Theories

and
Methods

 Teaching methods are the application

of theoretical findings and positions.
They may be thought of as theories
in practice

 Albert Mackwardt (1972:5) saw these

changing winds and shifting sands as a
cyclical pattern in which a new
paradigm of teaching methodology
emerged about every quarter of a
century, with each new method
breaking from the old but at the same
time taking with it some of the positive
aspects of previous paradigm.

 One of the best examples of methods is seen in

the revolutionary Audio-lingual Method (ALM) of
the late 1940s and 1950s.
The audio-lingual method is a style of
teaching used in teachingforeign languages. It
is based onbehaviouristtheory, which professes
that certain traits of living things, and in this
casehumans, could be trained through a system
of reinforcementcorrect use of a trait would
receive positive feedback while incorrect use of
that trait would receive negative feedback.

 Since early 1970s the relationship of

theoretical disciplines to teaching
methodology has been especially
evident. The field of psychology has
witnessed a growing interest in
interpersonal relationships, in the
value of group work and in the use of
numerous self-help strategies for
coping with the stresses of daily living.

 Today the communicative language

teaching is a byword for language
teachers.

 The best method is the one which

you have deceived through your very
own careful process of formulation,
try out revision and refinement. You
cannot teach effectively without
understanding varies theoretical
positions.

 Such a prospect may seem formidable. There

are no instant recipes. No quick and easy
method is guaranteed to provide success.
Every learner is unique. Every teacher is
unique. And every learner-teacher relationship
is unique.
Your task is to understand properties of those
relationships. Using a cautious, enlightened,
electric approach you can build a theory---an
understanding of the principles of the second
language learning and teaching.

Learning Theories

Behaviourism
Learner as passive receiver of
information
Learning as habit formation
Stimulus-Response-Reinforcement
repetition
Pattern practice (drills, etc.)

Mentalis
Behaviourism unable to account for
creativity of language learning:
novel utterances
system-building

Learning as rule-governed activity

(Chomsky)
habit formation vs. acquiring rules
stimulus triggers search for underlying pattern
hypothesis-testing

Affective theory
Learning as an emotional process
The cognitive-affective interconnection
Motivation
Language, learner and learning situation
levels framework (Dornyei 2001: 18)
Process model (ibid: 19 - 23)

Authentic texts/tasks, small group-work,

etc.

The cognitive theory

Learning as a thinking process.
Learner as an active processor of
information.
Problem-solving tasks, learning
strategies, etc