The Nature of Approaches & Methods in Language Teaching
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The document discusses different levels of language teaching - approach, method, technique. An approach represents theoretical principles, a method is organized through a design and realized through procedures. A revised model is presented with approach influencing design which determines method and techniques. The model does not imply methods always develop from approach to procedure in a linear way.
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History of language teaching
History of language teachingAnnasta Tastha The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
The Nature of Approaches and Methods in Language Learning
The Nature of Approaches and Methods in Language LearningImtiaz Ahmad Language Learning Process:
◼ Language learning is an active process that begins at birth and continues throughout
life. When a child learns a first language, we may say that the child learns the
language under natural conditions.
◼ Such a learning situation generally differs greatly from artificial ones, with the most
common one used in second language learning being the school classroom.
◼ A second language can be learned under natural conditions. For example, children
who are taken to live in foreign countries may learn a second language without
formal instructions by associating with speakers of the foreign language, e.g.
playmates, and household personnel.
◼ Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to
make sense and order of their world. Language Learning Methodology:
◼ Methodology informs teachers about different ways to organize teaching
practices. There are three levels of organization at the level of
methodology, namely, approach, method, and technique.
◼ In language teaching, in the general area of teaching methodology, people
talk about approaches, methods, and techniques.
◼ Language teaching involves approaches that lead to methods, methods
that are broken down into procedures, and procedures that are a collection
of techniques.
◼ Understanding how these concepts interrelate can help a teacher to know
the reasons behind their choices in how they choose to teach. Here I will
differentiate these three terms; approach, method, and technique in a
simple way.Approach:
◼ An approach is a way of looking at teaching and learning. Underlying any language
teaching approach is a theoretical view of what language is, and of how it can be
learnt. It gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners to learn.
◼ An approach refers to the general assumptions about what language is and about
how learning a language occurs. It is a theory about language learning or even
a philosophy of how people learn in general.
◼ It represents the sum of our philosophy about both the theory of language and the
theory of learning. In other words, an approach to language teaching describes:
The nature of language,
How knowledge of a language is acquired?
And the conditions that promote language acquisition.
◼ Each of these philosophies encouraged the development of the mind in the way of a
muscle. Train the brain and a person would be able to do many different things.
◼ E.g. Watch and fellow teacher, Focus on student’s experiences
Method:
◼ In language learning and teaching method is a way of teaching a language which is
based on systematic and procedures, i.e. which is an application of views
on how a language is best taught and learned and a particular theory of language
and of language learning.
A brief history of language teaching, the grammar translation method
A brief history of language teaching, the grammar translation methodDerya Baysal The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
The Nature of Approaches and Methods in Language
The Nature of Approaches and Methods in LanguageGoogle, Facebook, Twitter, Hotmail This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
The grammar translation method
The grammar translation methodGültekin Boran The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
Communicative language teaching
Communicative language teachingShathaRashedAlMutair Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Audiolingual method
Audiolingual methodOscar Carascalao The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
Grammar translation method
Grammar translation methodLoc Le The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
the nature of approaches and methods in language
the nature of approaches and methods in languageSane Alexander This ppt is about the nature of approaches and methods in language. there are so many of approach so you can read by yourself
types of syllabus
types of syllabusAubergeAmsouzartAits This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
Notional functional syllabus design
Notional functional syllabus designMazharul Islam Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
The Natural Approach
The Natural ApproachPatrmartin The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
The oral approach and situational language teaching
The oral approach and situational language teachingVongmani Sitha The document discusses the oral approach and situational language teaching methods. It provides background on the origins of these approaches from British applied linguists in the 1920s-1930s. The key aspects are vocabulary control, grammar control, and teaching language situational through a systematic selection, gradation, and presentation of content. The approaches emphasize beginning with oral language, using the target language in class, introducing new points situational, and a focus on vocabulary and grammar sequencing. Lessons follow a pattern of presenting new structures, practicing them through drills and repetition, and moving to freer use across skills. The conclusions note this built upon established techniques and offered a practical methodology for many contexts.
Notional functional syllabuses
Notional functional syllabusesFeliciano Navarro de Haz The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Post Method Era
Post Method EraSadeq Rahimi This document discusses the history of language teaching methods and the move to a post-methods era. It describes how early methods like the direct method, audiolingualism, and total physical response aimed to improve on previous approaches. However, methods began facing criticism for being too prescriptive and not accounting for student and classroom contexts. By the late 1980s, the dominance of methods was waning as it became clear there was no single best way to teach and methods needed to be adapted based on student needs. The post-methods era emphasizes drawing from multiple sources, understanding issues and controversies, and adapting teaching based on students rather than rigidly following any single method.
Situational language teaching
Situational language teachingRiydha Karina Situational language teaching is an approach developed by British linguists in the 1930s-1960s that focuses on teaching language through oral practice of vocabulary and grammar in real-world situations. It is based on behaviorist learning theory and emphasizes introducing language points orally before presenting them in written form. Key characteristics include using the target language in the classroom, practicing new language points situationally, and gradually introducing reading and writing after an oral basis is established. Both teachers and materials utilize real objects, pictures, and gestures to design activities for learners to practice pronunciation, revision, and oral exercises.
Audio lingual method liza
Audio lingual method lizaViruz Tata The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.
The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) = Army MethodAslı Coşkun The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
Grammar translation method
Grammar translation methodNuzhat Nasir The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
Grammar translation method 
Grammar translation method Zadi Rafique This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
Task-based Language Teaching 
Task-based Language Teaching Patrmartin Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Product oriented syllabus and process oriented syllsbus
Product oriented syllabus and process oriented syllsbusmahmud maha Product oriented syllabus and Process oriented syllabus.
comparison between product and process oriented syllabus.
Language teaching approaches and methods
Language teaching approaches and methodsKhif Muamar Miranda This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
5 Theories of Learning
5 Theories of LearningBussinessman The document discusses 5 theories of learning: behaviorism, mentalism, cognitive code, affective factor, and learning & acquisition. It provides details on each theory, including their key aspects. Behaviorism emphasizes stimulus-response and reinforcement, mentalism sees learning as acquiring rules, cognitive code views learners as active thinkers, and affective factor acknowledges the role of emotions. A model is proposed that learning involves connecting new knowledge to existing networks through problem-solving strategies, while acknowledging individual differences in learners.
Suggestopedia- A Method Of Teaching
Suggestopedia- A Method Of TeachingNikitaRathod20 The document discusses the suggestopedia method of teaching developed by Georgi Lozanov. It involves creating a relaxing environment with Baroque music and having students alternately actively and passively read texts while following the teacher. The method aims to use positive suggestion and now focuses more on "desuggestive learning." It involves four phases - introduction, concert session, elaboration, and production. The role of the teacher is important in guiding activities like games and songs to help students learn effectively. While it can be useful for some students, it requires significant effort from teachers and may not work as well in large classes.
Behaviorism and-mentalism-and-language
Behaviorism and-mentalism-and-languageSarah Saadna 1. The document discusses the theories of behaviorism and mentalism as they relate to language learning. Behaviorism views language as learned behaviors and habits, focusing on external factors like reinforcement and stimulus-response mechanisms. Mentalism believes innate, internal factors are most important, and that language learning abilities are inborn rather than learned.
2. Behaviorism's principles for language learning include habit formation, drill-based practice, and reinforcement. Its weaknesses are an over-reliance on animal studies and inability to explain complex language. Mentalism focuses on innate abilities and universal grammar, but neglects external influences.
3. The ideal approach combines both theories, recognizing a role for both internal capacities and external social influences in developing
Post methods era in Language Teaching
Post methods era in Language TeachingSamira Rahmdel 1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Content Based Syllabus
Content Based SyllabusHamza Atifnigar The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
Approaches and methods in language teaching
Approaches and methods in language teachingOderayQuijada The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
Métodos de enseñanza y estrategia metodológica
Métodos de enseñanza y estrategia metodológicaMalité Schmitter Callaú Este documento define los métodos de enseñanza y estrategias metodológicas. Explica la diferencia entre método y estrategia didáctica, y los factores que influyen en la selección de una estrategia metodológica. También describe varios métodos didácticos como el método expositivo, demostrativo y de aprendizaje en el puesto de trabajo, así como sus características y ventajas e inconvenientes.
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the nature of approaches and methods in language
the nature of approaches and methods in languageSane Alexander This ppt is about the nature of approaches and methods in language. there are so many of approach so you can read by yourself
types of syllabus
types of syllabusAubergeAmsouzartAits This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
Notional functional syllabus design
Notional functional syllabus designMazharul Islam Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
The Natural Approach
The Natural ApproachPatrmartin The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
The oral approach and situational language teaching
The oral approach and situational language teachingVongmani Sitha The document discusses the oral approach and situational language teaching methods. It provides background on the origins of these approaches from British applied linguists in the 1920s-1930s. The key aspects are vocabulary control, grammar control, and teaching language situational through a systematic selection, gradation, and presentation of content. The approaches emphasize beginning with oral language, using the target language in class, introducing new points situational, and a focus on vocabulary and grammar sequencing. Lessons follow a pattern of presenting new structures, practicing them through drills and repetition, and moving to freer use across skills. The conclusions note this built upon established techniques and offered a practical methodology for many contexts.
Notional functional syllabuses
Notional functional syllabusesFeliciano Navarro de Haz The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Post Method Era
Post Method EraSadeq Rahimi This document discusses the history of language teaching methods and the move to a post-methods era. It describes how early methods like the direct method, audiolingualism, and total physical response aimed to improve on previous approaches. However, methods began facing criticism for being too prescriptive and not accounting for student and classroom contexts. By the late 1980s, the dominance of methods was waning as it became clear there was no single best way to teach and methods needed to be adapted based on student needs. The post-methods era emphasizes drawing from multiple sources, understanding issues and controversies, and adapting teaching based on students rather than rigidly following any single method.
Situational language teaching
Situational language teachingRiydha Karina Situational language teaching is an approach developed by British linguists in the 1930s-1960s that focuses on teaching language through oral practice of vocabulary and grammar in real-world situations. It is based on behaviorist learning theory and emphasizes introducing language points orally before presenting them in written form. Key characteristics include using the target language in the classroom, practicing new language points situationally, and gradually introducing reading and writing after an oral basis is established. Both teachers and materials utilize real objects, pictures, and gestures to design activities for learners to practice pronunciation, revision, and oral exercises.
Audio lingual method liza
Audio lingual method lizaViruz Tata The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.
The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) = Army MethodAslı Coşkun The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
Grammar translation method
Grammar translation methodNuzhat Nasir The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
Grammar translation method
Grammar translation method Zadi Rafique This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
Task-based Language Teaching
Task-based Language Teaching Patrmartin Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Product oriented syllabus and process oriented syllsbus
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comparison between product and process oriented syllabus.
Language teaching approaches and methods
Language teaching approaches and methodsKhif Muamar Miranda This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
5 Theories of Learning
5 Theories of LearningBussinessman The document discusses 5 theories of learning: behaviorism, mentalism, cognitive code, affective factor, and learning & acquisition. It provides details on each theory, including their key aspects. Behaviorism emphasizes stimulus-response and reinforcement, mentalism sees learning as acquiring rules, cognitive code views learners as active thinkers, and affective factor acknowledges the role of emotions. A model is proposed that learning involves connecting new knowledge to existing networks through problem-solving strategies, while acknowledging individual differences in learners.
Suggestopedia- A Method Of Teaching
Suggestopedia- A Method Of TeachingNikitaRathod20 The document discusses the suggestopedia method of teaching developed by Georgi Lozanov. It involves creating a relaxing environment with Baroque music and having students alternately actively and passively read texts while following the teacher. The method aims to use positive suggestion and now focuses more on "desuggestive learning." It involves four phases - introduction, concert session, elaboration, and production. The role of the teacher is important in guiding activities like games and songs to help students learn effectively. While it can be useful for some students, it requires significant effort from teachers and may not work as well in large classes.
Behaviorism and-mentalism-and-language
Behaviorism and-mentalism-and-languageSarah Saadna 1. The document discusses the theories of behaviorism and mentalism as they relate to language learning. Behaviorism views language as learned behaviors and habits, focusing on external factors like reinforcement and stimulus-response mechanisms. Mentalism believes innate, internal factors are most important, and that language learning abilities are inborn rather than learned.
2. Behaviorism's principles for language learning include habit formation, drill-based practice, and reinforcement. Its weaknesses are an over-reliance on animal studies and inability to explain complex language. Mentalism focuses on innate abilities and universal grammar, but neglects external influences.
3. The ideal approach combines both theories, recognizing a role for both internal capacities and external social influences in developing
Post methods era in Language Teaching
Post methods era in Language TeachingSamira Rahmdel 1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Content Based Syllabus
Content Based SyllabusHamza Atifnigar The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
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Approaches and methods in language teaching
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View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
Métodos de enseñanza y estrategia metodológica
Métodos de enseñanza y estrategia metodológicaMalité Schmitter Callaú Este documento define los métodos de enseñanza y estrategias metodológicas. Explica la diferencia entre método y estrategia didáctica, y los factores que influyen en la selección de una estrategia metodológica. También describe varios métodos didácticos como el método expositivo, demostrativo y de aprendizaje en el puesto de trabajo, así como sus características y ventajas e inconvenientes.
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The Nature of the Second Language acquisition and Learning
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Summary of approaches and methods in language teaching
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3) Comparing methods offers alternatives to how teachers were previously taught, so they can choose approaches aligned with their own views rather than what was imposed on them.
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Behaviourism And Mentalism Nasir.
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Language learning cognitive approach (1)
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Cognitive theory
Cognitive theoryyaseen zebary Cognitive approaches to second
language learning
Yaseen Taha
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u Schools of thought
u cognitive approaches
u Behaviourism
u Learning strategies
u Processing approaches
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What are the Schools of thought?
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Schools of thought
Structural
linguistics and
behavioral
psychology
1900s, 1940s,
1950s
Generative
linguistics and
cognitive
psychology
1970s, 1980s
Constructivism
1980s, 1990s,
2000s
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What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
u A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies.
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Important cognitive theorists
u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
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Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
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Comparison between BEHAVIORIST theory and COGNITIVIST
theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
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• Mexico: 1,753 (+198) 4 fatalities
‒ Chihuahua, Mexico: 1,657 (+167) cases, 3 fatalities, 9 hospitalizations
• Canada: 2518 (+239) (Includes Ontario’s outbreak, which began November 2024)
‒ Ontario, Canada: 1,795 (+173) 129 (+10) hospitalizations
‒ Alberta, Canada: 560 (+55)
Things to keep an eye on:
Mexico: Three children have died this month (all linked to the Chihuahua outbreak):
An 11-month-old and a 7-year-old with underlying conditions
A 1-year-old in Sonora whose family is from Chihuahua
Canada:
Ontario now reports more cases than the entire U.S.
Alberta’s case count continues to climb rapidly and is quickly closing in on 600 cases.
Emerging transmission chains in Manitoba and Saskatchewan underscore the need for vigilant monitoring of under-immunized communities and potential cross-provincial spread.
United States:
North Dakota: Grand Forks County has confirmed its first cases (2), linked to international travel. The state total is 21 since May 2 (including 4 in Cass County and 2 in Williams County), with one hospitalization reported.
OUTLOOK: With the spring–summer travel season peaking between Memorial Day and Labor Day, both domestic and international travel may fuel additional importations and spread. Although measles transmission is not strictly seasonal, crowded travel settings increase the risk for under-immunized individuals.
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ISO 27001 Lead Auditor Exam Practice Questions and Answers-.pdfinfosec train 🧠 𝐏𝐫𝐞𝐩𝐚𝐫𝐢𝐧𝐠 𝐟𝐨𝐫 𝐭𝐡𝐞 𝐈𝐒𝐎 𝟐𝟕𝟎𝟎𝟏 𝐋𝐞𝐚𝐝 𝐀𝐮𝐝𝐢𝐭𝐨𝐫 𝐄𝐱𝐚𝐦? 𝐃𝐨𝐧’𝐭 𝐉𝐮𝐬𝐭 𝐒𝐭𝐮𝐝𝐲—𝐏𝐫𝐚𝐜𝐭𝐢𝐜𝐞 𝐰𝐢𝐭𝐡 𝐏𝐮𝐫𝐩𝐨𝐬𝐞!
We’ve compiled a 𝐜𝐨𝐦𝐩𝐫𝐞𝐡𝐞𝐧𝐬𝐢𝐯𝐞 𝐰𝐡𝐢𝐭𝐞 𝐩𝐚𝐩𝐞𝐫 featuring 𝐫𝐞𝐚𝐥𝐢𝐬𝐭𝐢𝐜, 𝐬𝐜𝐞𝐧𝐚𝐫𝐢𝐨-𝐛𝐚𝐬𝐞𝐝 𝐩𝐫𝐚𝐜𝐭𝐢𝐜𝐞 𝐪𝐮𝐞𝐬𝐭𝐢𝐨𝐧𝐬 𝐚𝐧𝐝 𝐚𝐧𝐬𝐰𝐞𝐫𝐬 designed specifically for those targeting the 𝐈𝐒𝐎/𝐈𝐄𝐂 𝟐𝟕𝟎𝟎𝟏 𝐋𝐞𝐚𝐝 𝐀𝐮𝐝𝐢𝐭𝐨𝐫 𝐜𝐞𝐫𝐭𝐢𝐟𝐢𝐜𝐚𝐭𝐢𝐨𝐧.
🔍 𝐈𝐧𝐬𝐢𝐝𝐞 𝐲𝐨𝐮'𝐥𝐥 𝐟𝐢𝐧𝐝:
✅ Exam-style questions mapped to ISO 27001:2022
✅ Detailed explanations (not just the right answer—but why it’s right)
✅ Mnemonics, control references (like A.8.8, A.5.12, A.8.24), and study tips
✅ Key audit scenarios: nonconformities, SoA vs scope, AART treatment options, CIA triad, and more
𝐖𝐡𝐞𝐭𝐡𝐞𝐫 𝐲𝐨𝐮'𝐫𝐞:
🔹 Starting your ISO journey
🔹 Preparing for your Lead Auditor exam
🔹 Or mentoring others in information security audits...
This guide can seriously boost your confidence and performance.
Uterine Prolapse, causes type and classification,its managment
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[2025] Qualtric XM-EX-EXPERT Study Plan | Practice Questions + Exam Details![[2025] Qualtric XM-EX-EXPERT Study Plan | Practice Questions + Exam Details](https://cdn.slidesharecdn.com/ss_thumbnails/2025qualtricxm-ex-expertstudyplanpracticequestionsexamdetails-250527093747-448c8922-thumbnail.jpg?width=560&fit=bounds)
[2025] Qualtric XM-EX-EXPERT Study Plan | Practice Questions + Exam DetailsJenny408767 Pass the SAP XM-EX-EXPERT exam with expert-designed practice tests, accurate questions, and a 100% success guarantee. Start your prep today!
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Kushal Lamichhane
Instructor
Shree Gandhi Adarsha Secondary School
Kageshowri Manohara-09, Kathmandu, Nepal
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YSPH VMOC Special Report - Measles Outbreak Southwest US 5-30-2025.pptx
YSPH VMOC Special Report - Measles Outbreak Southwest US 5-30-2025.pptxYale School of Public Health - The Virtual Medical Operations Center (VMOC) Here is the current update:
CURRENT CASE COUNT: 897
- Texas: 742 (+14) (55% of cases are in Gaines County). Includes additional numbers from El Paso.
- New Mexico: 79 (+1) (83% of cases are from Lea County)
- Oklahoma: 17
- Kansas: 59 (+3) (38.89% of the cases are from Gray County)
HOSPITALIZATIONS: 103
- Texas: 94 – This accounts for 13% of all cases in Texas.
- New Mexico: 7 – This accounts for 9.47% of all cases in New Mexico.
- Kansas: 3 – This accounts for 5.08% of all cases in Kansas.
DEATHS: 3
- Texas: 2 – This is 0.28% of all cases in Texas.
- New Mexico: 1 – This is 1.35% of all cases in New Mexico.
US NATIONAL CASE COUNT: 1,132 (confirmed and suspected)
INTERNATIONAL SPREAD
Mexico: 1,856(+103), 4 fatalities
- Chihuahua, Mexico: 1,740 (+83) cases, 3 fatalities, 4 currently hospitalized.
Canada: 2,791 (+273)
- Ontario, Canada: 1,938 (+143) cases. 158 (+29) hospitalizations
- Alberta, Canada: 679 (+119) cases. 4 currently hospitalized
YSPH VMOC Special Report - Measles Outbreak Southwest US 5-25-2025.pptx
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YSPH VMOC Special Report - Measles Outbreak Southwest US 5-30-2025.pptx
YSPH VMOC Special Report - Measles Outbreak Southwest US 5-30-2025.pptxYale School of Public Health - The Virtual Medical Operations Center (VMOC)
The Nature of Approaches & Methods in Language Teaching
- 1. The Nature of Approaches and Methods in Language Teaching Evi Sofiawati
- 2. Edward Anthony, 1963 approach method technique Techniques carry out a method which is consistent with an approach
- 3. Edward Anthony, 1963 Simplicity & comprehensiveness to distinguish the underlying theoretical principles and the practices derived Sufficient attention to the nature of a method itself
- 4. REVISION & EXTENSION OF THE ORIGINAL ANTHONY MODEL approach design method technique procedure A method: theoretically related to an approach, organizationally determined by a design, & practically realized in procedure
- 5. The Nature of Language • Structural • Functional APPROACH • Interactional: 1. Process-oriented 2. Condition-oriented Language Learning
- 6. APPROACH: theoretical principles THEORIES PRACTICE
- 7. The Objectives The Syllabus The Types of Activities DESIGN The Roles of Learners The Roles of Teachers The Role of Instructional Materials
- 8. DESIGN: teaching activities from theoretical principles ACTIVITIES ACTUAL MOMENT-TO-MOMENT TECHNIQUES, PRACTICES, & BEHAVIORS
- 9. The Presentation PROCEDURE The Practice The Feedback
- 10. However, this model does not imply that methodological development proceeds neatly from approach, through design, to procedure. Methods can develop out of any of the three categories.
- 11. THANK YO U
Editor's Notes
- #3: EA introduced three levels of conceptualization & organization: a, m, & t. According to him, ts carry out a m which is consistent with an a.
- #6: Following Anthony…. Structural: the view that language is a system of structurally related elements for the code of meaning Functional: the view that language is a vehicle for the expression of functional meaning Interactional: the view that language as a vehicle for the realization of interpersonal relations
- #8: The design is the level of method analysis in which we consider…
- #10: The procedure focuses on the way a method handles the presentation, the practice, and the feedback phases.