Comparing Different Methods and Approaches in Teaching English as a Foreign Language (EFL) | Apuntes de Lengua y Literatura

A NEW SYLLABUS IN EFL

Licenciada Marta Arévalo de Barrios

Profesorado en Enseñanza Media del Inglés

Nombre: Dennysse Michel Argueta Estrada

Carnet: 14199

Methods/ Approaches FOR ELT

Method/Approach

Grammar- Translation

Method

Direct Approach

Communicative

Approach

Competency-based

language teaching

PBLT

Project-based language

teaching

View of language

Students learn

grammatical rules and

then apply those rules by

translating sentences

between the target

language and the native

language.

Classroom instruction is

conducted exclusively in

the target language.

learners are involved in

real communication, their

natural strategies for

language acquisition will

be used, and this will allow

them to learn to use the

language.

demands that language be

connected to a social

context rather than being

taught in isolation.

Gives students the

opportunity to explore

problems and challenges that

have real-world applications.

View of Language

Learning

Enable students to read

and translate literature

written in the target

language, and to further

students’ general

intellectual development.

the idea that learners can

best learn what is “natural”

to them and that an

aural/oral system of

teaching them was

appropriate for this

purpose.

Language use is

recognized as serving

ideational, interpersonal,

and textual functions and

is related to the

development of learner’s

competence in each.

Courses are built around

the skills necessary to

carry out specified tasks.

Students acquire a deeper

knowledge through active

exploration of real-world

challenges and problems.

Brief Description

Students learn

grammatical rules and

then apply those rules by

translating sentences

between the target

language and the native

language

Classroom instructions are

conducted exclusively in

the target language.

Based on the idea that

learning language

successfully comes

through having to

communicate real

meaning.

Students must

demonstrate that they can

accomplish specific tasks

that are likely to be

encountered in the real-

world using the target-

language.

It is a style of active learning

and inquiry-based learning.

Skills emphasized

Focuses on the application

of grammar and correct

sentence structure.

Teaching vocabulary

through pantomiming, real-

life objects and other

visual materials

Requires realistic

interaction among learners

using meaningful,

contextualized language

Classes must be student-

centered with a focus on

what students can do.

Focused on student learning

goals.

Student Role

Expected to memories

endless list of grammar

rules and vocabulary, and

produce almost perfect

translations.

The student role is less

passive than in The

Grammar Translation

Method. The students are

more like partners in the

teaching/learning process.

Learners must have

constant interaction with

and exposure to the target

language.

Their role will be to

integrate, produce, and

extend knowledge

Students take an active

part in their own learning

and work toward being

autonomous learners.

Students acquire a deeper

knowledge through active

exploration of real-world

challenges and problems.

Teacher Role

Guides because grammar

translation deals with the

memorization of rules,

manipulation of rules,

manipulation of the

The role of the teacher is

to direct class activities,

but students and teacher

are partners in the learning

process, and there is a

The role of the teacher is

that of a guide, a facilitator

or an instructor.

The role of the teacher

changes from one of being

an information-giver to that

of a facilitator

 works with students to

frame questions,

 structure meaningful

tasks,

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A NEW SYLLABUS IN EFL

Licenciada Marta Arévalo de Barrios

Profesorado en Enseñanza Media del Inglés

Nombre: Dennysse Michel Argueta Estrada

Carnet: 14199

Methods/ Approaches FOR ELT

Method/Approach Grammar- Translation Method Direct Approach Communicative Approach Competency-based language teaching

PBLT

Project-based language teaching View of language Students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Classroom instruction is conducted exclusively in the target language. learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. demands that language be connected to a social context rather than being taught in isolation. Gives students the opportunity to explore problems and challenges that have real-world applications. View of Language Learning Enable students to read and translate literature written in the target language, and to further students’ general intellectual development. the idea that learners can best learn what is “natural” to them and that an aural/oral system of teaching them was appropriate for this purpose. Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learner’s competence in each. Courses are built around the skills necessary to carry out specified tasks. Students acquire a deeper knowledge through active exploration of real-world challenges and problems. Brief Description Students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language Classroom instructions are conducted exclusively in the target language. Based on the idea that learning language successfully comes through having to communicate real meaning. Students must demonstrate that they can accomplish specific tasks that are likely to be encountered in the real- world using the target- language. It is a style of active learning and inquiry-based learning. Skills emphasized Focuses on the application of grammar and correct sentence structure. Teaching vocabulary through pantomiming, real- life objects and other visual materials Requires realistic interaction among learners using meaningful, contextualized language Classes must be student- centered with a focus on what students can do. Focused on student learning goals. Student Role Expected to memories endless list of grammar rules and vocabulary, and produce almost perfect translations. The student role is less passive than in The Grammar Translation Method. The students are more like partners in the teaching/learning process. Learners must have constant interaction with and exposure to the target language. Their role will be to integrate, produce, and extend knowledge Students take an active part in their own learning and work toward being autonomous learners. Students acquire a deeper knowledge through active exploration of real-world challenges and problems. Teacher Role Guides because grammar translation deals with the memorization of rules, manipulation of rules, manipulation of the The role of the teacher is to direct class activities, but students and teacher are partners in the learning process, and there is a The role of the teacher is that of a guide, a facilitator or an instructor. The role of the teacher changes from one of being an information-giver to that of a facilitator  works with students to frame questions,  structure meaningful tasks,

A NEW SYLLABUS IN EFL

Licenciada Marta Arévalo de Barrios

Profesorado en Enseñanza Media del Inglés

Nombre: Dennysse Michel Argueta Estrada

Carnet: 14199

morphology, and syntax of the foreign language. large amount of Learner- Learner interaction.  coach knowledge development and social skills, and  assess students’ learning from experience. Strengths and Shortcomings Strengths:  Students learn a lot of vocabulary.  Reading and writing skills are excelled.  It activates students´ memory. Weaknesses:  Poor listening and speaking.  Unnatural and Inaccurate Pronunciation  GTM is not interactive and engaging for students. Strengths:  Learners have an active role.  It lays great emphasis on speaking, the most important skill for many learners.  It avoids the unnatural block of translation in the communication process. Weaknesses:  There is little systematic structural practice.  Learners run the risk of inducing incorrect rules.  A great deal of teacher-energy is required. Strengths:  Language teaching is that of the increase of fluency in the target language.  This enables the learners to be more confident when interacting with other people. Weaknesses:  Major disadvantage might be that it is difficult for the teacher alone to check the language use of every student, especially in a big class.  The students are allowed to make mistakes but they need to be by the teacher in order to improve and so as not to make the same mistake again and again. Strengths:  It enables learners with work or family commitments to study at their own pace  For some students, it speeds up time to completion of a qualification by enabling prior learning to be recognized Weaknesses:  Is less focused on preparing learners with the flexibility needed for a more uncertain future  It does not suit subject areas where it is difficult to prescribe specific competencies or where new skills and new knowledge need to be rapidly accommodated Strengths:  It increases students’ academic achievement.  increases cooperation/collaboration ability  increases students’ creativity Weaknesses:  Requires a lot of time that must be provided to solve complex problems. This will lead to a lack of time available for the material/content.  Many parents of students who feel aggrieved, because it adds to the cost of entering the new system.  Students who are not experienced with working in groups may have difficulty in negotiation and compromise

Comparing Different Methods and Approaches in Teaching English as a Foreign Language (EFL), Apuntes de Lengua y Literatura

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¡Descarga Comparing Different Methods and Approaches in Teaching English as a Foreign Language (EFL) y más Apuntes en PDF de Lengua y Literatura solo en Docsity!

A NEW SYLLABUS IN EFL

Licenciada Marta Arévalo de Barrios

Profesorado en Enseñanza Media del Inglés

Nombre: Dennysse Michel Argueta Estrada

Carnet: 14199

Methods/ Approaches FOR ELT

PBLT

A NEW SYLLABUS IN EFL

Licenciada Marta Arévalo de Barrios

Profesorado en Enseñanza Media del Inglés

Nombre: Dennysse Michel Argueta Estrada

Carnet: 14199