There are some theories about learning a language, but there is no consensus about which one is the best way. Generally speaking we could say that there are two different points of view within the Language Teaching Methodology:
The traditional way defends the idea of defining a language as a group of structures and vocabulary, therefore the teaching and material used are focused on grammar, going from basic structures to more difficult ones. The traditional method is based on the idea that learning a language entails the use of vocabulary and grammar structures and the main goal of this method therefore is to get the student to control these elements.
The communicative method appeared later as a reaction to this grammatically based method. This new communicative method means a complete change in the concept of language and language learning. Since then, all different methodologies of language teaching have focused on the communicative use of language, and language learning has been studied as a tool to achieve communication. That is why under this methodology we study what is necessary to face daily situations in real life.
This way the new concept of “communicative functions” was developed. Starting from a “real situation” the main structures and the effective grammar are studied. So vocabulary and grammar are the tools needed to achieve the main goal: “Communicating in Real Situations” To get this goal we work the four skills: speaking, listening, reading and writing. Another innovation is that the student is the centre from which everything is developed. The learning is organised depending on the students' needs.
Furthermore, the students' knowledge, experience or motivations are integrated within the learning process.
A task based methodology has been developed lately within this communicative way. Language teaching methodologies have taken a great step forward in the search of a more effective learning. Language is only an instrument, a tool to communicate; i.e. to get or do something (ask for something in a bar, restaurant, ask information, directions, talk about holidays…)therefore a language lesson will be far more useful if it is task centred; i.e. if we present it as the frame to get a final result which is a particular situation. To achieve this result we will work on functional exponents, grammatical objectives and vocabulary, etc. This way, with a real situation projected, the motivation of the student increases and the learning is much more effective.
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