What are language pedagogical theories?(5)

17. Task-Based Language Teaching (TBLT)

• Key Idea: Language is best learned through performing communicative tasks.
• Pedagogical Application:
  • Designing real-life, meaningful tasks (e.g., planning a trip, writing an email).
  • Encouraging collaboration and negotiation of meaning.

18. Lexical Approach

• Key Idea: Vocabulary and lexical chunks (phrases) are central to language learning, more than grammar.
• Pedagogical Application:
  • Focus on teaching collocations, fixed expressions, and idioms.
  • Extensive reading and listening to expose learners to authentic language use.

19. Interlanguage Theory

• Key Idea: Learners develop a transitional system (interlanguage) with rules and patterns influenced by their native language and target language.
• Pedagogical Application:
  • Emphasizing error correction to refine interlanguage.
  • Using errors as a natural part of the learning process.

20. Experiential Learning

• Key Idea: Learning happens through experiences and reflection.
• Pedagogical Application:
  • Activities like role-plays, simulations, and project-based learning.
  • Encouraging learners to reflect on their experiences and improve their skills.

21. Competence and Performance Distinction (Chomsky)

• Key Idea: Learners must develop both linguistic competence (knowledge of language rules) and performance (ability to use language in real contexts).
• Pedagogical Application:
  • Balance between explicit grammar instruction and communicative practice.
  • Activities that promote fluency and accuracy.

22. Translanguaging

• Key Idea: Learners draw on all their language resources (e.g., native and target languages) to communicate effectively.
• Pedagogical Application:
  • Allowing code-switching and the use of multiple languages in the classroom.
  • Designing activities that integrate learners’ linguistic backgrounds.

These theories often inform teaching approaches and methods, which can be adapted depending on the learners’ age, context, and goals. These theories and perspectives highlight the dynamic and multifaceted nature of language teaching, often complementing each other in practice to address diverse learning contexts and individual needs.