MINI CLASS

This activity is made with the purpose of teaching children from 2nd grade of elementary school vocabulary that they will use in daily life.

QUESTIONNAIRE UNIT 2. The Nature of Approaches and Methods in LT

U.A.B.C. Facultad de Idiomas                                                                             Current Trends in LT

NAME: Abril Narváez Hernández                                    DATE: February 25th, 2015

UNIT 2. The Nature of Approaches and Methods in LT. 

Instructions: Read chapter 2 from Richards, J. and T. Rodgers.(2001) Approaches and Methods in Language Teaching (2nd ed.). Cambridge. UK: CUP and answer the following:

Explain the difference between Anthony’s and Richards & Rodgers views.

-According to Anthony´s model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; the technique is the level at which classroom procedures are described. Anthony´s model serves as a useful way of distinguishing between different degrees of abstraction and specificity found in different language teaching proposals. 

-Richards & Rodgers made  a clarification using Anthony’s model particularly in method and technique. They used the same classification but add more elements on the each subject and were more specific setting that objectives, syllabus, the types of learning, the role of the teachers, the role of learners and the instructional materias must be specified in the design level. In the procedure level, they said that the classroom techniques, practices, and behaviors as well should be specified. 

Define Theory of Language and Theory of Language Learning.

Theory of language: Is a theoretical framework that motive a particular teaching method and it is organized by 3 views:

-  Structural view: the view that language is a system of structurally related elements for the coding of meaning.

Functional view: the view that language is the vehicle for the expression of functional meaning. This theory emphasizes the semantic and communicative dimension rather than merely the grammatical characteristics of language, and leads to a specification and organization of language teaching content by categories of meaning and function rather than by element of structure and grammar.

Interactional view: it sees language as a vehicle for the realization of impersonal relations and for the performance of social transactions between individuals. Language is seen as a tool for the creation and maintenance of social relations.

Theory of language learning: Refers to the formal study of language rules and is a conscious process. According to Krashen, learning is available only as a monitor who is the repository of conscious grammatical knowledge about a language that is learned through formal instruction.

What are objectives? Explain the two kinds.

The objectives determine what a method sets out to achieve.

Process-oriented: Summary  (e.g. oral skills)

Product-oriented: Formative, gives a grade (e.g. grammar pronunciation)

Define Syllabus.

Is used to refer to the form in which linguistic content, chooses and organization is specified in a course or method.

Explain subject-matter and linguistic-matter.

Subject matter in straightforward terms is making decisions about what to talk about and linguistic matter is how to talk about it. 

What shapes the syllabus?

Content issues involve the principles of selection that ultimately shape the syllabus adopted in a course as well as the instructional materials that are used, together with the principles of gradation the method adopts.

Explain three examples.

- In grammar-based courses matters of sequencing and gradation are generally determined  according to the difficulty of items or their frequency.

- In communicative or functionally oriented courses sequencing may be according to the learners’ communicative needs.

- According to the age of the student.

-Audiolingualism method.

-ESP course (tourism lexicon or business lexicon)

With respect to learner roles what does a method reflect?

The objectives of a method are attained through the instructional process, through the organized and directed interaction of teachers, learners and materials in the classroom. Because of the different assumptions they make about learning processes, syllabuses and learning activities, methods also attribute different roles and functions to learners, teachers, and instructional materials within the instructional process.

Where can you see learners’ contribution to the learning process

This is seen in the types of activities learners carry out, the degree of control learners have over the content of learning, the patterns of learner groupings adopted, the degree to which learners influence the learning of others, ant the view of the learner as processor, performer, initiator and problem solver when they are interacting in classroom.

According to Curran (1976), how is the developmental process divided?

He divides the developmental process into five stages, extending from total dependency on the teacher on stage 1 to total independence in stage 5. These learner stages Curran sees as parallel to the growth of a child from embryo to independent adulthood, passing through childhood and adolescence. 

What are Johnson and Paulston learner roles in an individualized approach?

Johnson and Paulston spell out learner roles in an individual approach to language learning in the following terms: a) Learners plan their own learning program and this ultimately assume responsibility for what they do in the classroom, b) Learners monitor and evaluate their own progress, c) Learners are members of a group and learn by interacting with others, d) Learners tutor other learners, e) Learners learn from the teacher,  from other students, and from other teaching sources. 

Explain the teacher roles in methods.

Teachers roles in methods are related to the following issues: a) The types of functions teachers are expected to fulfill, whether that practice director, counselor, or model, for example, b) the degree of control the teacher has over how learning takes place, c) the degree to which the teacher is responsible for determining the content of what is taught, and d) the interactional patterns that develop between teachers and learners. 

What does the role of the teacher need to reflect ultimately?

The role of the teacher will ultimately reflect both the objectives of the method and the learning theory on which the method is predicated, since the success of a method may depend on the degree to which the teacher can provide the content or create the conditions for successful language learning 

What do instructional materials define?

The instructional materials in their turn further specify subject matter content, even where no syllabus exists, and define or suggest the intensity of coverage for syllabus items, allocating the amount of time, attention, and detail particular syllabus items or task require.

What does the role of instructional material reflect?

Reflect decisions concerning the primary goal of materials to present content, to practice content, to facilitate communication between learners, or to enable learners to practice content without the teachers help. The form of materials, textbook, audiovisuals, computer software, the relation of materials to other sources to input, whether they serve as the major source of input or only as a minor component of it, and the abilities of teachers, their competence ir the language or degree of training and experience.  

Make a mind-map about Richards & Rodgers model for analyzing methods/approaches.