Group 1 Language Teaching Methodology

Topics: Linguistics, Language acquisition Pages: 23 (5973 words) Published: August 19, 2015

Alex Barbosa Jorge
Amizana Maria Amade Salimo
Egidio Mário Vasco Faera
Joaquim Fernando Marques Mavuque
Jossias Guenzi
Noreste Jairosse Chinhanga
Ofélia Hesioda Sande
Tomé Manejo Mero

An Introduction to Language Teaching Methodology and Activities

Universidade Pedagógica
Chimoio
2015

Alex Barbosa Jorge
Amizana Maria Amade Salimo
Egidio Mário Vasco Faera
Joaquim Fernando Marques Mavuque
Jossias Guenzi
Noreste Jairosse Chinhanga
Ofélia Hesioda Sande
Tomé Manejo Mero

An introduction to Language Teaching Methodology and Activities

Universidade Pedagógica
Chimoio
2015
Table of Contents
1.Introduction4
2.Language Teaching Methodology and Activities5
2.1.Activities6
3.Theories of the nature of language and the nature of language learning7 4.Approach, design and procedure9
4.1.Grammar-translation method9
4.1.1.Principles and techniques10
4.1.2.Typical Techniques10
4.1.3.Principles11
4.2.The Direct Method – Principles and Techniques12
4.2.1.The principles of the method:12
4.2.2.The Techniques of the Method13
4.2.3.Activities characteristic of the method:14
4.3.The Natural Approach - Krashen and Terrell14
4.3.1.Theory of Language Learning associated with the Natural approach15 4.3.1.1.The Acquisition-Learning Hypothesis15
4.3.1.2.The Natural Order Hypothesis15
4.3.1.3.The Input Hypothesis15
4.3.1.4.The Monitor Hypothesis16
4.3.1.5.Preproduction16
4.3.1.6.Early Production17
4.3.1.7.Speech Emergence17
4.3.1.8.Intermediate Fluency17
4.4.The Audio-Lingual Method17
4.4.1.The principles of the method are:18
4.4.2.Variety of drills as part of activities which characterize this method:18 4.4.3.The behaviourism in the audio lingual method19
5.Conclusion21
References22

1. Introduction
The linguistic theory has changed the long, traditional way of studying language. The nature of knowledge, which is closely tied to human knowledge in general, makes it a logical step to generalise the theory to the study of the relation between language and the world-in particular, the study of truth and reference. In today’s world, the ability to speak foreign languages is necessary for all of us and it is English that has become the most spoken and written language worldwide with some “380 million native speakers. For everybody, it is not only important to choose a language that corresponds to the individual needs but also to choose an institution where to study that particular language. Having found the right school, it is now its task to pick methods and approaches that are believed to be the best and required to be applied by the teachers in their teaching. There are several methods and approaches in foreign language teaching. Some of them are more widely spread and put in practice than the others. The main characteristics of methods and approaches in foreign language teaching, together with their positive and negative aspects etc. were presented to us – as to the future teachers in this ELT research work.

2. Language Teaching Methodology and Activities
Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. In the intervening years, the communicative approach has been adapted to the...

References: CHOMSKY, N., Knowledge of Language, Praeger, 1986.
DANTO, "Semantical Vehicles, Understanding, and Innate Ideas", Language and Philosophy, New York University Press,1969.
GOLDMAN, A.I., "Innate Knowledge", Innate Ideas, University California Press, 1966.
GOODMAN, N., "The Emperor 's New Ideas", Language and Philosophy, New York University Press,1969.
KRASHEN, S. 1981.Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
KRASHEN, S. AND T. TERRELL (1983): The Natural Approach. Oxford: Pergamon.
HARMER, J. (1983): The Practice of English Language Teaching. London, New York: Longman.
LARSEN, D. – FREEMAN (1986): Techniques and Principles in Language Teaching. Oxford: OUP.
RICHARDS, J.C. & T.S. RODGERS (1987). The Natural Approach. En Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
THIRUMALAI M.S. “Language in India: Strength for Today and Bright Hope for Tomorrow”, in http://www/ languageindia.com/april2002/tesol/book.html.
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