Teaching is not an easy task. It has aspects involve in the teaching process that are not simple to manage. Teaching a Language is not the exception, it is important to take into account the different aspects that are imply in this process.
According to Larsen-Freeman (1986), the language teaching is a science that has as principal purpose to make the teaching/learning process relevant, effective and important for the participants. It is true that, as all sciences, the language teaching has been evolved as new theories and methods do; and there is always a relationship between them. This is the reason why there are no correct or incorrect methods and theories but big branches to improve the teachers work. Here will be presented a brief content with the nine most famous methods and theories to ELT.
· The Grammar-Translation Method: this method was created by H. S. Ollendorf y Karl Plötz. They considered that the foreign language was not for communication, so it can be learn by translation and the knowledge of grammatical rules having as reference L1. As a result, the listening and speaking skills were either practice not develop in the acquisition of the foreign language.
· The Direct Method: created by Maximilian Berlitz, this method promote the use of the foreign language without translation or extensive grammatical explanations (not in a deductive but in an inductive way), and offering the learner a direct expose to the language. This method allow the students to develop their listening and speaking skills, focus their attention in acquire a native like pronunciation.
· Audio-lingual Method: This method was presented by Charles Fries and was developed in the United States during the World War II. According to its creator, teachers should take into account that the target language is learning by habits. This method used the individual repetitions, in chore and the listening activities.
· The Total Physical Response Method: if people is in movement they are learning, this is one of the premises developed by James Asher. His propose for the foreign language teaching is consider a useful tool to basic level students, but it is very complicated when the teacher work whit big advance groups.
· The Silent Way: the name of this method is because the teacher should be quiet as silent as s/he can be the student who constructs his /her own learning. The Silent Way was presented by Gattegno, he considers that the target language is learning by an logical order that is based in the difficulties of the language structures.
· Community Language Learning: this is a holistic approach created by Curran, who presented the language learning as a process which considers the students as a whole and the language as a means of communication.
· The Natural Approach: created by Krashen y Terrel who consider that the target language satisfaction the communicative needs and that these are learning in an specific order. According to those authors, the language learning process is based in five (5) hypothesis proposed by Krashen (acquisition/learning, monitoring, natural order, input and affective filter).
· Suggestopidia: presented by Lozanov, this method considers the language learning process unconscious and it says that the mental state of the learner is an important factor in that process. This method includes the use of music, adequate furniture and other resources that allows the relaxation.
· The Communicative Approach: it was presented by Halliday and Himes. They propose the communication as the main goal of the language acquisition by making use context, as well as the meaning that this context gives to the language. This approach take into account that the language is for communication and in this term they expose the students to realia exercise in order they learn how to use the language in real life context.
According to Larsen-Freeman (1986), the language teaching is a science that has as principal purpose to make the teaching/learning process relevant, effective and important for the participants. It is true that, as all sciences, the language teaching has been evolved as new theories and methods do; and there is always a relationship between them. This is the reason why there are no correct or incorrect methods and theories but big branches to improve the teachers work. Here will be presented a brief content with the nine most famous methods and theories to ELT.
· The Grammar-Translation Method: this method was created by H. S. Ollendorf y Karl Plötz. They considered that the foreign language was not for communication, so it can be learn by translation and the knowledge of grammatical rules having as reference L1. As a result, the listening and speaking skills were either practice not develop in the acquisition of the foreign language.
· The Direct Method: created by Maximilian Berlitz, this method promote the use of the foreign language without translation or extensive grammatical explanations (not in a deductive but in an inductive way), and offering the learner a direct expose to the language. This method allow the students to develop their listening and speaking skills, focus their attention in acquire a native like pronunciation.
· Audio-lingual Method: This method was presented by Charles Fries and was developed in the United States during the World War II. According to its creator, teachers should take into account that the target language is learning by habits. This method used the individual repetitions, in chore and the listening activities.
· The Total Physical Response Method: if people is in movement they are learning, this is one of the premises developed by James Asher. His propose for the foreign language teaching is consider a useful tool to basic level students, but it is very complicated when the teacher work whit big advance groups.
· The Silent Way: the name of this method is because the teacher should be quiet as silent as s/he can be the student who constructs his /her own learning. The Silent Way was presented by Gattegno, he considers that the target language is learning by an logical order that is based in the difficulties of the language structures.
· Community Language Learning: this is a holistic approach created by Curran, who presented the language learning as a process which considers the students as a whole and the language as a means of communication.
· The Natural Approach: created by Krashen y Terrel who consider that the target language satisfaction the communicative needs and that these are learning in an specific order. According to those authors, the language learning process is based in five (5) hypothesis proposed by Krashen (acquisition/learning, monitoring, natural order, input and affective filter).
· Suggestopidia: presented by Lozanov, this method considers the language learning process unconscious and it says that the mental state of the learner is an important factor in that process. This method includes the use of music, adequate furniture and other resources that allows the relaxation.
· The Communicative Approach: it was presented by Halliday and Himes. They propose the communication as the main goal of the language acquisition by making use context, as well as the meaning that this context gives to the language. This approach take into account that the language is for communication and in this term they expose the students to realia exercise in order they learn how to use the language in real life context.
Finally, it is important to know that every approach has its positive and its negative aspects. The best way to develop an appropriate teaching process is taking the best thing of each method and remembering always to give students a communicate goal in all classes. In this way the students can feel after every class they can communicate in the target language.
No hay comentarios:
Publicar un comentario