Unit 1: Didactic Evolution Flashcards
Spanish and Andalusian Curricula, established by…
Crown Decree 1105/2014
Decrees 111 and 110/2016
Instruction 9/2020
Order of July 14, 2016
Pre 19th c. Approaches
Before 18th c.
Classical Latin and Greek
Renaissance
Before 18th c. language learning…
Was considered to be an intuitive process based on intuition and memorisation of vocabulary
Clasical Latin and Greek learning
When they were considered lingua francas, was done with their use in mind.
In the Renaissance
The analysis of language and formulation of rules became a priority
First Modern Approaches
Grammar Translation Method
Direct Method
Grammar Translation Method
It was the first method to be universally known.
Its appearance coincided with the increased interest of aristocracy and the well-off.
It was considered an intellectual activity.
The best example was the study of Latin, that is why they took grammatical terminology of latin.
Grammatical rules were presented first and then students had to apply them.
Long lists of vocabulary had to be memorised.
Direct Method
Reaction against Grammar Translation Method.
Language teaching should follow naturalistic principles.
Language could be taught directly.
Best to teach everyday vocabulary and structures in interaction.
Heritage: flashcards, realia and the use of target language
Scientifically-Based Approaches
Audiolingual Method Silent Way Dessugestopedia Comprehension Based Approach Natural Approach
Audio-lingual Method
Arised in USA for necesity
Behaviourist perspective
Mechanical process, result of stimulus, response process; habit formation
Oral skills were a priority, language graded for complexity and analysed
Silent Way
Cognitive approach put into practice
Teaching should be subordinated to learning
Learners are allowed to experiment with the language
Not practical
Dessugestopedia
Application of suggestion to pedagogy.
Language learning as self-realisation process
Comprehension-based Approach
Outgrowth of the research on first language acquisition.
Second language learning is similar to first language acquisition.
Natural Approach
Krashen and Terrel, five hypothesis: Acquisition vs Learning Monitor Hypothesis Natural Order Input Hypothesis Affective Filter
Acquisition vs learning
Acquisition is different from learning
Monitor hypothesis
Language is a conscious process. The monitor allows us to focus on form and to control spontaneous production.
Natural order
Learning does not lead to acquisition, the latter takes place in a natural order, the teacher should try to follow this order or learning would be slower
Input hypothesis
In order for learners to imrpove, L2 input should be one step beyond their current stage of communicative competence
Affective filter
Anxiety has to be low to stimulate self-esteem and motivaiton in order to learn a language
Communicative Competence
The concept of linguistic competence proposed by Chomsky stimulated many authors to look for its best definition and their components.
Components of Communicative Competence according to Curriculum
Discourse, linguistic, strategic, sociocultural and sociolingusitic
Communicative Approaches
The main principle is to create communicative situations in class. The teacher is a facilitator that creates conditions for learning to communicate through communication.
Students interact a great deal with one another in different configurations.
Cultural aspects and language functions have great importance to develop communicative competence.
Typical resources of Communicative Approaches
Authentic materials for its cultural and communicative potential
Role plays for students to adopt different personalities and roles from real life situations
Games to lower anxiety and offer opportunities for spontaneous interaction
Information Gap activities to negotiate meaning
Present Day trends
Procedural approaches
Content based language teaching
Task based language teaching
CALL
Procedural Approaches
Used in communicative approaches. They focus on how the learning takes place, rather than on making sure that students assimilate planned content, as in product approaches
Content-based language teaching
is based in communication in specific curricular areas. It is proper of the so-called bilingual schools and represents the strong version of procedural approaches.
Task-based approach
it is the weaker version of the procedural approaches and they also aim to create situations of communication in which language acquisiton takes place as students perform tasks.
CALL
Computer Assisted Language Learning
It can range from accompanying a traditional course with computer exercises to be exclusively based on the use of computers.
It offers many possibilities for interaction.
