Theories, Methods & Techniques of Teaching - The Classical Method

 

Before looking at the methods or approaches themselves, there are some terms that we need to define. These are the approach, the method or the technique. Basically, these are hierarchical. The approach is an overriding set of principles that a method can actually make use of, whereas the technique are the things that we actually do in the classroom to approach that method. So, these three words are going to appear during the presentation. Again, for each of either the approaches all the methodologies we're going to ask four questions. So be it an approach or a method for each of those things: Where did it come from? What's its background? What does it involve when we're talking about actually in the classroom, in other words techniques? What is positive about it? What appears to work about that methodology or approach and what is negative what doesn't work so well? Basically, we're going to look at it in a historical viewpoint. So, we'll start with the oldest particular teaching methodology, which is known as the classical method. The classical method was given its name basically because it was trying to teach the classics in language, which is ancient Greek and Latin. Those particular languages are now dead. This methodology was probably started somewhere around the 17th century and the purpose of this particular methodology was for scholars to be able to translate old Greek and Latin texts into their particular language. If we take the language that we usually speak, our native language, that is often given the designation L1 and the language that we are trying to translate that to, let's call it the target language, is given the designations L2.


Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

This unit gave an introduction to course development, including different levels of learners, different kinds of testing, syllabus development, and other important factors to consider when planning a course schedule. The unit also gave an overview of some of the main external examinations geared toward young and beginner-lower intermediate level learners.This unit focused around the equipment an ESA teacher will have available to use in a language lesson. It covered both the uses and ways in which this equipment can be used to farther a lesson. The unit gave links to useful materials to help in the teaching process while keeping your equipment in mind. It was very strait forward and had little complexity.


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