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Category Archives: UNIT 15

Unit 15: Approaches to language teaching!

Hi buddies!

During this unit we learned what an approach to language refers to.

There are two meanings for it:

1.It may refer to our view of language and our view of how language learning takes place.

2.Approaches also refer to the ways or methods of teaching that we use in the classroom and that are based on these views.

During this unit we had as homework, to work on a Matrix on which we had the opportunity to identify the differences among all of these approaches techniques. So, I wanted to add my own Matrix on this page, in order to understand a little bit more about these techniques and check out more about what these approaches’ aim.

Now, let’s see some of the most typical characteristics:

YOU WILL FIND THE NEXT VOCABULARY ON THE FOLLOW EXERCISE:

TASK BASED LEARNING
CONTENT LANGUAGE INTEGRATED LEARNING
TEST TEACH TEST
TRANSLATION
APPROACH
PRESENT,PRACTICE AND PRODUCE
TOTAL PHYSICAL RESPONSE
DISCOVERY

APPROACHES TO TEACHING

(This information was compiled from the TKT book and anthology, plus further information from Ellen’s TKT course)

As you have seen at the end of each unit there is a list of some tips, some of them are interesting. Let’s see if you agree with me about these ones:

– The best approach to use depends on who your learners are and what your teaching conditions are.Consider learner’s age, level of English, motivation to learn, expectations of learning, previous learning experience. Think about the aims of the course your learners are on, what resources are available to the classroom, class size and number of hours of english in the course.

-Some people believe in an eclectic approach which uses classroom practices from a variety of approaches/methods. This can be a succesful approach,but it needs to be used carefully. If you are constantly changing your methods and approaches, your learners may become confused and begin to think that you are not very sure of your teaching style. It is important to mix techniques in a way which is coherent, so that all activities develop well out of the one another and work towards the lesson’s aims.

 
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Posted by on 16/05/2012 in UNIT 15