The Nature of Approach
Este material es proporcionado al alumno con fines educativos, para la crítica y la investigación respetando la reglamentación en materia de derechos de autor. Este ejemplar no tiene costo alguno. El uso indebido de este ejemplar es responsabilidad del alumno.
. .,,e< Reading # 6 Richards, J C. and Rodgers, T.S. Aporoaches and Methods in l a n ~ u a teachina. C.U.P., 14 ~e pp.
! 292.
. ..
...,.
"-
--
.
30
.
2
he-nature of approaches and methods in langua 'ge teaching
-
We saw in the ~receding chapter that the changing rationale for foreign language study and the classroom techtiiqties ' and procedures used to teach languages have reflected responses to a variety of historical issues and circumstances. Tradition was for matiy years the guiding principie. The Grammar-Transiation Method reflected a time-honored and scholarly view of language and language study. A t times, the practical realities of the classroom determined both goals atid procedures, as with the determination of reading as the goal in Aiiierican schools and colleges in the late 1920s. At other times, theories derived from linguistics, psychology, or a mixture of both were used to develop a both philosophical and practical basis for language teaching, as with the various reformist proposals of the nineteenth century. As the study of teaching methods and procedures in language teaching assunied a more central role within applied linguistics from the 1940s on, various attempts have been made to conceptualize the nature of methods and to explore more systematically the relationship between theory and practice within a method. In this chapter we will clarify the relationship behveen approach and method and present a model for the description, arialysis, and comparison of methods.
Approach and method
When linguists and language specialists sought to improve the quality of language teaching in the late nineteenth century, they often did so by referring to general
. .,,e< Reading # 6 Richards, J C. and Rodgers, T.S. Aporoaches and Methods in l a n ~ u a teachina. C.U.P., 14 ~e pp.
! 292.
. ..
...,.
"-
--
.
30
.
2
he-nature of approaches and methods in langua 'ge teaching
-
We saw in the ~receding chapter that the changing rationale for foreign language study and the classroom techtiiqties ' and procedures used to teach languages have reflected responses to a variety of historical issues and circumstances. Tradition was for matiy years the guiding principie. The Grammar-Transiation Method reflected a time-honored and scholarly view of language and language study. A t times, the practical realities of the classroom determined both goals atid procedures, as with the determination of reading as the goal in Aiiierican schools and colleges in the late 1920s. At other times, theories derived from linguistics, psychology, or a mixture of both were used to develop a both philosophical and practical basis for language teaching, as with the various reformist proposals of the nineteenth century. As the study of teaching methods and procedures in language teaching assunied a more central role within applied linguistics from the 1940s on, various attempts have been made to conceptualize the nature of methods and to explore more systematically the relationship between theory and practice within a method. In this chapter we will clarify the relationship behveen approach and method and present a model for the description, arialysis, and comparison of methods.
Approach and method
When linguists and language specialists sought to improve the quality of language teaching in the late nineteenth century, they often did so by referring to general
Bibliography: Alexander, L. G., W. S. Allen, R. A. Close, and R. J. O 'Nt,ill 1975. English Grammatical Structure. London: Longman. Anthony, E. M. 1963. Approach, method and technique t ~i.qlish Language Teaching 17: 63-7. Asher, James J. 1977. Learning Another Language Througl~ .A