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1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
0. INTRODUCTION
1. EARLY STAGES IN LANGUAGE TEACHING: CLASSICAL
LANGUAGES
2. THE TEACHING OF MODERN LANGUAGES
2.1. FIRST APPROACHES: Grammar-translation method
Reform movement
Direct Method
2.2. 20th CENTURY INNOVATIONS: Berlitz School
Basic English
The Structural approach
TGG
2.3. PRESENT-DAY TRENDS: Functional-notional Grammar
Communicative Approach
Post-Communicative Approaches
-
NLP
Task-Based Learning
The Lexical Approach
3. CONCLUSION
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
0. INTRODUCTION
Humans have always shown an urgent desire and need of communicating with
others. If these others speak a different language, the need of learning this new
language arises. This need was already obvious for members of ancient civilizations,
where translators and language teachers helped them to communicate with
foreigners. In todays world this need is even more important. Most international
business are carried our in English, international travel is fairly common, and new
technologic advances, such as the internet, give us a great possibility to get in touch
with people from other cultures. In order to do so, we need to learn foreign
languages, mostly English, which is the predominant language in international
communication.
As language teachers, our aim will be making language a tool that our students
can use to communicate with other people. This vision of language as a tool is fairly
new, and it has given rise to new, communicative models of language teaching. But
these are not the only methods. Throughout history, many different methods of
language teaching and learning have been in use. We must know their basic
characteristics, not only in order to be aware of the development of our profession,
but also to be able to use some of their techniques if our students can benefit from
them. This unit, then, will be focused on the revision of the different approaches
people have used to teach and learn foreign languages through history.
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
(4) The only register taught is Literature, which is unsuitable for communication.
However, it has some positive aspects: it presents a throughout knowledge of
grammar; it gives importance to meaning in the learning process and translation can
be useful in high levels when learning L2.
The best-known textbook in this method is Ch. Fick, Practical English Course
(1793). Each lesson presents a new grammar rule, a vocabulary list and practical
examples for students to translate.
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
In this oral method the teacher spoke the L2, using the L1 only for glossing new
words. They were non-native teachers.
The main criticism received by this method was the high emphasis laid on
phonetics, which was considered an extra burden.
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
2.2.
Berlitz School
M. Berlitz founded a school in Rhode Island in 1878. It is not really a new
method, but an application of the Direct Method, and it has been quite successful. Its
slogan is The eye is an enemy to the ear, which is true in the case of English.
The main characteristics of this school are:
(1) No translation.
(2) No use of L1.
(3) Oral work, based on question/answer technique.
(4) Native, trained teachers.
(5) No grammar explanation till late in the course.
Instituto de Ciencias del Hombre XXI
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1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
Basic English
This method was devised by Richard & Ogden in 1928, who believed that each
language has a basic grammar and vocabulary, which have to be taught first. These
authors reduced language to only 850 words, classified in 3 groups: qualities (adj),
things (N) and operators (V, prep, conj). If they wanted to express any meaning not
covered by these words, paraphrase was used.
The main problems of this method are:
(1) Each word has to carry a lot of meanings.
(2) It doesnt teach real English: paraphrases are needed to express words which
exist in the language (bush=small tree), and some very usual terms, (goodbye, thank-you) can not be expressed.
(3) Teachers also have to learn basic English before they are able to teach it.
But this model also has a practical application: basic grammar and the frequency
criterion are still important when designing a language course.
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
However, the thinks that grammar rules are processed in a different way and that
they are learned in a certain order. One of his key concepts is the affective filter.
(See topic 2 ). Krashen believes that many things, such as motivation of students can
act as filters that come between the learner and the comprehensible input (reading
and listening) necessary for language acquisition. He also made an important
differentiation between acquisition (unconscious mechanism of internalising lang that
we pick up in communicative situations) and learning (comes from processing rules
and grammar information).
Many criticisms arise against these theories especially abstract terminology and
superficial application of the theory. Despite it, TGG has made great contributions to
language teaching such as a complete and systematic conception of language and
languages and the defence of a solid linguistic basis of L1 in order to progress in L2.
2.3
PRESENT-DAY TRENDS
One of the most important events in the field of T/L a L2 has been the evolution of
TEFL. It appeared as an autonomous profession in the 50s. Soon later, a clear
distinction was made between TEFL and TESL. students had different expectations
and objectives, so the methods and objectives set up by teachers should also be
different.
In the 70s, the emergence of applied linguistics gave rise to ESP. The most
important authors in this field are Firth, Halliday, Widdowson.
Functional-notional grammar.
This kind of grammar is based on two key concepts: functions and notions.
Functions represent the intentions of the speaker (describe, advise, warn), so that
Instituto de Ciencias del Hombre XXI
11
C/ Rumbau. 1 -3. 17a .46001 Valencia Tf. 963 51 9522 -963290 849. Fax. 963 94 33 05
http:l/www.cienciasdelhombre21.com
E-Mail: ich-tyd@digitalmk.com
1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
they are concerned with the social behaviour. Notions are the categories in which we
divide reality: time, frequency, gender, number
This kind of grammar appeared in the 1970s, due to the Council of Europes
efforts to establish an equivalence in the syllabuses for learning different languages.
Functions and notions represent universal categories of human thinking, and they do
not vary among languages. So that, it was decided that they should be the base of
the new syllabus.
Functional-notional grammar focuses in language in use: students have to learn
how to use the language is different situations (travel, hospital, restaurant) rather
than the general structure of the languages. This method was put into practice in the
Threshold Level and Waystage in the 1970s. Recently the Common European
Framework of Reference for Languages has been published (2002).
A very important factor in this approach was Hymes' new notion of competence.
It was no longer grammatical competence, but communicative competence: knowing
what to talk about, with whom, when, where and in what manner. This concept was
later reviewed by Canale & Swain, and is the basis of the communicative approach.
Communicative approach
It is enclosed in a frame called Textual linguistics, which is a heterogeneous
group of disciplines dealing with the text (Europe) or the discourse (USA). TL is
mainly articulated through Pragmatics, which analyses everything related to
communication and language; it talks about real speakers or listeners and introduces
the concept of context. On the other hand, we move from a linguistic competence to
a communicative competence (Canale & Swain). (See topic 4). So, if language is text
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1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
The heart of the language lesson is the communicative activity in itself, not
the grammar explanation.
(2)
(3)
(4)
(5)
(6)
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1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
Anchoring (as if you were listening to a song which reminds you of your
youth). You can, for example, play the same tune at the beginning of the
classes.
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1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
(2)
(3)
Task-Based Learning
Students are given a task to perform and once finished the teacher comments
on the language used . (Willis 1999, Harmer 2001:86)
3. CONCLUSION
Both the LOGSE and LOCE foster the communicative approach, together with
the functional-notional grammar, which is in fact the organizational base of most
Instituto de Ciencias del Hombre XXI
C/ Rumbau. 1 -3. 17a .46001 Valencia Tf. 963 51 9522 -963290 849. Fax. 963 94 33 05
http:l/www.cienciasdelhombre21.com
E-Mail: ich-tyd@digitalmk.com
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1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
textbooks. But this doesnt mean that we cant use other methods. Quite differently;
as English teachers, we must be able to identify different approaches to language
teaching, and be able to use those which will benefit our students in any particular
stage. In order to select which method to use, we must take into account our
students, their age and level, and the goals and objectives of the two stages we are
dealing with: ESO and Bachillerato. We must also remember that our objective is not
merely to teach a language, but to teach how to use the language for communication
purposes. Language, therefore, will be considered as a tool, not as an end in itself.
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1. Evolucin de la didctica de las lenguas. Tendencias actuales de la didctica del ingls lengua extranjera. Los enfoques comunicativos.
BIBLIOGRAPHY:
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