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Method :
Approach, Design, and Procedure
By Mahdi Hasanpour
Khatam University of Tehran 2013
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Approach
Method
Technique
Edward Antonys original proposal (1963)
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Approach:
The level at which assumptions and beliefs about language
and language learning are specified.
Approach is axiomatic .
Method :
The level at which the theory is put into practice. Its anoverall plan for the orderly presentation of language material
that is based upon the selected approach.
Method is procedural.
Technique :
The level at which classroom procedures are described.
Technique is implementational.
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Approach
Audio-lingual & Situational Methods
Structural Linguistics and Behavioristic Psychology
Cognitive Code Learning
Cognitive Psychology & Generative TransformationalLinguistics
Direct Method
Assumption is very weak
Grammar-Translation Method
Theory less
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Method
Audio-Lingual Method:
Uses dialogues and drills that are carefully graded.
Principles of Structural Descriptive Linguistics
Technique
Audio-Lingual Method:
Uses pattern practice as one of its techniques.
Principles of Behaviorism
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According to Antony :
This model is a useful way of distinguishing between different degrees ofAbstraction and Specificity found in different language teaching proposals.
&
This has the advantage of simplicity and comprehensiveness and serves as a way
of finding the relationship between underlying theoretical principles and the
practices derived from the method.
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Edward Antony fails to give sufficient attention to the Nature of a Method itself.
His proposal fails to account for:
How an approach may be realized into a method
How method and technique are related
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Method
Approach Design Procedure
Jack C . Richards & Ted Rodgers Model (1986)
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Approach :
It defines assumptions, beliefs, and theories about the nature of language and languagelearning.
Design :
It specifies the relationship of these theories to classroom materials and activities.
Procedure :
These are the techniques and practices that are derived from ones approach and design.
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Two main streams of thought in language teaching
methods :
Formalists
They rely on forms, deductive form of teaching, artificial exercises, written
language,
Activists
They rely on acts, inductive form of teaching, natural communicative exercises,
speaking,
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Different Views on Methods & Approaches derived from:
The nature of language
The nature of language learning
Goals and objectives in teaching
The type of syllabus to use
The role of teachers , learners, and instructional materials
The techniques and procedures to use
LONGMAN DICTIONARY
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Theoretical Views of language & the nature of language:
Structural view
Language is a system of structurally related elements for the coding of meaning.
Phonological units ( Phonemes)
Grammatical units ( Clauses, Phrases,...)
Grammatical Operations (Adding, Shifting, Joining,)
Lexical Items (Function words and Content words)
Functional view
Language is a vehicle for the expression of functional meaning.
Wilkinss Notional/ Functional Syllabuses
English for Specific Purposes (ESP)
Interactional view
Language is a vehicle for the realization of interpersonal relations and for the performance of
social transactions between individuals.
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Theory of Language Learning
Process-Oriented Theories:
It builds on learning processes, such as habit formation, induction, inferencing, hypothesis
testing and generalization.
Condition-Oriented Theories:
It emphasizes the nature of the human and physical context in which language learning
takes place.
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Stephen Krashens Monitor Model
At the level of the process: He distinguishes between acquisition and
learning.
Acquisition : The natural assimilation of language rules through using language
for communication.
Learning: The formal study of language rules and its a conscious process.
Learning is available as a monitor.
At the level of the condition: He addresses the conditions necessaryfor the process of acquisition to take place.
He describes it as a type of Input.
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A Specification of the role of Learners
The types of learning tasks set for learners
The degree of control learners have over the content of learning
The patterns of learner groupings which are recommended or implied
The degree to which learners influence the learning of others
The view of the learner as a processor , performer, initiator, problem solver
A Specification of the role of Teachers
The type of functions teachers fulfillThe degree of control or teacher influence over learning
The degree to which the teacher determines linguistic content
The types of interaction between teachers and learners
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A Specification of the role of Materials
The primary goal of materials
The form materials take ( e.g., textbook, audiovisual format, etc.)
The relation materials have to other source of input
The assumptions the materials make about teachers and learners
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