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PRÁTICA DE ENSINO DE INGLÊS - I
Lesson 06 – Approaches and Methods in Language Teaching
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Agenda:
Approach, Method & Technique;
Grammar Translator Method;
The Direct Method;
The Audiolingual Method;
The Communicative Approach;
Summary;
Bibliography;
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Nature of Approaches
“An approach is a set of correlative assumptions dealing with the nature of language teaching and learning”. (Richards and Rogers, 2001)
In essence, an approach deals with the general philosophy of teaching, that is, it aims at explaining why we should teach a subject matter a specific way.
An Approach involves: 
Principles & Beliefs – A Theory of Learning & Teaching – 
A set of assumptions concerning Language Teaching/Learning
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Nature of Methods
“Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach... A method is procedural”. (Richards and Rogers, 2001)
In essence, a Method represents the way we teach.
A Method presents a set of procedures
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Nature of Techniques
“A technique is implementational – that which actually takes palce in a classroom. It is a particular trick, stratagem, or contrivance (mechanical resource) used to accomplish an immediate objetive. Techniques must be consistent with a method, and therefore in harmony with an approach as well”. (Richards and Rogers, 2001)
In essence, a Technique means teaching for real, based on theoretical and methodologial issues.
A Technique is the implementation of philosophical and methodological ideas in real teaching
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Challange ...
If an approach implies philosophical issues, a method involves planning and a technique suggests implementation, what is the nature of METHODOLOGY?
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Grammar-Translation Method
The Grammar-translation method, also known as the classical method, emerged out of an interest in the teaching of Latin, which was believed to develop intellectual abilities. Thus, the study of this language became an end in itself.
“A fundamental purpose of learning a foreign language is to be able to read its literature. Literary language is superior to spoken language. Students´ study of the foreign culture is limited to its literature and arts”. (Larsen-Freeman, 1986).
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Grammar-Translation Method
The main characteristics of this method are: 
 
A focus on reading and writing;
Vocabulary is taught mainly through bilingual word lists, dictionary study, and memorization;
The basic unit of language teaching and practice is the sentence;
Accuracy is emphasized;
Grammar is taught deductively (the grammar rules are presented and then practiced through translation exercises);
The medium of instruction is the student’s native language.
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Grammar-Translation Method
Draft Board
 
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LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Direct Method
Toward the mid-nineteenth century, there had been an increase in the number of opportunities for communication among Europeans. Consequently, it created a demand for oral proficiency. Language teaching specialists, then, turned their attention to developing new approaches to language teaching that would lead to a reform in the teaching of modern languages.
  The Direct method, also known as the Natural method, aimed at providing students with a practically useful knowledge of language. In practical terms, that meant this method was designed to help students to speak and understand the target language in everyday situations.
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Direct Method
“The purpose of language learning is communication (therefore students need to learn how to ask questions as well as answer them”. (Larsen-Freeman, 1986).
The main characteristics of this method are: 
 
Classroom instruction was conducted exclusively in the target language;
Only everyday vocabulary and sentences were taught;
Oral communication skills were build up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes;
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LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Grammar was taught inductively (students are presented with grammar rules and then given opportunities to practice using them);
New teaching points were introduced orally;
Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas;
Both speech and listening comprehension were taught;
Correct pronunciation and grammar were emphasized.
The Direct Method
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Direct Method
Draft Board
 
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LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Audiolingual Method
The Audiolingual method emerged toward the end of the 1950s after the II World War broke out. According to Brown (2006: 22) because of the war, there was an increasing “need for Americans to become orally proficient in the languages of both their allies and enemies”. In order to cater for their needs, the US army developed special, intensive language courses that focused on aural/oral skills. This method came to be known as the “Army method”. After some variations and adaptations the Army method turned into the Audiolingual method.
Learning a Foreign Language was a matter of survival
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Audiolingual Method
The Audiolingual method was based on both linguistic and psychological theory. The main characteristics of this method are:
 
New material is presented in dialogue form;
There is dependence on mimicry, memorization of set phrases, and overlearning;
Structures are sequenced by means of contrastive analysis and taught one at a time;
Structural patterns are taught using repetitive drills;
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Audiolingual Method
There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than by deductive explanation;
Vocabulary is strictly limited and learned in context;
There is much use of multimedia, language labs, and visual aids;
Great importance is attached to pronunciation;
Very little use of the mother tongue by teachers is permitted;
Successful responses are immediately reinforced;
There is a great effort to get students to produce error-free utterances;
There is a tendency to manipulate language and disregard content.
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
The Audiolingual Method
Draft Board
 
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Communicative Language Teaching (CLT)
In essence, the CLT is “a set of principles about the goals of language teaching, how learners learn a language, thekinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom”. (Richards, 2006). 
The ultimate goal of CLT is to teach communicative competence. This is not to say that grammatical competence is not important, but it is not enough to master grammatical rules without being able to use the language for meaningful communication.
Communicative Competence involves being able to use the language appropriate to a given social context (Meaning, Use and Form)
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Communicative Language Teaching (CLT)
Some core assumptions of current CLT include the following:
 
L2 is facilitated when learners interact in meaningful communication;
Learning tasks and exercises should provide opportunities for learners to negotiate meaning, expand their language resources, observe how language is used, and take part in meaningful interpersonal exchange;
Meaningful communication takes place when learners process content that is relevant, purposeful, interesting, and engaging;
 
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LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Communicative Language Teaching (CLT)
Successful language learning involves the use of effective learning and communication strategies;
The role of the teacher is that of a facilitator, who creates a classroom atmosphere conducive to language learning and also provides opportunities for learners to use and practice the language and to reflect on language use and language learning.
In communicating, a speaker has a choice not only about what to say, but how to say it. Besides, language is for communication!
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Communicative Language Teaching
Draft Board
 
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Summary:
Approach, Method & Technique;
Grammar Translator Method;
The Direct Method;
The Audiolingual Method;
The Communicative Approach;
The great question is: which method/approach should be used nowadays? 
HYBRID APPROACH
Tema da Apresentação
LESSONS 06 – APPROACHES AND METHODS IN LANGUAGE TEACHING
PRÁTICA DE ENSINO DE INGLÊS - I
Bibliography:
LARSEN-FREEMAN, Diane. Techniques and principles in language teaching. Oxford: OUP, 1986.
Tema da Apresentação