Microsoft Word 08 Exam-Checklist Intro21 20211202 V02. docx

I am familiar with different theories about language teaching (Behaviorism, Nativism, Cognitivism, Constructivism, Sociolinguistic, Sociocultural and Interactionist Approaches).


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I can discuss the different theories critically.


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I am familiar with the central hypotheses and theories by scholars such as Skinner, Krashen, Chomsky, Tomasello, Piaget and Vygotsky and know how they relate to the above- mentioned theories.


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4. 
   Teaching methods and approaches: From teacher orientation to learner orientation
   

I can explain the difference between approaches, methods and techniques.
When I was a student of education, I frequently struggled to distinguish between a teaching approach and teaching methods and teaching techniques. It all sounded the same to me. This is why I'm ready to try to explain the distinctions between these three by describing them in straightforward language that are easy to understand and using real-world examples. This paper will be simplified by assuming that strategy and technique are interchangeable.
A Teaching Method, on the other hand, is the plan you follow when you are teaching. By applying a certain approach, you come up with procedures and practices for teaching your students. This consists of procedures you follow, steps you take, outline of actions that you have to do. It takes some guidelines from approaches and imparts pointers to strategies. Some examples are the inductive method, deductive method, project method, problem method, lecture method, metacognitive method, unit method, Demonstration, recitation, and the audio lingual method.
Lastly, a Teaching Technique are our own/personal/idiosyncratic strategies we use in order for us to be effective teachers. We adapt our teaching to the kind of students we have such that our instruction is different for every class and for every kind of student. It’s our maneuvering or tactic, a personal way implementing methods, highly individualized and tailor-fitted, customized to students learning styles, needs and interests. Some examples are games, activities, rewards and punishments
Now if we take it that method is the most commonly used term, that may be because the methods take some pointers from approaches, and imparts some of its pointers to strategies.
So basically, an approach is an overview which applies to learning for all kinds of learners. The method is the plan suited for a specific type of learner, and when it is applied to a specific group of students (a specific class or section), it becomes a strategy. If the method is the plan, then the strategy is the actual execution of the plan. Some books interchangeably use them.
Approach – method – technique In a general sense, method covers everything from theoretically based approaches down to particular forms of teaching and learning (Hall 2018: 85 – 87; Hallet, Königs & Martinez 2020). A specific use of the term defines method as a link between theory and classroom practice. A teaching technique (Inszenierungstechnik) is only the smallest step in the ordered sequence of a procedure (Vorgehen, Verlauf) in the classroom. The procedure is the result of a design or a method (Methode, Verfahren), which defines the roles of teachers and learners, the content, material, and types of activities as systematized in a curriculum. In turn, the method may be based on an approach (Ansatz), a theory about the principles and functions of language, learning, and education (cf. Harmer 2015: 62).Considered from top to bottom, an approach pro vides you with reasons why you should use a method, which then tells you how to plan and implement classroom procedures as a systematic sequence of techniques.

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