Approaches of Language teaching
Hoai Nguyen
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Abstract
The topic of this diploma thesis is the comparison of Austrian and Spanish ELT textbooks in respect to grammar teaching. In the first part of this paper, approaches and methods in foreign language teaching are introduced and criteria relevant for the analysis of grammar in ELT textbooks are derived from them. Further, a number of additional criteria analyzing grammar at a more general level are included in the analysis of this paper as well. For the textbook analysis, which is presented in the second part of this paper, two ELT textbooks written for the Austrian market and two ELT textbooks written for the Spanish market have been chosen. It will be analyzed if the four ELT textbooks follow the principles of one single approach or method or of more than one approach or method to language teaching. Further, it will be analyzed to what extent the ELT textbooks adhere to these principles and if the recommendations made in the Austrian curriculum concerning the teaching of foreign languages are fulfilled in the ELT textbooks. Finally, it will be analyzed if there are any differences in terms of grammar teaching between the Austrian and the Spanish ELT textbooks analyzed in this paper.
Key takeaways
- For the actual textbook analysis I considered different aspects of language teaching which could be analyzed and came to the conclusion to analyze grammar teaching in ELT textbooks.
- • language functions (grammar presented in the form of language functions)
- • language functions (grammar presented in the form of language functions)
- This example of teaching content clearly shows that grammar has its place in the selection of topics, since at the beginning of a language course a teacher would rather choose language containing simpler grammatical structures than at an advanced level.
- For example, all four ELT textbooks also teach grammar through language functions, which is a feature of Communicative Language Teaching.
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