Different Methodologies in the Teaching of Foreign Languages
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UNIVERSIDAD DE JAÉN Centro de Estudios de Postgrado Master’s Dissertation/ Trabajo Fin de Máster DIFFERENT METHODOLOGIES IN THE TEACHING OF FOREIGN LANGUAGES. DESIGN OF AN ECLECTIC DIDACTIC UNIT. Student: González Vieites, Ana Isabel Tutor: Dr. Antonio Bueno González Dpt.: English Philology Centro de Estudios de Postgrado February, 2021 TABLE OF CONTENTS Abstract and keywords / Resumen y palabras clave 1 1. INTRODUCTION 2 2. THE LITERATURE REVIEW 4 2.1 Teaching methodologies 4 2.1.1 Overview 4 2.1.2 Traditional methodologies 5 2.1.2.1 The Grammar-Translation Method 5 2.1.2.2 The Direct Method 6 2.1.2.3 The Audiolingual Method 6 2.1.2.4 The Audiovisual Method 6 2.1.2.5 The Reading Method 7 2.1.2.6 Cognitive Theory 8 2.1.2.7 The Natural Approach 8 2.1.2.8 Total Physical Response 9 2.1.3 Modern methodologies 10 2.1.3.1 The Silent Way 10 2.1.3.2 Suggestopedia 10 2.1.3.3 Community Language Learning 11 2.1.3.4 The Communicative Approach 11 2.1.3.5 Task-Based Teaching 12 2.1.3.6 Project-Based Teaching 12 2.1.3.7 The Lexical Approach 13 2.1.3.8 Multiple Intelligence Theory 13 2.1.3.9 Cooperative Learning 14 2.1.3.10 Content-Based Instruction 15 2.1.3.11 CLIL 15 2.1.3.12 The Flipped Classroom 16 2.1.3.14 Computer-Assisted Language Learning 17 2.1.4 Learning styles and needs 17 3. DESIGNING A DIDACTIC UNIT: “TOWN AND AROUND” 19 3.1 Context 19 3.2 Legal background 20 3.3 Key Competences and Objectives 21 3.4 Contents 23 3.5 Cross-curricular elements 25 3.6 Interdisciplinarity 26 3.7 Step-by-step planning 26 3.8 Methodology 50 3.9 Attention to diversity 51 3.10 Resources 53 3.11 Evaluation: criteria and tools 53 4. CONCLUSIONS 57 5. REFERENCES 59 6. APPENDICES 66 Appendix I. Objectives in Decreto 86/2015 66 Appendix II. Contents in Orden ECD 65/2015 68 Abstract The aim of this Master's Thesis is to design a didactic unit whose contents are worked on through the application of an eclectic methodology in the language classroom, specifically while teaching English in the third year of Compulsory Secondary Education. We will begin by presenting a theoretical framework in which we will talk about the different methodologies that have been followed in the area of language teaching as a foreign language over the years. Next, we will present a context in which we will later base ourselves to develop our proposal for a didactic unit, which will be adapted to the needs of the students that make up that context. After presenting the didactic unit, we will analyze its relationship with the context for which it was designed and we will justify each of the decisions made in this regard. Finally, we will present the conclusions that have been reached during the performance of this work and we will analyze its pedagogical implications. Likewise, we will list the possible limitations that have affected our work and the hypothetical lines of research that could continue, using our work as a starting point. The purpose of our teaching unit is to promote the development of all basic skills (listening, speaking, reading, writing, and interaction) by using a wide variety of methodologies that can bring different positive issues to students. For this purpose, we will take into account the methodologies considered more traditional and also those of a more innovative nature; the combination of all of them will allow us to develop a didactic unit suitable for a teaching- learning process that can suit the different learning styles of the students. Key words: methodology, traditional, innovation, compulsory secondary education, learning styles, teaching of English, foreign language. Resumen En el presente Trabajo de Fin de Máster se pretende plantear una unidad didáctica cuyos contenidos se trabajen mediante la aplicación de una metodología ecléctica en el aula de idiomas, concretamente en la enseñanza de inglés en el tercer curso de Educación Secundaria. Comenzaremos exponiendo un marco teórico en el que hablaremos sobre las diferentes metodologías que se han seguido en el área de la enseñanza de idiomas como lengua extranjera a lo largo de los años. A continuación, presentaremos un contexto en el que posteriormente nos basaremos para desarrollar la unidad didáctica, que se adaptará a las necesidades de los 1 estudiantes que conforman dicho contexto. Tras presentar la unidad didáctica, analizaremos su relación con el contexto para el que ha sido diseñada y justificaremos cada una de las decisiones tomadas al respecto. Finalmente, expondremos las conclusiones que se hayan alcanzado durante la realización de este trabajo y analizaremos sus implicaciones pedagógicas. Asimismo, consignaremos las posibles limitaciones que hayan afectado a nuestro trabajo y las hipotéticas líneas de investigación que podrían seguirse, utilizando nuestro trabajo como punto de partida. La finalidad de nuestra unidad didáctica es la de potenciar el desarrollo de todas las destrezas básicas (comprensión oral, comprensión escrita, expresión oral, expresión escrita, e interacción) mediante el uso de una amplia variedad de metodologías que puedan aportar diferentes aspectos positivos a los estudiantes. Para ello, tendremos en cuenta las metodologías consideradas más tradicionales y también las de carácter más innovador; la combinación de todas ellas nos permitirá elaborar una unidad didáctica apta para un proceso de enseñanza-aprendizaje, que se adapte a los diferentes estilos de aprendizaje del alumnado. Palabras clave: metodología, tradicional, innovación, educación secundaria obligatoria, estilos de aprendizaje, enseñanza de inglés, lengua extranjera. 1. INTRODUCTION In the field of language teaching, throughout history there have been a series of different approaches and methodologies focused on different aspects of the language, depending on the time and the social context. From traditional methodologies focused on the written dimension of the language, based on the teaching of classical languages, to approaches focused on the oral use of the language. Today, the communicative approach is widely implemented. It advocates for giving priority to the ability to communicate before grammatical and lexical correction (Common European Framework of Reference for Languages, 2001: 9). However, up to this point, language teaching has undergone major changes in focus in a relatively short period of time. Nevertheless, today any classroom is characterized by the presence of different learning styles among the students that form it. For this reason we consider that it is not realistic to follow a single methodology, since each student presents certain needs that we must take into account, and in order to make the teaching-learning process as profitable as possible, we must adapt it to the needs of the students. 2 The teaching of foreign languages has undergone great changes over the years, reflecting political, economic and social situations. For this reason, a series of methodologies have been developed: some are already considered obsolete and have given way to others considered more innovative. In order to know the reason for these differences, we have investigated several of them, carrying out applied research in order to develop a specific didactic unit. This secondary and holistic research has allowed us to know aspects about different methodologies and to be able to use them in a practical way towards a heuristic purpose. In this Master's Thesis, we intend to carry out a comparative study of this variety of methodologies and, based on the principles of each one, design a didactic unit in which the basic skills are worked equally (listening, speaking, reading, writing, and interaction) while addressing diversity in the classroom. Our objectives are the following: - To know about the different methodologies that have appeared in the area of language teaching. - To differentiate and understand the particularities of each of these methodologies. - To design a didactic unit for a specific context using the different language teaching methodologies as a tool for attention to diversity. Therefore, we will provide a didactic unit designed for a specific concept following an eclectic methodology that will combine different aspects of the previously studied methodologies. However, due to timing and means, it has not been possible to implement this teaching unit in a classroom to check its effectiveness. The structure of this work will revolve around the following sections: First, there will be an introduction where the general aspects of the MA dissertation are mentioned. Next, a theoretical framework will be developed on the aforementioned topic that will also serve as the basis for the next part of the work: the development of the didactic unit. In this practical part, we will present a fictitious context and develop a didactic unit that is adapted to the students who make up this context. Finally, we will present the conclusions reached during the research on the topic of teaching methodologies and the design of the practical part, as well as the limitations of our work. We will also propose possible lines for future research that may clarify those limitations. The last section will show the list of references that have helped us carry out this work, as well as the set of appendices that will help to understand some aspects. 3 2. LITERATURE REVIEW 2.1 Teaching methodologies 2.1.1 Overview Due to the social, economic and cultural changes that are constantly taking place between generation and generation of students, and particularly and more reasonably, since the appearance of the first digital generations, teaching methodologies have also evolved to adapt to the needs of the new students. Thus, starting from the Age of Enlightenment, we could divide these methodologies into two main groups: traditional methodologies (those corresponding to the Traditional School) and innovative methodologies (those corresponding to the New School).