Special Didactics I

2015

METHODS
1957
BEHAVIOURISM
TEACHER CENTERED APPROACH
Methods

1959

*Audio-lingual:
- The language to be taught is
chosen by the teacher.
-Speaking and listening precede
reading and writing.
- Use of mother tongue is highly
discouraged in the classroom.
-The development of language
skills is a matter of habit
formulation.
-Students practice particular
patterns of language through
structured dialogue and drill
until response is automatic.
-Structured patterns in language
are taught using repetitive drills.
-The emphasis is on having
students produce error free
utterances.
-Only everyday vocabulary and
sentences are taught. Concrete
vocabulary is taught through
demonstration, objects, and
pictures. Abstract vocabulary is
taught through association of
ideas.
-The printed word must be kept
away from the second language
learner as long as possible.

INNATISM

*PPP (devised for beginners)

PPP: Presentation, Practice and
Production: The teacher
presents the language in
context. Practice: T asks sts to
repeat after her and focus on
accuracy (form rules). T asks sts
to repeat the sentences in
chorus, then individually. T
corrects mistakes. T conducts
cue drills, a kind of
substitution drill but freer.
Production: free practice.
Teacher selects the language to
be taught.

STUDENTS CENTERED
APPROACH

1970
HUMANISM

Methods
EDUCATION PRINCIPLES
Communicative Language
Teaching:
- Learning a language will
happen naturally if students are
motivated, experience the need
of communicating and are given
the chances for interacting in
real or real like situations.
-Teaching language involves
teaching vocabulary, grammar
and functions.
-Students need to be aware of
the appropriacy of the language
they use for addressing people
and demand the language to be
learned according to their
interests and needs.
Task-Based Learning
-Students listen or watch
somebody performing a certain
task, and then they are
encouraged to complete a
similar one.
-Students ask the teacher the
language they need.
-Teachers develop a certain
language study step in order to
clear the doubts students
encountered while completing
the task.
-Students demand the language
to be learned according to their
interest and needs.
The Creative Construction
Hypothesis.
Method
*The Natural Approach:

Methods
Community Language
Learning:
-Students sit in a circle and asks
a knower the language they
want to say,
- The knower translates into the
foreign language
-The students use and learn.
Total Physical Response:
- The teacher gives students
instructions and students have
to follow them without
speaking.
TPR allows a pre speaking
phase where students are not
forced to speak till they feel
confident to do so.

Special Didactics I
2015

METHODS
-develop basic communication
oral and written skills.
-The selection of contents is
based on students needs.
-Teachers negotiate the
curricula so as students to be
able to deal with topics that
interest them and develop
communicative interactions in
situations they will be engaged
in the future.
-The grammar is automatically
provided by the input and
internalized through the
permanent exposure of
students to the foreign
language.
-That content selection
intends to create a low
affective filter by promoting a
supportive atmosphere.
1983
SOCIAL-INTERACTIONIST VIEWS.
Framework which encompasses the cognitive and humanistic perspectives 1
FIRST AND FOREIGN LANGUAGE.
Method: Eclectic PPP.
1.

The teacher selects the objectives to be achieved by the students on the basis of students
interests and needs.
2. The teacher selects the language input, procedures and values to be learned and taught.
3. Warm-up: The teacher activates the language necessary for students to make sense of the
new input.
4. Presentation: The teacher presents the language in context and make meaning and form clear.
5. Practice: Teacher guides the practice through stages that go from controlled to guided. (From
teacher centred onto student centred.)
6. Procedural and attitudinal contents: The teacher conducts activities that will enable students
live the attitudes and values necessary for a supportive atmosphere while learning language.
7. Reading is introduced after the guided practice.
8. Writing is introduced after reading, with a three stage practice process: from controlled onto
guided.
9. Production: free oral practice.
10. Production: free written practice.
Framework which encompasses the cognitive and humanistic perspectives 2

Williams, Marion and Burden Robert L. Psychology For Language Teachers. Cambridge Language
teaching Library. 2005.
2
Williams, Marion and Burden Robert L. Psychology For Language Teachers. Cambridge Language
teaching Library. 2005.
1

Special Didactics I
2015

METHODS
BEHAVIOURIST VIEWS
One of the most famous methods developed by behaviourists was the AUDIO LINGUAL
METHOD: this method of Language Learning is also called the Aural-Oral Method. This
method is said to result in rapid acquisition of speaking and listening skills. The
audiolingual method drills students in the use of grammatical sentence patterns. When
this method was developed it was thought that the way to acquire the sentence
patterns of the second language was through conditioning or helping learners to
respond correctly to stimuli through shaping and reinforcement.
The Audiolingual Method is based on the following principles:

Speaking and listening competence preceded reading and writing competence.

Use of German is highly discouraged in the classroom.

The development of language skills is a matter of habit formulation.

Students practice particular patterns of language through structured dialogue

and drill until response is automatic.

Structured patterns in language are taught using repetitive drills.

The emphasis is on having students produce error free utterances.

This method of language learning supports kinesthetic learning styles.

Only everyday vocabulary and sentences are taught. Concrete vocabulary is

taught through demonstration, objects, and pictures. Abstract vocabulary is
taught through association of ideas.

The printed word must be kept away from the second language learner as long
as possible.

INNATIST or NATIVIST VIEWS

Methods:

Special Didactics I
2015

METHODS
1- Communicative Language Teaching: learning a language will happen naturally
if students are motivated, experience the need of communicating and are given
the chances for interacting in real or real like situations. Teaching language
involves teaching vocabulary, grammar and functions. Students need to be
aware of the appropriacy of the language they use for addressing people and
demand the language to be learned according to their interest and needs. It is a
students centred method.
2- Task-Based Learning: Students listen or watch somebody performing a certain
task, and then they are encouraged to complete a similar one. Students ask the
teacher the language they need. Teachers develop a certain language study
step in order to clear the doubts students encountered while completing the
task. Students demand the language to be learned according to their interest
and needs.

HUMANISTIC APPROACH. Maslow (1968)

Methods
1- Community Language Learning: Students sit in a circle and asks a knower
the language they want to say, the knower translates into the foreign
language and the students learn.
2- Total Physical Response:

The teacher gives students instructions and

students have to follow them without speaking. TPR allows a pre speaking
phase where students are not forced to speak till they feel confident to do
so.

Creative Construction Hypothesis. Stephen Krashen (1982)

3- The Natural Approach: develop basic communication oral and written skills. The
selection of contents is based on students needs. Teachers negotiate the
curricula so as students to be able to deal with topics that interest them and
develop communicative interactions in situations they will be engaged in the
future. The grammar is automatically provided by the input and internalized

Special Didactics I
2015

METHODS
through the permanent exposure of students to the foreign language. That
content selection intends to create a low affective filter by promoting a
supportive atmosphere.

SOCIAL-INTERACTIONIST VIEWS. Bruner 1983

Eclectic PPP

Task: Take the PPP method as basement and add ingredients

from other methods you consider worth to be added