Is there a best method to teach a foreign language?
Read Prabhu's text in the lin below* and do the following activity:
Write at least 10 lines trying to explain why the author of the text states it categorically. Does not he show any kind of preference for any method/approach?
*You can find the article here: http://neltachoutari.pbworks.com/f/There+is+no+best+method.pdf
According to Prabhu no better method because it depends on the context of teaching. The best method will depend on circumstances that existed, for example, the targeted audience, purpose and other factors. Neither method is better than another since there are numerous variations in the context of teaching that will determine which method or methods is better suited to that situation. Different methods are best for different teaching contexts. In other words to adopt a single method will be settling for much less than can be achieved through the adoption of all or several of them, because each method is based on previous theory and most of the time adding something to an existing method. So, with so many existing theories, we should use them in our favor expanding the possibilities for learning, no matter what paths and shortcuts we have to use. The important thing is that we can achieve our goals of learning.
ResponderExcluirFor Prabhu there is no perfect method because there is so many adversities for that one method was capable of causing learning more easily. There are several ways that can guide and amplify the possibilities of learning, no matter which method is best, but the best method to be used for each student's situation or context.The teacher must to be careful to apply a particular method so that there is a good learning and achieve their goals of the class plan. There is still a major concern, according Phabhu (1990), when it comes to discovering the best method to be adopted. It is as if this practice could put an end to all problems related to language learning. He also says that the most important question is not which method to be adopted, but how to develop procedures and educational activities that will enable to achieve the performance goals.
ResponderExcluirThe author of text explain that there’s no best method to teach foreign language considering and mean of the words “method”, the text help us there are we rethink notions of good and bad about of the choice method, where is terms need to be reexamined and clarified. The author also consider three factors, where he search clear misguided interpretation some people about what them consider a good or bad method. the first topic discussed is that differents methods are best for different teaching context where must be considered to choice method, which can be used, is need to consider factors as social situation, cultural attitudes, economic and ideologic, because to each context there’s method that is best than other, specific context ask specific method. The second is that there are value in all method used, because when we are teaching we don’t use in process a single method, but blend in with parts of differents methods in the process. The Third point is that we need rethink what mean “best” whith this can value what method is right, because there are situations impossible control and have that considered context specific. the author analyze also defensive posture some people, motivation and personal objective related with context teaching that influence in choice of the method.
ResponderExcluirThe author makes clear, there is no one best method, but the best method depends on the context, and that this is also true for each method, for example the method of objective evaluation that took its value for independent learning and teacher understanding of student .or also says that perhaps the best method varies from one teacher to another. this may be a fact each method of teaching. With this, the author mentions that, there are Three Possible Explanations of the statement are Discussed, based on a broad Interpretation of the term method. That first different methods are best for different teaching method. Second that all methods are partially true and a valid three that the motion of good and bad methods Itself is misguided. That define the direction in which a method can be considered good or bad or better than the other.
ResponderExcluirAccording to the author one of the reasons that prove the absence of a better method is the wide variety of teaching contexts. This variation is going to influence the choice of a method that best fits in each context, but nevertheless allow the use of various methods in the same context. Another point made by the author is that there is always a truth in each method, but none represents the whole truth. So all the methods are of great importance, and will be used at one time or another ensuring good learning outcomes within a given context, ie, if the demonstration of the method is objective and conclusive bringing good results in the context inserted, it will be best method for that context. What doesn't make it the best method in general terms.
ResponderExcluirAccording to the author there is no one best method to teach a second language. To him the teaching of a L2 may greatly depend on the context in which each student is inserted. The best method varies from one teacher to another, so the teacher can choose the one he deems most effective and important for their students, aiming to promote the better learning can be promoted by him. This means that no method is best for the best performance and improvement of all students, because there are important variations in the teaching context that influence what is best, for example, variations relating to the social situation, educational organization, teacher-related factors and learner-related factors.
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ResponderExcluirAccording to the article the prevailing notion of the best method is that it produces the best results, in terms of learning outcomes, as soon as possible. The author considers in this article that there is not a better method for learning and that no single method is best for everyone because he said everything depends on the context of teaching, in wich it is necessary to consider that there are significant variations related to teachers, students, the situation social, and others that influence the context of teaching fluency, and the constant search for a better method should perhaps give rise to a search for ways in which teachers and educational experts of perception pedagogic could interact more with each other, so that teaching could become more real. Unconsciously, I think in this context the author advocated the method of the communicative approach, for he believes that everything depends on the context of teaching in wich the students are inserted.
ResponderExcluirI think the author has no preference for any method of teaching. He said, every method has another method in a process of constant evolution. The most appropriate method will vary depending on several factors, such as target audience, the goal of class, age class, etc.
ResponderExcluirThe most appropriate approach for you to use with a class of children who are having their first contact with the language is different from the approach with adult learners in a course at university with an extensive luggage before. Then it is the teaching situation that indicates the method to be used. Thus reaching the conclusion that any method is right, so with no method is also wrong. Everyone can is right depending on the situation it is used. What really matters is not the method, but rather achieves the goal of student learning.
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ResponderExcluirAs Prabhu has their opinion, and so many other writers also have their, I think everyone should get a vote of confidence given the time consumed in research discussions, studies and more. I particularly agree with this author and sign below without fear of sinning, for before reading it, I had my ideas about it, that all methods are important and not turn back no matter how good the argument.
ResponderExcluirWe have always argued that no method should be discredited nor deified, each one has the right time, right place, the right audience within the context of teaching that best suits you.
The choice of method for teaching a foreign language, should be taken into account the target audience their social condition, and its multiethnic milieu in which it is inserted, just so the method will have the desired effect within the teaching-learning of students.
In my opnion, the author is not in favor of a single method.
ResponderExcluirAccording to the author there is a method suitable for use as a standard that will depend more on the education variables taking into account that the classroom is where it brings together people of different personalities, not always a single method will suit all people. For the application of this methodology has to be analyzed in order to be reached
This article addresses something that is very common about the choice of a method to work in the teaching of foreign languages: if there really is a "standard method" for such a task, he cites three factors that may account for the claim for there a better method. In summary these points says the methods are all useful, depending on the reality presented, each one has its uses. one of the factors that must be taken into consideration is the social-economic factor, because knowing the reality of the students already have a preview of what can be done to help. So to the author there is not a specific method or perfect for teaching a foreign language, since learning is not a static or predetermined temporal method, is the teachers must choose which methods should be used, taking the elements that contextualize his class.
ResponderExcluirPrabhu says there is no better method of teaching, for him, different methods are best for different teaching contexts. So we believe that the usefulness of a method depends on the context of teaching in each school environment. The teacher needs before judging method whether it is good or bad, examine all aspects of the teaching-learning process of students, since this process is dynamic and requires reflection on what method might work better. For example, when audio-lingual method appeared, he was the best for the context of teaching time, which was to prepare soldiers fluent in a foreign language during the Second World War. Until the communicative approach that is more recent, cannot be considered the best method, because already exists reflections on the post-communicative approach.
ResponderExcluirPrabhu says there is no one best method of teaching. Because it all depends on a number of things. In other words, a single best method is not everybody, because it will depend on the context of education. There are important variations in the context of teaching that affect learning. For example, on the social situation, the organization of education, factors related to the students and the teacher, in other words, there are endless variations and there is no one best method, "everything depends on these variations." The most important thing is not to adopt a teaching method, but achieve the goals in teaching and learning regardless of the method of teaching.
ResponderExcluirTeaching method is a tool used by the teacher to facilitate student learning, but for that it needs to know the possibilities and limitations of each student and so can use them according to their needs. Knowing many methods can help in this process of choice that will provide a better development in student learning. Plan the method to produce the best results may seem the easiest way, but would limit the teacher just a way of teaching, lessons that would make inconsistent and little acceptance of the student. According to what was read in the text of Prabhu's, I believe that there is not a better teaching method defined to be applied in the classroom, the important thing is to make an alternation of methods and apply them to help in the teaching process student learning.
ResponderExcluirAccording with Prabhu, there is not an ideal method to working in a classroom. Each method has its importance in education, but depends on the context and activities worked in class. The best method is one that fits into the social reality of the student and ability to learning and interaction between teacher and student. The favoritism or the perception that there is a better method depends largely on every teacher, for it is he knows which methods facilitate the acquisition of the students.
ResponderExcluirThe author states that one method is not ready so we can apply it to learning a new language.
ResponderExcluirMethods are created from the moment it is a test and he has not had any effect. There are different learning contexts, it is the advisor select according to your audience, what method will best serve the needs of the moment, if he is knowledgeable of all the methods lead with intelligence knows a classroom, doing the right dosage that is most relevant in each of the methods to use it for the benefit of the class. If there were a single method that works independently, new methods would not arise.
According to Prabhu, among several methods, the best method is the one that best suits the context of a specific teaching and learning. According to the same still, all methods have their value, ie, all are good and valid in principle. The same also tells us that the evaluations made on the methods that are good or not, are quite wrong. With reference to this first statement, note that the author has that broad overview of the classroom. Where there are several factors which may be mentioned the different ways of acting of learners, different abilities and intelligences.
ResponderExcluirAll methods, according to Prabhu, have merit. For one method is always inside the other. Not having the opportunity to teach a foreign language using only one method.
He says that when one thinks of the methods to commit errors. Many of these errors are comeditidos not exist on the part of those who believe a global vision about the teaching methods of a LI.
He makes it clear that does not target a specific method. He does the mixing between the methods, one complementing the other.
The author considers three factors of misinterpretation on the best method to teach a foreign language.The first is that generally it is considered that different methods will surely be better for the context of different teachings.The second and that any method of teaching a language used has a value, because when we are teaching only one metodo.There never use a mix of methods, often without realizing it.In the third he says we need to know exactly what would be the best method, after all everyone has their own characteristics and always contribute to the teaching of a L2.For Prabhu no method is better than another, and since it can be used all of them get caught in just one type of limitation would be an unnecessary.The methods are available to facilitate the teaching-learning process, so it should be explored.
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ResponderExcluirFor the author there is no better or worse method, there is the most appropriate method: everything depends on the context. The most appropriate method varies with the context of the student and how the teacher presents and uses this or these methods; and the teacher can sometimes use more than one method at the same time.
ResponderExcluirThis can happen because each student learn of a different way and often is really necessary to use different methods within a class to improve the learning.
The teacher must use the best method for him/her too, looking for a method that he/she get work better with his/her students.
So, the author explain that there’s no bad or good method ‘cause that method is good for one student it can’t be so good to another student, and rarely a class involve just one method, normally it will be a mix of many methods.
Prabhu doesn’t show any kind of preference for any method. H e defends the importance of knowing the purpose to be lifting in communication: to achieve good performance on a written test, speak the essential in a business trip. The most important question is not which method to adopt, but to develop intellectual tools to achieve the realization of goals.
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ResponderExcluirIn deep, there is no a method completely right, maybe the correct would be to make an observation so specific about learner that will learned. It is right too that isn`t necessary or essential to work only a method instead several that together formed one entire. The author says that all method has its value in a context, and is need that the teacher opens your eyes to this, or so will not be possible reaching in an ideal learning.
ResponderExcluirThere is, for part of the author, a belief of that all the methods has a particular true, true this that likely was thinking by founders of this method, and that is recognize by the author like something important however something that need to be supported for more something.
But after all what is the best method? According with the author the word BEST is relative, this word needs to be rethinking because, depending of the context or situation the best method can be the worst method.