[Hans Heinrich Stern] Fundamental concepts of lang(Book Fi org) (2024)

2 The nature of approaches and methods in language teaching

Orlando Acevedo

We saw in the preceding chapter that the changing rationale for foreign language study and the classroom techniques and procedures used to teach languages have reflected responses to a variety of historical issues and circ*mstances. Tradition was for many years the guiding principle. The Grammar-Translation Method reflected a time-honored and scholarly view of language and language study. At times, the practical realities of the classroom determined both goals and procedures, as with the determination of reading as the goal in American schools and colleges in the late 1920s. At other times, theories derived from linguistics, psychology , or a mixture of both were used to develop a both philosophical and practical basis for language teaching, as with the various reformist proposals of the nineteenth century. As the study of teaching methods and procedures in language teaching assumed a more central role within applied linguistics from the 1940s on, various attempts have been made to conceptualize the nature of methods and to explore more systematically the relationship between theory and practice within a method. In this chapter we will clarify the relationship between approach and method and present a model for the description, analysis, and comparison of methods.

A Brief History of Language Teaching

Maritza Granda

ALSAYED MAHMOUD

Languages Department M01ENL Theories and Methods of Language Learning and Teaching (CW1

2019 •

ibn eljazwi

To teach grammar or not. To focus on form, meaning or combine them together. To immerse learners in the environment of the target language in order to acquire it, or they should learn first and then communicate to acquire other language components. And so on.According to (DeKeyser 1997, Ellis 1997, MacWinning 2004, Rutherford and Sharwood 1988), there is a non-stop research and arguments amongst scholars of(FL) on a variety of differences between language acquisition and learning, knowledge should be presented explicitly or implicitly, focus on form or meaning and the function of skills and knowledge. All these and many others are controversial issues in the field of language teaching and learning that have been under research for decades and perhaps some for centuries. These issues have undergone and still under research by large number of pedagogical experts.Those scholars have been trailing and searching these issues for such a long time in order to support methodologists and teachers with ideal theoretical background beyond different methods of teaching. They have also been trying to find models and approaches that are effective for the teaching of (FL). To find such practical effective approaches of teaching, theoreticians; in addition to the psychological and linguistic features, need to account for personal, contextual and environmental factors affecting the learning of FL. With regard to what has been mentioned previously about the factors, that need to be considered when choosing or inventing a suitable teaching approach, specifically the environmental and internal ones, this essay focuses on some of the concepts of the cognitive linguistics (Johnson, 2008:98). The essay discusses whether teaching should be form-orientated, meaning-orientated or both of them combined with reference to an article by Montgomery and Eisnestien (1985) discussed in Johnson (2008:107). The discussion is heldwith regard to the cognitive linguistics by (Skehan, 1998, Johnson, 1996, and McLaughlin, 1987). Johnson (2008:98) suggests that cognitive linguistics sees language and its learning linked to psychological or cognitive operations. The approaches of form-orientated and focus-orientated can be discussed under the concepts of declarative and procedural knowledge. They are also affected by other concepts like automaisation, and the negligence of any of these concepts could lead to fossilisation. All these concepts are discussed later in some detail with linkage to different teaching methods andthen their teaching implications will be illustrated at some point at the end of the paper.

Iranian Journal of Language Teaching Research

Key Issues in Language Teaching, Jack C. Richards. Cambridge University Press, Cambridge (2015). xxii+ 826 pp., ISBN: 978-1-107-45610-5 (pbk)

2016 •

Farah Ghaderi

Journal for Language Teaching

[2002] Our ways of learning language

2002 •

Albert Weideman, Biki Lepota

For the last decade or longer, applied linguists have paid increasing attention to learners' strategies and styles of learning (Wenden & Rubin 1987; Oxford 1990, Chamot & O'Malley 1990; Cohen 1998). There is an historical reason for this interest, which is discussed in the final part of this paper. The concern that teachers have with learners' beliefs may, however, also be based on at least four immediate, practical reasons. The various configurations of learners' beliefs and teachers' beliefs yield at least three conditions or states that intimately concern language teachers. This paper presents a pilot study of how an adaptation of an instrument designed earlier to identify learners' beliefs about language learning was applied in the context of our own institution. Its results are discussed within the contours of five categories: learners' motivations for learning language; their ideas about language learning aptitude; their opinions of the difficulty of learning English; their second language learning and communication strategies; and, finally, their views on the nature of language learning. The results not only show a remarkable congruence with those of the earlier study, but also that learners' preconceived ideas about language learning may in fact impede their development. How these sometimes erroneous beliefs can best be challenged and changed is finally considered.

Review of M. Bigelow and J. Ennser-Kananen (Eds.), \u3cem\u3eThe Routledge Handbook of Educational Linguistics\u3c/em\u3e

2015 •

Nancy Hornberger

Teaching and Learning in the Language

dafina begaj

Language learning and language teaching

International Res Jour Managt Socio Human

In a language teaching operation, once the political and economic decision have been made those concerned with whether to teach languages, which languages to teach them there remain two general questions. What to teach and how to teach it. One of the best known expression of the point of view that of Chomsky: " I am Frankly, rather skeptical about the significance, for the teaching of languages of such insights and understanding as have gain attained linguistics and psychology.... It is difficult to believe that either linguistics or psychology has achieved a level of theoretical understanding that might enable it to support a " technology of language teaching. " (Chomsky, N. 1986). If we read this statement with care we shall see that Chomsky is not saying that linguistics can " t be relevant, only that he doesn " t see the relevance of what linguistics so far has been able to discover. He continues: " Teachers, in particular, have a responsibility to make sure (the linguistics) ideas and proposals are evaluated on their merits and it passively accepted on grounds of authority, real or presumed. The field of language teaching is no exception. It is possible even-likely that principles of psychology and linguistics, and research in three disciplines, may supply useful insights to be language teacher. But this must be demonstrated and can " t be presumed. It is the language teacher himself who must validate or repute any specific proposal " (ibid) The relevance of theoretical linguistics to language teaching is indirect and not the task of theoretical linguistics to say what relevance it may have. This is the field of applied linguistics. Describing language, or part of language, is, however, part of the process of developing linguistic theory itself. The linguist must test validate his predictions about the nature of language by applying it to a wide range of data drawn from different sources. There is, thus, feed back to theory in the activity of making linguistic description. Thus, linguistic theory must be applied to the data of that language as well. Describing language or parts of language, is, however, part of the process of developing linguistic theory itself. The linguist must test or validate his predictions about the nature of language by applying it to a wide range of data drawn from different sources. There is, thus, feed back to theory in the activity of making linguistic descriptions. There are however, linguists who would wish to make a distinction between the making of descriptions for purposes other than for thinking our knowledge of language. Haliday explains: " The use of linguistic theory to describe language is not itself counted as an application of linguistics. If a language, or a text, is described

A Short Communication: On the Jargons of Language Pedagogy

IOSR Journals

Teachers of English participate in discussions which always pertain to the situation specific behaviours of teachers or that of students in English as second language classrooms; as the discussions centre around language teaching and the myths associated with it one easily gets confused with the innumerable jargons of language pedagogy. The teachers explore their teaching beliefs in the classrooms and many a time wonder under what category their classroom practices come. Likewise, discussions, on the nature of approaches, theory, methods, and techniques would invariably confuse the novice teachers and researchers. For the benefit of the teacher and researcher fraternity, the present paper submits the knowledge gathered from different sources.

A Handbook of Language Teaching Methodol - Alexander

Sarah Wulandari