TEACHING AND ASSESSMENT
OF THE MACROSKILLS
Presented by John David M. Andres
Teaching
Approach Technique
Method Style
Strategy
Teaching
Approach
is the overall way a
teacher thinks about
and plans for teaching.
Teaching
Method
is the specific way a
teacher delivers content
to students.
Teaching
Strategy
is the plan a teacher
uses to achieve a
specific learning goal.
Teaching
Technique
is a specific tool or
action used during a
lesson to engage
students or explain a
concept.
Teaching
Style
refers to the personal
way a teacher interacts
with students and
delivers lessons.
Pre-20th
Century
Teaching
Methods
Pre-20th Century
Teaching Methods
01 02
Getting learners to vs. Getting learners to
use a language. analyze a language.
Teachers or tutors used
01.
informal and more or less direct
approaches to convey the form
and meaning of the language.
Development During the Renaissance, the formal
of Language 02. study of the grammars of Greek
and Latin became popular through
Teaching the mass production of books.
People began to find it
03.
necessary and useful to learn
the language of another
country or region.
Johann Amos
Comenius
a Czech scholar and
teacher.
published books about his
teaching techniques
between 1631 and 1658.
Use imitation instead of
Some of the rules to teach a language.
techniques Have your students repeat
that Comenius after you.
Help your students practice
used were the reading and speaking.
following: Use a limited vocabulary
initially.
Language Teaching
Development
By the beginning of the By the end of the
nineteenth century, the nineteenth century, the
analytical Grammar- practical Direct
Translation Approach Approach was
was introduced. introduced.
20th
Century
Teaching
Methods
Grammar-Translation
Approach
Instruction is given in the native language of
the students.
Focus is on grammatical parsing, i.e., the form
and inflection of words.
A typical exercise is to translate sentences
from the target language into the m other
tongue (or vice versa).
The result of this approach is usually an
inability on the part of the student to use the
language for communication.
Direct Approach
This is a reaction to the Grammar-
Translation Approach and its failure to
produce learners who could communicate.
No use of the mother tongue is permitted.
Grammar is learned inductively.
Literary texts are read for pleasure and
are not analyzed grammatically.
Reading Approach
Only the grammar useful for reading
comprehension is taught.
Translation is once more a respectable
classroom procedure.
Reading comprehension is the onlv
language skill emphasized.
Audiolingualism
Mimicry and memorization are used, based
on the assumption that language is habit
formation.
Skills are sequenced: listening, speaking—
reading, writing postponed.
Pronunciation is stressed from the
beginning.
Language is often manipulated without
regard to meaning or context.
Oral-Situational
Approach
Only the target language should be used in
the classroom.
All language material is practiced orally
before being presented in written form
reading and writing are taught only after an
oral base in lexical and grammatical forms
has been established.
New items (lexical and gram m atical) are
introduced and practiced situationally.
Cognitive Approach
Language learning is viewed as rule
acquisition, not habit formation.
Instruction is often individualized; learners
are responsible for their own learning.
Grammar must be taught but it can be
taught deductively or inductively.
Pronunciation is de-emphasized; perfection
is viewed as unrealistic and unattainable.
Affective-Humanistic
Approach
Communication that is m eaningful to the
learner is emphasized.
Class atmosphere is viewed as more
important than materials or methods.
Learning a foreign language is viewed as a
self-realization experience.
Peer support and interaction are viewed as
necessary for learning.
Comprehension-Based
Approach
Listening comprehension is very important and
is viewed as the basic skill that will allow
speaking, reading, and writing to develop.
Learners progress by being exposed to
meaningful input that is just one step beyond
their level of competence.
Error correction is seen as unnecessary and
perhaps even counterproductive.
Communicative
Approach
It is assumed that the goal of language
teaching is learner ability to communicate in
the target language.
Students regularlv work in groups or pairs to
transfer.
Students often engage in role play or
dramatization to adjust their use of the target
language to different social contexts.
References:
Hasanova, Nasiba. “THE MAIN DIFFERENCES between TEACHING APPROACHES,
METHODS, PROCEDURES, TECHNIQUES, STYLES and STRATEGIES.” VOLUME, vol. 7,
no. 2, 2021,
media.neliti.com/media/publications/342865-the-main-differences-between-
teaching-ap-24a0895b.pdf.
Celce-Murcia, Marianne. “Teaching English as a Second or Foreign Language.”
https://edisciplinas.usp.br/pluginfile.php/7747961/mod_resource/content/1/Teachi
ng%20English%20as%20a%20Second%20or%20Foreign%20Language%20by%20C
elce-Murcia%20Mariam.%20%28z-lib.org%29.pdf
Thank you
very much!
from: John David M. Andres
