DIDACTICS is one of Disciplines in charged of the description of TEACHING AND LEARNING processes, and the relation of them to different Elements in the classroom.
Didactics may be defined in two ways:
the art of teaching or as the discipline About teaching. It explains the process as the “practical cognitive quality, The inner skill to produce specific tasks” (Gutiérrez, 2001:14).
The ability teachers show to communicate Knowledge to others, to make easier for students to understand the content they Are learning.
Learning is The active engagement of exploring and retaining new knowledge. Once the Knowledge is retained, it is about utilizing it, applying it to situations and Experiencing it in context, to further enhance the knowledge.
Learning Styles influence how students learn, how teachers teach, And how the two interact. Each person is born with certain Tendencies toward particular styles, but these biological or inherited Characteristics are influenced by culture, personal experiences, maturity Level, and development.
systematic set of teaching practices Based on a particular theory of the Language.
it’s an overall plan for the orderly Presentation of language.
the method is a process.
order to teach.
some of the first considerations teachers should make before Analyzing which methods and techniques they would apply in class are: my future students’ background, the english Level, the course, age, multiples intelligences, lenght of the course, Availability of resources, books
to choose a specific method or a mixing of them teachers should Know and explore certain important documents related to the course assigned to teach:
the syllabus: contents and linguistic organization of the subject.
types of learning and teaching activities.
what kind of goals should teachers Persuit throughout the application of the right methods?
provide maximum opportunities for student participation.
make learners, and not the teacher, the focus of the lessons.
teach learning strategies.
promote cooperation among learners.
develop learners’ confidence.
by the 19 century the way to study the Latin in the past period was the approach to get the foreign languages: lesson Organized around the grammar points, explanation of rules and illustration by Sample sentences.
the first records of a method were Developed during the renaissance period in europe, when the dominant language Was the latin.
Grammar translation method
this method was known in the united States as the prusian method, and dominated europe from 1840s to 1940s and in a Modified form this Method is still used in many places around the world.
the excesses of memorizing endless lists Of unusable grammar rules, vocabulary and attempting to produce perfect Translations made that this method was refused and distated by many Schools. It creates frustration for Students and makes few demands on teachers.
The Grammar-Translation Method.
The standard system was similar to the System for teaching Latin.
Textbooks combined abstract grammar Rules, vocabulary lists with translations, and sentences for students to Translate.
Sentences were chosen to illustrate grammar, with no relation to Actual communication.
§During Lessons, the teacher presented grammar structures, rules were studied, and the Students worked through translation exercises.
Grammar-Translation Was influential until the 1950’s. Often the frustration of language learners Who experienced this method is that they spent years studying, but still could Not speak the language.