Appling Methods Atika

8/16/2019 Appling Methods Atika

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Methods: the issues andoptions

There are two important facts :

1. Changes in methodology haven’thappened uniformly nor inunison.

2. The history of methods mightmore accurately be characterizednot as a linear progression but asa cylical.


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!ichards and "chmidt have identi#ed thefollowing broad areas beliefs about which

they argue serve to distinguish methods:1. The nature of language

2. The nature of second language learning

$. %oals and ob&ectives in teaching

'. The type of syllabus to use

(. The role of teachers learnersinstructional materials

). The activities techni*ues andprocedures to use


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"tern identi#ed three central issues of

language learning1. The intralingual+crosslingualdimension

2. The analytic+e,periential dimension

$. -,plicit+implicit dimension

.-,panding on those options so as tobe able to map them on the si,domains identi#ed by !ichards and"chmidt.


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Finally, they found at least ten dimensions to the concept of method

The nature of language

1. The formal vs functional dimension

The nature of second language learning2. The analytic vs experiental dimension

Goals and objectives in teaching

3. The product vs process dimension

. The accuracy vs fluency dimensionThe type of syllabus to use

!. The systems vs s"ills dimension

#. The segregated vs integrated dimension

The role of teachers, learners, instructional materials

$. The cognitive vs affective dimension

%. The transmissive vs dialogic dimension

The activities, techni&ues and procedures to use

'. The deductive vs inductive dimension

1(. The cross)lingual vs intralingual dimension


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Nu Dimension vs Dimension

The nature of language

1 The formal vs functional

The method construes language as astructural system, internali*ed as formaloperations or rules

vs The method construes language as meaningpotential, internali*ed as a system of semanticchoices.

The nature of second language learning

2 The analytic vs experiential

The method prioriti*es formal instructionand intentional learning

vs The method see"s to replicate naturalistic,informal, experiential, or incidental learningprocess

Goals and objectives in teaching

3 The product vs process

The method focuses on the teaching andassessing or pre)specified linguistic goals

vs The method aims at developing and assessingthe learner+s capability for language learningand use

The accuracy vs Fluency

The method aims at achieving formal

accuracy, particularly of grammar

vs The method aims at achieving communicative

fluency, particularly at the level of discourse


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N

u

Dimension v

s

Dimension

The type of syllabus to use

! The systems vs "ills

The syllabus is organi*ed according tolingustic criteria -e.g. grammar, phonology

vs The syllabus foregrounds language s"ills orcompetences

# The segregated vs ntegrated

The target language is taught apart fromother subjects in the curriculum

vs The target language is integrated into othercurricular content

The role of teachers, learners, instructional materials

$ The cognitive vs /feective

The method prioriti*es mental effort and

cognitive processing

vs The method priorite*es affective and holistic

engagement% The transmissive vs 0ialogic

Teaching is vieed as the transmission ofdiscrete units of "noledge

vs Teaching is vieed as an interactive processin hich "noledge is collaborativelyconstructed


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N

u

Dimension v

s

Dimension

The activities, techni&ues and procedures to use

' The deductive vs nductive

The method favours the explicitpresentation of rules -e.g. of grammar

vs The method expects or invites learners todiscoverthe rules for themselves

1( ross)lingual vs ntralingual

The method ac"noledges and exploitesthe learner+s 41

vs The method rejects or discourages a role forthe 41


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The first thing to note is

There is considerable correlation across thosedimensions. 4i"eise, an analytic approach to

language learning is li"ely to be reali*ed in atransmissive teaching style.

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Appling Methods Atika