Valkíria B Luiz Mestranda em Linguística Aplicada e Estudos da Linguagem

– LAEL/PUC-SP.

SÃO PAULO

2013

CLASSIC AL ISSUES:

the best, the most appropriate, most effective

way of teaching language (Cook, 2003:38)

IMPLICATIONS classroom teaching material and curriculum design teacher education and educational policy-

making

METHOTODOLOGY

Can be characterized as the activities, tasks,

and learning experiences selected by teacher in

order to achieve learning, and how they are

used within the teaching learning process.

(Richards 1990:11)

HOW

WHAT

WHY

WHO

the methodological choices will

themselves be pre-specified, and

enshrined in the form of a method.

METHODS: A BRIEF HISTORY

Reformers

Methodology = evolutionary and revolutionary

Reform Movement

Communicative Approach

Natural and humanist approaches

“Language acquisition is based on this child’s

discovery of what from a formal point of view is a

deep and absract theory – a enerative grammar of

his language”

Chomsky’s (1965:58)

Structuralists

Audiolingualism (Fries 1940)

Different types of pattern-practice drills –

behavioral

Natural and humanist approaches

“Language acquisition is based on this child’s

discovery of what from a formal point of view is a

deep and abstract theory – a generative grammar

of his language” Chomsky’s (1965:58)

The functional tradition

situational language teaching

communicative approach

communicative competence

(Firth, Halliday, Labov, Hymes)

Communicative methodology

Information-gap tasks

Role plays and simulations

Fluency

Skimming – scanning strategies

Learning by doing – whole language movement

Selection and grading of syllabus objectives

(semantic and procedural rather than

structural)

Prabhu, Willis, Ellis, Freeman & Freeman

Communicative Learning theory

Rethink methodology

Skills acquisition

Constructivist and sociocultural learning

content and language integrated learning –

CLIL

Krashen, Johnson, McLaughin, Skehan, Van

Lier

METHODS: THE ISSUES AND OPTIONS

Changes in methodology have not happened uniformly

nor in unison

The history of methods no linear progression, but as

cyclical

Options:

The nature of language

The nature of scond language

Goals and objectives teaching

The type of syllabus to use

The role of teachers, learners, instrucional materials

The activties, techiniques and procedures to us

(Richards and Schimidt 2002 2002:330)

METHODOLOGY: NEW DEBATES

beyond methods, towards appropriate

methodology

Research into methodology : interaction

analysis, discourse analysis, and conversation

analysis in conjunction with classroom

observation

SUMMARY

Methodology

Complex: traditional methods, classroom

=messy systems

Context variables

Exchange experiences and beliefs

global commonalities

REFERÊNCIA BIBLIOGRÁFICA

THOMBURY, Scott. Language Teaching

Methodology. In: SIMPSON, James. The

Routledge Handbook of Apllied Linguistics. New

York: Routledge, 2011.