Language teaching

Language teaching

1. METHOD

   • Definition
     • It is a specified set of theoretical principles and specified set of classroom procedures
       • Conceptualized and constructed by experts
   • Examples
     • Communicative method, Audiolingual method, Direct method, Natural Approach
   • Characteristics
     • LANGUAGE-CENTERED METHOD
       • Grammatical structures
       • LIMITATIONS
         • Linear process (LANGUAGE-CENTERED METHOD)
         • Teachers are obliged to follow the classroom procedures already designed.
         • Teachers can not visualize all the variables in advance in order to provide specific suggestions.
     • LEARNER-CENTERED METHOD
       • - Meaning-focused activities. - Classic communicative approach.
     • LEARNING-CENTERED METHOD
       • - Learning processes (projects). - Non-linear process.

2. POST-METHOD

   • Definition
     • An alternative to methods shaped by the teacher, fundamented on a set of theories and based on different variable issues.
   • Attributes
     • To construct personal theories of practice
     • Teacher autonomy
     • Pragmatism
   • Pedagogy Parameters
     • PARTICULARITY
       • Language pedagogy must have sensitivity to a particular group of teachers, learners, set of goals, institutional context, sociocultural enviroment.
         • - There can not be an established method. - A continual cycle of observation, reflection, and action is a prerequisite for the development of context-sensitive pedagogic theory and practice
     • PRACTICALLITY
       • - Relationship between theory and practice. - A teacher-generated theory of practice.
         • - It requires that teachers view pedagogy not merely as a mechanism for maximizing learning opportunities in the classroom but also as a means for un
     • POSSIBILITY
       • Give de learners the oportunity of express their needs, the professor must adjust the learning process to their neccesities
         • LIMITATIONS
           • The teachers adapt their own theories based on a method already developed by researchers in the field

3. MACROSTRATEGIC FRAMEWORK

   • They are defined as guiding principles derived from historical, theoretical, empirical, and experiential insights related to L2 learning and teaching

4. CONCLUSIONS

   • 1. Based on the postmethod parameters, teachers should be able to develop their own way to give a class basing their strategies on the students’ needs so that they can create a better quality of education for the learners.
   • 2. The traditional concept of method has been a basis for the development of the post-method; nowadays technology, sociocultural context, economy and other variables are factors that teachers have to take in to account to perform an interesting, practical, affective in order to complete the learning process.