LANGUAGE TEACHING METHODOLOGY

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LANGUAGE TEACHING METHODOLOGY

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1 Methodology
1.1 Links theory and practice
1.1.1 Theory: what is the language and as you learn theories of second language acquisition
1.1.1.1 These theories are linked different design features in language teaching
1.1.1.1.1 Among the features are: materials, student performance and teaching, activities, etc.
1.1.1.1.1.1 These characteristics are related to the teaching and learning of language and all this set defines the methodology of language teaching
2 The methodology used depends Apprentice
2.1 Adults or young
2.1.1 Adults: They have different interests differences in the brain limited time to learn different learning environments
2.1.2 Young: improved learning ability better capacity pronunciation They are uninhibited
2.2 Situations that may shape the teaching of second languages:
2.2.1 Teacher / Learner Collaboration: This technique unites students and teachers using technology resources
2.2.2 Synergistics Method: several methods together to improve learning
2.2.3 Curriculum Developmentalism: Several considerations of instruction
2.2.4 Multi Intelligence: proposed activities according to the talent of apprentices, linguistic, logical, spatial, bodily, musical, interpersonal, intrapersonal, naturalist
2.2.5 Communicative Language Teaching greater attention to gender and text types
2.2.6 Strategopedia:"Learning to Learn" cognitive and metacognitive strategies, students apply these strategies in learning tasks
2.2.7 Lexical phraseology; Understanding the use of lexical phrases, language teaching should focus on lexical patterns stored
2.2.8 O-zone Whole Language; how to increase student awareness of how language works through study that incorporates greater commitment to language, including literary studies, writing process, authentic content, and student collaboration.
2.2.9 Full-Frontal Communicativity: approach provide no linguistic aspects of communication: rhythm, speed, tone, intonation
3 Schools of Language Teaching Methodology
3.1 Distinction between method and approach
3.1.1 Methods: To set the techniques and practices of the education system
3.1.1.1 (1950-1980) the methods era where methods were proposed for language teaching
3.1.1.1.1 Situational Language Teaching in UK
3.1.1.1.2 Audio-lingualism, in the United States
3.1.1.1.3 Emerged later, Silent Way Suggestopedia, Community Language Learning, and Total Physical Response
3.1.1.1.3.1 Communicative Language Teaching (CLT)
3.1.1.1.3.1.1 communicative teaching advocates say benefits
3.1.1.1.3.1.1.1 *To communicate is necessary the interaction of different language skills
3.1.1.1.3.1.1.2 * Students learn the language through use to communicate
3.1.1.1.3.1.1.3 * The objective of the activity in class must be real and meaningful communication
3.1.1.1.3.1.1.4 * Fluency is important in communication
3.1.1.1.3.1.1.5 * For the construction of learning is necessary of trial and error
3.1.2 Approaches: they represent the philosophy applied in teaching
3.1.2.1 Nature appoach
3.1.2.2 Cooperative language learning
3.1.2.3 Content-based teaching
3.1.2.4 Task-based learning
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