SIMILARITIES AND DIFERENCES BETWEEN LANGUAGE AND LEARNER CENTERED METHODS

LANGUAGE AND LEARNER-CENTERED METHODS
SIMILARITIES	DIFFERENCES
Both are divided into theoretical principles, and classroom procedures and critical assessment.	The language-centered method is focused in acquire a language in a linguistic way
Talk about input modification and interactions activities.	The learner-centered method is focused on how the students acquire a language in a communicative way.
Both talk about how to acquire a language.
The interactions activities are focused on how the learned use his/her knowledge (grammar structure) in a specific context.	The acquisition in the language-centered methods is divided into mechanical meaningful and communicative.
In both parts the author talks about the theory of language, that is focused in a structural way and it is supported by some authors like a Chomsky.	The learner-centered method is based in pedagogical studies
The theory of language learning is focused on stimulus and response	In the learned centered method, the communicative activities integrated linguistic forms to achieve good communication
Both follow the presentation- practice-production structure.	Language centered-method uses the repetitions in order to eliminate error but for learner-centered methods is better to try to tolerate the errors improving the four skills.
Both are explicitly focused on grammar.	Language centered-method is focused on teaching, how to use the language but the learner-centered method is focused on the student knowing how to use it in different contexts.
In the two chapters, the syllabus is so important.	In learner-centered methods is focused on the 4 language skills ( listening, writing, reading, speaking)
The mechanical drill is present in both of them focused on automatic learning.	In learner chapter, the output of the learner is too important, while in language is the input.
Even if language centered method is focused on grammar and learner-centered method on communication; both want the students to use linguistic forms in a specific context.	Related to communication the language-centered method uses the linguistic form to communicate but the learner-centered method is focused on the governing norms in order to have effective communication.

CHAPTER 6: LEARNER-CENTERED METHODS

LEARNER-CENTERED METHODS

OPT

Is know as the different choices of plannig the lessons in order to adecuate them in a comunicative emphasis.

ENDORSE

As the way that the content are made to be helpfull in a real comunicative situation and prepare the students to act correctly in that situation not only with the grammatical structure besides make a correct use of the speech in the context 

GAP

As a  trall in wich the  teacher stablish a comunicative situation and the learners had to solve it in a interval 

WHEREAS

  

  

It is a conjuntion used to compare things that are different using in a phrase.

SHORTCOMING

 

In a communicative learning the teacher has to deal with any mistake that the learners do and encourage them to correct them and avoid them in the real situation

ENTRUST

It words is used to give someone a thing or a duty for which they are responsible; for example: We entrusted our dog to a neighbor when we went away on a trip.

CHUNK

In the communicative speach is the methodology used by the teacher to teach short situations to make easier the process of learnig 

INTERPLAY

  

As the different roles that the learners had to play to learn the different situations and variables that could happen in a real communicative situation 

ROTE LEARNING

As the way that the learners incorpore the knowledge adquire  

FOSTER

As  the main goal for the learners that is had the higher profency level to had a meaningful interaction outside of the classroom

DISREGARD

On the learner-centered method the focus is the language as a discourse for that reason the grammtical structure is avoid of the focus for this method

MINDLESS

This method had an specifical structure in wich the learner made a practice and a production,  the knowledge is systematic and help to the learner to adquire an specific structure to learn and show the knowledge adquire 

CHAPTER 5: LANGUAGE-CENTERED METHODS

LANGUAGE-CENTERED METHODS

TENET

                                        A principle or belief, generally held to be true

GRADITION

Every method has to had a sequence in order to show the order for the topics and also show  the activities that the method had planed    

LINEARITY

It is the way that the contents had an order to increase the difficulty of the content to evaluate the knowledge 

TRIGGERS

It is a resource or an activity that show a relation with a previous subject and prepear the subject for different kind of responses 

STIMULI

It is an external sign  who cause a reaction, that reaction could be manegable for the person who made that sign

ENTAIL

On the learning we understand "entail" as the way that the students would use that knowledge to "speak" the language 

CUE

It is the different ways that the teacher show the structure of a subject to get them familiar with that structure and know their different uses 

ELICIT

It is the response given for an specific question based on the subject presented by the teacher and the different resources that he uses to made the student know the structure with different variations

DRILL

Is understood as the process made by the teacher in order to dig deeply on the knowledge and break the basic pattern or the preview knowledge

NEGLECT

Error or lack of diligence of a person in fulfilling an obligation 

UNLIKE

Different from something that does not have the same qualities or characteristics


MILESTONE


An important event in the development or history of something or someone's life

CHAPTER 4: CONSTITUENTS AND CATEGORIES OF METHODS

VOCABULARY AND KEY CONCEPTS

DEFINING THE CORE CONCEPTS

APPROACH

It is all about to theoretical principal sand all the characteristics that represent the language learning and teaching; it is axiomatic.

METHOD

It is the plan (explicit) for the presentation of language material, in that way the method is procedural, it means it has steps to obtain an aim; it is impleplented through tecniques

METHODOLOGY

It's all about the actions or the practice that the teacher actually do in the classroom, taking into account the objectives given in each class lesson.

PROCEDURES

There are strategies that help the teacher to achieve the diferents objetives proposed during the class to undertand in short and long term the goals of the language, learning and teaching.

TECHNIQUES

These are a kind of tool we use to accomplish a class objective, the techniques are a consequence of approach and design.

PRACTICES

Those are evident through the classroom interaction, teacher's intention and how the learner interprets during the whole class.

PRINCIPLES

Are associated with disciplines such as linguistics, psychology, sociology, anthropology ... that provide theoretical bases of language for learning, planning and teaching.

STRATEGIES

They are a set of actions used to make work the class plan in a specific context.

  DESING

It's the way to explai,apply and organize the theoritical development of the different themes, through the desing of the syllabus.

TACTICS

They are plans that help achieve the objectives or goals proposed in the classroom

MEMBERS OF THE GROUP

Laura Beltran: 
Hi everyone the readers this blog.
My name is Laura Beltran, I'm 19 years old. In this moment I study languages in La Salle University, I'm doing my emphasize in English. I hope that in the future, I will can be a good teacher.

Karolynne Prada:

Hi, everybody
My name is Karolynne Prada I am 19 years old, I study languages, I hope tavel so much and to be a good teacher.

Dalgys Urrutia:
Hello, Guys.
My name is Dalgys Urrutia, I am 20 years old. I am from Yopal-Casanare. I decide to be a lamguage teacher because I like to learn new languages and also, I like to teach and share my knowledge.

Lady Mejía: 
Hello, everyone.
I am Lady, I´m 19 years old, I live in Facatativá, I am studying to be a language teacher; I love to learn new cultures, context and I want in the future teach about that.

Santiago Cano:
Hi everyone 
My name is Santiago i'm 21 years old. My biggest dream is teach languages in other Latin-America contry and visit many places around the world.