pattern practice only in English
|
|
Cognitive
Code Approach
|
Grammar rules
|
English grammar rules deduced and then understood in context
|
The Silent Way
|
Student interaction rather than teacher
|
Teacher is silent to allow student awareness of how English Works
|
-
Suggestopedia
|
Meaningful texts and vocabulary
|
Relaxed atmosphere, with music; encourages subliminal learning of English
|
- Community
Language Learning
|
Student interaction
|
Understanding of English through active student interaction
|
-
Comprehension Approach (Natural Approach, the Learnables, and Total Physical
Response)
|
Listening comprehension
|
English speaking delayed until students are ready; meaning clarified
through actions and visuals
|
Interaction, authentic communication and negotiating meaning
|
Understanding of English through active student interaction; role play,
games, information gaps
|
|
Content-based,
Task-based, and Participatory Approaches
|
What is being communicated, not structure of English
|
Content based on relevance to students’ lives: topics, tasks,
problem-solving
|
Learning
Strategy Training, Cooperative Learning, and Multiple Intelligences
|
How to learn
|
Teach learning strategies, cooperation; activities according to different intelligences
|
It´s important to
indicate that we can't use the same method for everyone and expect excellent
results because each student is different. So we need to personalise how we
teach based on factors such as the student's stage of life, objectives,
motivation and aptitude for languages, their native language, personality or
how much time they've spent learning English.
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