MARIANNA VADNAY APPLIED LINGUISTICS I for BA Students in English (original) (raw)

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.

Approaches of Language teaching

The topic of this diploma thesis is the comparison of Austrian and Spanish ELT textbooks in respect to grammar teaching. In the first part of this paper, approaches and methods in foreign language teaching are introduced and criteria relevant for the analysis of grammar in ELT textbooks are derived from them. Further, a number of additional criteria analyzing grammar at a more general level are included in the analysis of this paper as well. For the textbook analysis, which is presented in the second part of this paper, two ELT textbooks written for the Austrian market and two ELT textbooks written for the Spanish market have been chosen. It will be analyzed if the four ELT textbooks follow the principles of one single approach or method or of more than one approach or method to language teaching. Further, it will be analyzed to what extent the ELT textbooks adhere to these principles and if the recommendations made in the Austrian curriculum concerning the teaching of foreign languages are fulfilled in the ELT textbooks. Finally, it will be analyzed if there are any differences in terms of grammar teaching between the Austrian and the Spanish ELT textbooks analyzed in this paper.

Language-teaching methodology, C.Pelekani (2009)

There is no standard approach to teaching which every teacher should strive to adopt, but certain strategies are valuable in the classroom. Both formal and informal teaching approaches can be very effective when these principles are observed. This paper presents some of my teaching methodologies and approaches in language teaching. My methodology tools are: Mini-lecture, Interactive lecture with student active breaks, Reading, Audio–visual materials (CD ROM, videotapes, etc.) and Group discussion. My methodologies and approaches aimed to influence, motivate and inspire students to learn. Their success is my success, thus motivating me to design challenging learning environments that provide students with the best opportunity to significantly contribute to sustaining personal development.

Theory and practice in foreign language teaching-learning

2012

Teaching and learning a foreign language engage skills, alongiside a communication abilitythat can be practised by means of certain types of expression activities. This allows handling texts ofspeciality with the help of strategies that should lead to the completion of tasks required. Bearing inmind the latest theories in language teaching and learning, it is paramount to highlight the commonaspects of of several languages for the notional-functional approach, transverse skills and teacheradaptedones, as well as the relation between teaching as a whole and its components processes andmethods.The approach of grammar between tradition and modernity, the direct method was born as areaction against the grammar-translation method, while the communication approach highly favoursoral or written communication. The acitivity that conceptualizes this methodology is grammarconceptualization that requires abilities of the intelect, such as analysis, refection, synthesis anddeduction.