The nature of approach and methods

In this chapter we saw the nature  of methods and to explore the relationship between theory and practice a method.

Approach and Method


In nineteentn century ->  referring to general principles and theories:

• How language are learned?
• How knowledge of language is represented and organized in the memory?
• How language itself is structured?

                                                    they elaborated principles

Henry Sweet (1845 - 1912)              and accountable  approaches

Otto Jespersen (1860 - 1943) -> of language teaching programs,

Harold Palmer (1877 - 1949)                 courses, materials, etc...

             American applied linguistic Edward Anthony in 1963 identified three levels of conceptualization and organization:

• Approach: Is the level at which assumptions and beliefs about language and language learning are specified.
• Method: Is the level at which theory is put into practice and at which choices particular skills to be taught, the content to be taught, and the order will be presented.
• Technique: Is the level at which clasroom procedures are describe.

APPROACH
Theories about the nature of language and language learning that serve as the source of practices and principles in language teaching.


THEORY OF LANGUAGE
There are three different theoretical view:

• Structural view: Language is a system of structurally related elements for the coding of meaning.
• Funtional view: Language is a vehicle for the expression of functional meaning.
• Interactional view: Language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.

THEORY OF LANGUAGE LEARNING

Process-oriented theories build on learning processes, such as habit formation, induction, inferencing, hypothesis testing and generalization.

Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place.

Important authors:

> STEPHEN D. KRASHEN -> 'Motor Model of second language development'

Monitor theory addresses both the process and the condition dimensions of learning. Krashen distinguishes between:

• Adquisition: Refers to the natural assimilation of language rules through using language for communication.
• Learning: Refers to the formal study of language rules and is a conscious process.

However, learning is available only as a 'monitor', who is the reposity of conscious grammatical knowledge about a language.

> TRACY D. TERRELL -> 'Natural Approach'
It is based on a learning theory that specifies both processes and conditions, the learing theory underlying such methods as Counseling - Learning and the Silent Way.

> CHARLES A. CURRAN -> 'Cousenling - Learning'
He believes the atmosphere of the classroom is crucial factor, and his method seeks to ameliorate the feelings of intimidation and insecurity that many learners experience.

> CALEB GATTEGNO -> ' Silent Way'
Writings address learners needs to feel secure about learning and to assume conscious control of learning. Many of the techniques used in the method are designed to train learners to consiously, use their intelligence to heighten learning potential.

> JAMES ASHER -> Learning theory address both the process and condition aspects of learning. It is based on the belief that child language learning is based on motor activity, on coordinating language with action, and that this should from the basis of adult foreign language teaching.