A Conclusion on Language Teaching Methods (LTM)

A Conclusion on Language Teaching Methods (LTM)

1. The Dynamics of Methodological Change

   • The LTM are not equilly distributed around the world
   • Some are more prevalents in some places
   • They began developing in the 1950's in USA
   • Between the 80's and 90's the concern was in leanguage learning (LL) process
     • LL is best when students interact
       • Completing tasks
       • Learning content
       • Resolvin real-life issues
       • Attention is not directed toward the languge itself

2. Similarities Among LTM

   • The methods overlap in meaningful aspects
   • Culture is not clearly fit togehter
     • It seens as a "fifth skill"
   • The goal is teach students to communicate in L2

3. Complementary & Contradictory Differences

   • Complementary Differences
     • Help to construct a more complex view
     • The language learner is not static being
       • Possesses this traits
         • Reasoning
         • Feelings
         • Social skills
         • Political views
     • Facets of the teacher
       • Not only a role model
       • Drill conductor
       • Linguist
       • Counselor
       • Facilitator
       • Technitian
       • Collaborator
       • Learner trainer
       • A defender of the students
   • Contradoctory Differences
     • Some methods are proscribed and other are prescribe
     • The LTM varies from high levels of control to less control
     • The errors range
       • Preveting to happen since the beggining
       • Ignoring them to be corrected later

4. Choosing a Method

   • Becoming a specialist in a method
     • The method evokes in the teachers
       • Their values
       • Their experiences
       • Fundamenta views about teaching
   • Relativism
     • Each method has strengths and weaknesses
     • The LTM are unevenly
     • Are suitable for different teachers and learners in diffent contexts
   • Pluralism
     • There is value to each method
     • Different methods/parts should be practiced in the same context
     • Language is complex, learning is also complex
     • Each group has its own special characteristics
       • Success in teaching requires this recognition
     • Pick & choose from among method to create their own blend

5. The Development of Methodology

   • There isn't a strict sequence of developmental stages in teaching
   • Learning is a lifelong process
   • The teacher must be a constant learner
   • Teaching and students are always changing
   • Teaching is taking action, not only only thinking and holding certain values
   • Move from ideology to inquiry
     • Teachers need
       • To reflect on what they do and why they do it
       • Be open to learn about the practices and researchs of others
       • Interaction with others
       • Try new practices to continually search for better methods
         • Accordinly to who they are
         • In accordance to who their students are
         • Conditions & contexts of teaching

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