METHODS AND APPROACHES

METHODS AND APPROACHES

1. 16. CONTENT BASED INSTRUCTION

   • Activities: Debates and discussions, work in different matters.
   • Materials' role: Provide students knowledge about the use of the foreign language on different disciplines
   • Learner role: autonomous, they empower of their own learning
   • Aims and objectives: Use the language as a medium to learn about different subjects.
   • Theory of learning:Students should be involved in relevant content
   • Theory of language: Language language as a medium to convey relevant and meaningful content.
   • Teacher role: They should about different disciplines to teach the language

2. 9. COMMUNITY LANGUAGE LEARNING METHOD

   • Teacher role: he/she is a counselor. Teacher provides a safe environment in which students can learn and grow
   • Theory of learning: Language is not just a system for communication, it is vital to consider people's culture, education, etc.
   • Activities: Group work, free conversation, and interaction.
   • Aims and objectives: like in a community the teacher transfer his or her knowledge and proficiency to his/her students.
   • Theory of language: Learning is a social process that involves the whole person.
   • Materials' role: Materials are developed according to students' needs and their context
   • Learner role: Learners are members of a community, so it is important to work together and share experiences.
   • Classroom environment: It is a safe environment, like a family.

3. 2. THE GRAMMAR TRANSLATION METHOD

   • Aims and objectives: Provide students a deeper understanding of grammar and promote reading and writing rather than listening and speaking in the foreign language
   • Learner role: He/she is a consumer of knowledge, is a passive receptor, who reproduce information
   • Teacher role: He is the owner of knowledge, he decides what content to teach.
   • Activities: translation on longer texts, and sentences, and reading and some writing exercises
   • Materials' role: Textbooks provide explanations and isolated examples of grammar rules
   • Theory of language: language consists of structures and abstract rules.
   • Theory of learning: Learning as a cognitive faculty that allow students to memorize grammatical rules.
   • Classroom environment:

4. 3. THE DIRECT METHOD

   • Theory of languge: Language is a system that involve codes and comands.
   • Materials' role: Pictures, objects, and demonstrations.
   • Teacher role: Teacher takes the control, He should correct pronunciation and grammar mistakes fast.
   • Learner role: Learners should participate in the classroom and try to interact most of the time.
   • Activities: Listening comprehension exercises, speech, Question and answers, etc.
   • Aims and objectives: Encourage oral interaction and spontaneous use of language
   • Theory of learning: Children learn a foreign language in a natural as they learn their mother tongue
   • Classroom environment: it is a classroom where students and the teacher interact a lot

5. 18. LEARNER-CENTERED INSTRUCTION

   • Theory of language: Language as a social construction.
   • Learner role: He/she is creative and innovative
   • Materials' role: Marials that take into account learners' needs styles and goals.
   • Theory of learning. Learning involves learners need, styles, etc.
   • Activities: group work and strategy training
   • Teacher role:Give students a sense of ownership of their learning.
   • Aims and objectives: Give students control and responsibility over the language learning process.
   • Classroom environment: It is a space where student have certain control of the classroom

6. 8. SUGGESTOPEDIA

   • Learner role: He/she is a passive learner, who waits that music and L2 works on his/her
   • Activities: Listening exercises under deep relaxation, questions and answers, reading aloud and role play.
   • Theory of language: Language as a cognitive ability. IT emphasizes the listening skill
   • Aims and objectives: Get students with high listening and speaking skills.
   • Teacher role: to create a good environment, choose appropriate material, so he handle the situation at all
   • Theory of learning: Music has the power to stimulate the human mind, thus learning occurs faster.
   • Materials' role: Consist of posters, Baroque music, and texts for reading aloud
   • Classroom environment: It is a comfortable space, that offers relaxation

7. 10. THE NATURAL APPROACH

   • Aims and objectives: Stimulate in students the use of the basic personal communicative skills in real life situations.
   • Learner role: He plays an active role, he should try to use language for meaningful communication.
   • Activities: work in groups, discussions guided by the teacher, ask and answer questions, etc.
   • Theory of learning: in the learning of L2 there are two ways to develop it.. the first is acquisition (unconscious and natural process) and the second is learning(conscious process)
   • Theory of language: Language as a serious of stages and it is about meaning and vocabulary while grammar will be acquired through the process
   • Materials' role: materials come from everyday life, it means, they are meaningful for students, therefore, they promote comprehension and communication
   • Teacher role: his primary role is to provide comprehensible input, besides, he should spread positive affective factors around the classroom
   • Classroom environment: It is a supportive environment, it demands low anxiety and positive affection in the classroom.

8. 12. THE ECLECTIC APPROACH

   • Activities: work in teams, oral presentations, written and reading activities and so on.
   • Learning theory: learning involves a set of basic principles of learning and teaching that are in interaction with the classroom practice
   • Theory of language: Language as an ability to construct meaning and social relations.
   • Aims and objectives: Teach the language according to a number of experience regarding the context,the students, etc
   • Learner role: Learners could be play different roles, like receptors, but in others situations could be more active and autonomous.
   • Teacher role: teachers are facilitators, they also transfer their knowledge.
   • Materials' role: provide students strategies and activities to facilitate the learning process.

9. 5. TOTAL PHYSICAL RESPONSE

   • Theory of language: Language is a system of stuctures. and as a code (oral, facial and body expresions)
   • Learning theory: learning L2 AND L1 is the same, so comprehension is before production.
   • Teacher role: He/she is active and play a central role in the process, and give instructions through actions
   • Materials' role: there is no text, at the beginning, voice, action and gestures are sufficient, later, slides, items, etc, could be used.
   • Aims and objectives: Transmit meaning by actions and teach oral proficiency to students.
   • Learner role: they are passive, they are listeners and performers.
   • Activities: Imperative drills to get physical actions from students.
   • Classroom environment: It should be a wide space, that allow the teacher and their students to move, act and express freely

10. 7. THE SILENT WAY

    • Materials' role: Physical objects are introduced (colored rod, new items, vocabulary charts, to give students an idea of its meaning.
    • Teacher role. Teachers must remain in silent most of the time. They just introduce and idea or topic and then they allow students to continue alone.
    • Learner role: learners are autonomous, independent, therefore they are responsible for their own learning and for their personal growth
    • Activities: students normally responses to commands, questions and visual cues, in order to shape their speaking and without grammatical explanations.
    • Theory of learning: second language learning is an intellectual, cognitive process. It is important a self silent reflection, before to produce.
    • Theory of language: Language as an cognitive ability.
    • Aims and objectives: Get native fluency, correct pronunciation, handle grammar in context and learner learns how to learn a language (autonomy)

11. 13.COOPERATIVE AND COLLABORATIVE LEARNING

    • Teacher role: Provides assistance and guidance to their students.
    • Learner role: Active learner, who constructs knowledge with his peers.
    • Aims and objectives: Work in groups and support each other
    • Materials' role: Provide students opportunities to share and support each other
    • Activities: pair and group work.
    • Learning theory: Students learn from each other, so learning is a social process.
    • Theory of language: Language as a tool for interaction
    • Classroom environment: It is a supportive environment, everybody interact and share with the other in order to help each other

12. 17. TASK BASED INSTRUCTION

    • Theory of language: Language as serious of tasks that require all learner abilities.
    • Theory of learning: the learning process is a set of communicative tasks that improve learning.
    • Activities: Real world activities, problems to solve, drills.
    • Materials' role: provide students real language experiences
    • Teacher role: Modeling, design effective tasks
    • Aims and objectives: Engage learners in different task that involve real contexts
    • Learner role: learners play an active role.

13. 11. THE COMMUNICATIVE APPROACH

    • Activities: Debates, team work and all tasks that involve sharing and interaction.
    • learning theory: Learning involves real communication, so it occurs better when learners are exposed to meaningful tasks.
    • Theory of language: Language is socially construct, so it requires interaction and meaningful communication with the other.
    • Aims and objectives: Promote the communicative competence, and the effective use of language functions rather than grammar rules.
    • Learner role: Learner as negotiator and interactor, who receive but also produce knowledge.
    • Teacher role: Teacher is a facilitator of the communication, he provides meaningful situation and tasks, besides he is a counselor and a model.
    • Materials' role: material is authentic, it promotes communicative language.
    • Classroom environment: it is a place that demands lot of interaction

14. 1. THE LITERARY METHOD

    • Aims and objectives: Apply the grammar rules for translation and reading and writing exercises
    • Activities: Translating sentences, texts, and memorization
    • Learner role: He/she is a recipient, who memorize many grammar structures to apply them as their were taught
    • Teacher role: he/she provide student all the knowledge about the language and he has to correct students errors immediately.
    • Materials' role: Provide texts to translate and for reading exercises. And explanation of grammar use.
    • Theory of language: Language as system, it is a set of grammar structures
    • Theory of learning: Learning involves to memorize and master grammar structures. vocabulary, etc.
    • Classroom environment: All in the classroom is under the control of the teacher.

15. 15. WHOLE LANGUAGE EDUCATION

    • Activities: Debates, discussion.
    • Theory of language: Learning involves to construct meaning and to construct reality:
    • Learning theory: language is perceived in a holistic perspective (all language skills are integrated)
    • Materials' role: Provide students real material, to discuss about it
    • Teacher role: Present their students the language as a whole and teach them how to integrate all skills and to empower their learners to themselves from social forces.
    • Learner role: Is active learner and also is critical.
    • Aims and objectives: Build meaningful connections between everyday learning and school learning
    • Classroom environment: It is a reflective environment, where learners reflect about language and society.

16. 14. INTERACTIVE LEARNING

    • Theory of learning: (Interaction Hypothesis) Significant input and output develop and improve learners communicative abilities.
    • Theory of language: Language is a social construction, it means "give and take"
    • Aims and objectives: Create opportunities for genuine interaction in the classroom.
    • Activities: Pair and group work and production of oral and written tasks for real audiences.
    • Materials' role: Provide students authentic material to prepare them for real communication
    • Teacher role: his/her role is like a mediator and a model who provides learning and communication opportunities and
    • Learner role: Students play an active role

17. 4. THE AUDIO LINGUAL METHOD

    • Learning theory: learn habits by practicing, it implies repetition. Introduce oral language before written.
    • Learner role: they are passive, they are trained and directed by the teacher to produce correct responses.
    • Teacher role: He is active and a central agent who provides a model.
    • Materials' role: Tapes and visuals in order to provide a model of speaking and enhance students listening
    • Activities:Repetition and memorization, and dialogues and drills.
    • Theory of language: Language is a set of establish rules.
    • Aims and objectives: Control of sound structures and forms. one of his goals is native- speaker mastery

18. 6.NOTIONAL FUNCTIONAL APPROACH

    • Materials' role: Textbooks provide useful expression for students
    • Activities: pair and group work, and role play.
    • Theory of learning: learning a language involves several functions used in culture encounters.
    • Theory of language: Language is a st of of functions.
    • Teacher role: Give students tools for interaction
    • Aims and objectives: Promote English proficiency through the use of functions of language
    • Learner role: learners are able to express their ideas feelings etc using functions of language.

19. JHON ALEXANDER ESTRADA H