Methods and Approaches of English Language Teaching

According to Asher and James (1982), Methods are the combination of techniques that are used and plasticized by the teachers in the classrooms in order to teach their students and approaches are the philosophies of teachers about language teaching that can be applied in the classrooms by using different techniques of language teaching. For example, if a teacher has an approach that language is the communication and learning a language is in fact learning the meanings, functions and uses of language. So the techniques will be based on the communicative language teaching and task based methods.

According to Freeman (2000), Methods which are taught to the teachers make a base and give them thinking about the applicable techniques and principles according to the situation where they stand. They are clear about their attraction towards certain methods and also think that why have they repelled certain method. The knowledge of method is very necessary because their knowledge is base of teaching.

https://www.ukessays.com/essays/englishlanguage/methods-and-approaches-of-english-language-teaching-english-language-essay.php Acesso em: 7 de junho de 2022.

Cartoons can sometimes make a serious point. Benjamin Franklin’s 1754 “Join or Die” began the use of political cartoons. These visuals have been important in history by informing illiterate citizens and conveying a point of view on a political issue. Cartoonists, with a single picture, could insult enemies, celebrate allies, change people’s minds on important issues, and be humorous enough to make an impact on the public’s view. Political cartoons bring humor and exaggeration to past and current issues. I tell my students political cartoons are pictures with a point. We can provide students with the tools and questions they can use to decode and understand political cartoons.

https://blog.socialstudies.com/the-teachers-guide-to-helping-elementary-students-analyze-political-cartoons Acesso em: 7 de junho de 2022.

Read the Text and answer the questions 16, 17 and 18.

Brown (2007) offers four interconnected characteristics of CLT:

1. Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence.

2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.

Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.

3. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

Disponível em: https://nufs-nuas.repo.nii.ac.jp Acesso em: 6 de junho de 2022.

Read the Text and answer the questions 16, 17 and 18.

Brown (2007) offers four interconnected characteristics of CLT:

1. Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence.

2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.

Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.

3. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

Disponível em: https://nufs-nuas.repo.nii.ac.jp Acesso em: 6 de junho de 2022.

Read the Text and answer the questions 16, 17 and 18.

Brown (2007) offers four interconnected characteristics of CLT:

1. Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence.

2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.

Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.

3. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

Disponível em: https://nufs-nuas.repo.nii.ac.jp Acesso em: 6 de junho de 2022.