Synthesis Paper on Approaches in Language Teaching (original) (raw)

Languages Department M01ENL Theories and Methods of Language Learning and Teaching (CW1

ALSAYED MAHMOUD, 2019

To teach grammar or not. To focus on form, meaning or combine them together. To immerse learners in the environment of the target language in order to acquire it, or they should learn first and then communicate to acquire other language components. And so on.According to (DeKeyser 1997, Ellis 1997, MacWinning 2004, Rutherford and Sharwood 1988), there is a non-stop research and arguments amongst scholars of(FL) on a variety of differences between language acquisition and learning, knowledge should be presented explicitly or implicitly, focus on form or meaning and the function of skills and knowledge. All these and many others are controversial issues in the field of language teaching and learning that have been under research for decades and perhaps some for centuries. These issues have undergone and still under research by large number of pedagogical experts.Those scholars have been trailing and searching these issues for such a long time in order to support methodologists and teachers with ideal theoretical background beyond different methods of teaching. They have also been trying to find models and approaches that are effective for the teaching of (FL). To find such practical effective approaches of teaching, theoreticians; in addition to the psychological and linguistic features, need to account for personal, contextual and environmental factors affecting the learning of FL. With regard to what has been mentioned previously about the factors, that need to be considered when choosing or inventing a suitable teaching approach, specifically the environmental and internal ones, this essay focuses on some of the concepts of the cognitive linguistics (Johnson, 2008:98). The essay discusses whether teaching should be form-orientated, meaning-orientated or both of them combined with reference to an article by Montgomery and Eisnestien (1985) discussed in Johnson (2008:107). The discussion is heldwith regard to the cognitive linguistics by (Skehan, 1998, Johnson, 1996, and McLaughlin, 1987). Johnson (2008:98) suggests that cognitive linguistics sees language and its learning linked to psychological or cognitive operations. The approaches of form-orientated and focus-orientated can be discussed under the concepts of declarative and procedural knowledge. They are also affected by other concepts like automaisation, and the negligence of any of these concepts could lead to fossilisation. All these concepts are discussed later in some detail with linkage to different teaching methods andthen their teaching implications will be illustrated at some point at the end of the paper.

APPROACHES AND METHODS IN LANGUAGE TEACHING: A SHORT SUMMARY

2020

The aim of this paper is to give a highly on approach and methods in language teaching and learning. the wide variety of method options currently available confuses rather than comforts. Methods appear to be based on very different views of what language is and how a language is learned. This article refers to the way teachers can focus the teaching of the foreign language in the classroom in such a way that students can communicate in a conscious way, taking into account their real experiences. Here, the origin of the different language teaching methods and Approach as a combination of different methods is clearly explained, as such as the role of the teacher and the students in.

2 The nature of approaches and methods in language teaching

We saw in the preceding chapter that the changing rationale for foreign language study and the classroom techniques and procedures used to teach languages have reflected responses to a variety of historical issues and circumstances. Tradition was for many years the guiding principle. The Grammar-Translation Method reflected a time-honored and scholarly view of language and language study. At times, the practical realities of the classroom determined both goals and procedures, as with the determination of reading as the goal in American schools and colleges in the late 1920s. At other times, theories derived from linguistics, psychology , or a mixture of both were used to develop a both philosophical and practical basis for language teaching, as with the various reformist proposals of the nineteenth century. As the study of teaching methods and procedures in language teaching assumed a more central role within applied linguistics from the 1940s on, various attempts have been made to conceptualize the nature of methods and to explore more systematically the relationship between theory and practice within a method. In this chapter we will clarify the relationship between approach and method and present a model for the description, analysis, and comparison of methods.

paper on strategies involved in Language Teaching.doc

STRATEGIES INVOLVED IN LANGUAGE TEACHING Language learning has been implanted since our birth by various modes of strategies to express our sense and thoughts. Class room is the best place for everyone to foster ourselves to communicate in this world. Teachers pass on knowledge and skills, organize teaching activities and help students practice through teacher talk. In English classrooms, teachers' language is not only the object of the course, but also the medium to achieve the teaching objective. Both the organization of the classroom and the goal of teaching are achieved through certain strategies to learn this foreign language, English. This study explores the use of language learning strategies and investigates about strategy training for language learners to bridge the academic gap they experience in learning English language after their intermediate level. This analysis also includes the cognitive and meta cognitive strategies which accelerate the organizing, focusing, and evaluating one's own learning; affective strategies for handling emotions or attitudes; social strategies for cooperating with others in the learning process; cognitive strategies for linking new information. In consequence of these assay this paper imposes on task based learning strategies including of communicative task learning in addition based on action research approach and includes the task based illustrations while involving in language acquisition. IMPORTANCE OF LANGUAGE LEARNING: Today, everyone recognizes the importance of learning the English language, the ability to speak and write English properly allows people to advance in the professional world. Being able to speak in English also widens one's horizon in communicating globally. The development of competent reading and literacy skills requires the integration of one's language skills, background knowledge, and ability to construct meaning from a variety of print materials and for many other students this process is not an easy one. For learners who try to develop literacy in a language other than their native language, these learning strategies are a task of challenging. Our curriculum today faces with helping students to develop the ability to read and write in English to meet state and district expectations. To develop competent English literacy skills, it is important for the teachers to have a clear understanding of effective strategies that help students. Each language is structured differently, and the different structures offer users different suggestions to meaning. So when we learn our first language, our brain mind turns the way and we learn to pay attention to particular cues to meaning that are most helpful.