RESUME : THE POSTMETHOD ERA: TOWARD INFORMED APPROACHES

THE POSTMETHOD ERA: TOWARD INFORMED APPROACHES

·         THE DYSFUNCTION OF THE THEORY-PRACTICE DICHOTOMY

Recent work in the language teaching profession shows a marked depature from the artificial dichotomy of theory and practice. In this newer mode of viewing the profession, teachers are researchers and are charged with the responsibility of reflecting on their own practice. And then a very eloquently argued against such a relationship in analyzing the dysfunction of the theory practice relationship.

·         AN ENLIGHTENED, ECLECTIC APPROACH

It should be chear from the foregoing that as both an enlightened and eclectic teacher, you think in terms of a number of possible methodogical options at your disposal for tailoring classes to particular contexts. Your approach, or rationale for language learning and teaching, therefore takes on great importance.

·         COMMUNICATIVE LANGUAGE TEACHING

Communicative Language Teaching means little more than an integration of grammatical and functional teaching. And then communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language.

·         TASK-BASED LANGUAGE TEACHING

Task-based language teaching makes an important distinction between target tasks, which students must accomplish beyond the classroom, and pedagogical tasks, which form the nucleus of the classroom activity.

·         LEARNER-CENTERED INSTRUCTION

Learner centered instruction is language teaching a domain that so often presupposes classrooms where students have very little language proficiency with which to negotiate with the teacher, some teacher shy away from the notion of giving learners the power associated with a learner-centered approach.

·         COOPERATIVE LEARNING

Cooperative learning essentially involves students learning from each other in groups. But it is not the group configuration that makes cooperative learning distinctive; it is the way that students and teachers work together that is important.

·         INTERACTIVE LEARNING

An interactive course or technique will provide for such negotiation. And then concept of comprehensible input, long and others have pointed out the importance of input and output in the development of language. As learners interact with each other through oral and written discourse, their communicative abilities are enhanced.

·         WHOLE LANGUAGE EDUCATION

Whole language is nota recipe, and it’s not an activity that you schedule into your lesson; it is an educational way of life. It helps people to build meaningful connections between everyday learning and school learning.

·         CONTENT-BASED INSTRUCTION

Content based instruction (CBI) is a teaching approach that focuses on learning language through learning about something. Although CBI is not new, there has been an increased interest in it because it has proven very effective in ESL and EFL programs around the world. And an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus. And then CBI involves integrating the learning of language with the learning of content simultaneously; here, content typically means academic subject matter such as math, science, or social studies.

·         OTHER CANDIDATES FOR CLT APPROACHES

The list of potential approaches, all related in some way to general principles of CLT, could become quite lengthy; depending on how you wish to narrow down your qualifications. And included multiple intelligences, neurolinguistic programming, the lexical approach, and competency-based teaching among their approaches and methods. And described the participatory approach, learning strategy training, and multiple intelligences in her book on techniques and principles.