The document discusses the history and key aspects of various language teaching approaches. It begins by describing early approaches like the Grammar Translation Approach used for Latin and Greek. It then outlines several subsequent approaches that reacted to perceived limitations, including the Direct Method, Reading Approach, and Audio-Lingual Approach. Later sections summarize the Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach, and Communicative Approach. The summary emphasizes that approaches evolved in response to prior limitations and that modern approaches are grounded in theories of language learning and use.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
These are the 21st language learning strategies that every language educator should know. It will help you think of better strategies to make your class lively and not boring so that students can maximize their full potential
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
These are the 21st language learning strategies that every language educator should know. It will help you think of better strategies to make your class lively and not boring so that students can maximize their full potential
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
24. An extension of the approach
used to teach classical languages
to the teaching of modern
languages.
Instruction is given in the native
language of the students.
25. There is little use of the target
language for communication.
Focus is on grammatical
parsing, i.e. , the form and
inflection of words.
26. There is early reading of
difficult words.
A typical exercise is to translate
sentences from the target
language into the mother
tongue
27. The result of this approach is
usually an inability on the part
of the student to use the
language for communication.
The teacher does not have to
be able to speak the target
language.
29. - a reaction to the Grammar
Translation Approach and its
failure to produce learners who
could communicate in the
foreign language they had been
studying.
30. Actions and pictures are used to
make meanings clear.
Grammar is learned inductively.
31. No use of mother tongue is
permitted (i.e., the teacher does
not need to know the students’
native language).
Lessons begin with dialogues and
anecdotes in modern
conversational style.
32. •The teacher must be a native
speaker or has native like
proficiency in the target
language.
33. •Literary Texts are read for
pleasure and are not analyzed
grammatically.
•The target culture is also
taught inductively.
35. •A reaction to the problems
experienced in implementing
the Direct Approach;
36. •Reading was viewed as the
most usable skill to have in a
foreign language since not
many teachers could use
their foreign language well
enough to use a direct
approach effectively in class.
37. Only the grammar useful for reading
comprehension is taught.
Vocabulary is controlled at first
and then expanded.
38. Translation is once more a
respectable classroom
procedure.
Reading comprehension is the
only language skill emphasized.
The teacher does not need to
have good oral proficiency in
the target language.
40. • A reaction to the Reading
approach and its lack of emphasis
oral-aural skills ; this approach
became dominant in the United
States during the 1940s, 1950s, and
1960s;
41. • It draws from the Reform
Movement and the Direct
Approach but adds features
from structural lingustics
(Bloomfield 1933) and
behavioral psychology
(Skinner 1957)
42. Lessons begin with dialogues.
Imitation and memorization
are used, based on the
assumption that language is
habit formation.
44. Vocabulary is severely limited in
initial stages.
A great effort is made to
prevent learner errors.
Language is often manipulated
without regard to meaning or
context.
45. The teacher must be
proficient only in the
structures , vocabulary, etc.
that he or she is teaching since
learning activities and
materials are carefully
controlled.
47. A reaction to the Reading
Approach and its lack of
emphasis on oral-aural skills; this
approach was dominant in
Britain during the 1940s to
1960s;
48. It draws from the reform
movement and the Direct
Approach but adds features from
Firthian linguistics and the
emerging professional field of
language pedagogy.
49. The spoken language is
primary.
All language material is
practiced orally before being
presented in written form.
50. Only the target language
should be used in the
classroom.
Efforts are made to ensure
that the most general and
useful lexical items are
presented.
51. Grammatical structures are
graded from simple to complex.
New items (lexical and
grammatical ) are introduced
and practiced situationally. (e.g.,
at the post office, at the bank, at
the dinner table)
53. A reaction to the behaviorist
features of the Audio-lingual
Approach; influenced by
cognitive psychology
( Neisser 1967) and Chomskyan
lingusitics
( Chomsky 1959, 1965)
54. Language learning is viewed
as rule acquisition , not habit
formation.
Instruction is often
individualized; learners are
responsible for their own
learning.
55. Grammar must be taught, but it
can be taught deductively
and /or inductively ( rules can
either be stated after practice or
left as implicit information for
the learners to process on their
own).
56. Pronunciation is de-
emphasized; perfection is
viewed as unrealistic and
unattainable.
Reading and writing are once
again as important as listening
and speaking.
61. A reaction to the general
lack of effective
considerations in both
Audiolingualism and the
Cognitive Approach.
( Moskowitz 1978 and Curran
1976)
62. Respect is emphasized for
the individual and for his or
her feelings.
Communication that is
meaningful to the learner is
emphasized.
63. Instruction involves much
work in pairs and small
groups.
Class atmosphere is viewed
as more important than
materials or methods.
64. Peer support and
interaction are viewed as
necessary for learning.
Learning a foreign language
is viewed as a self-realization
experience.
65. The teacher is a counselor or
facilitator;
The teacher should be proficient in
the target language and the student’s
native language since translation
may be used heavily in the initial
stages to help students feel at ease;
67. An outgrowth of research in first
language acquisition that led some
language methodologists to assume
that second language learning is
very similar to first language
acquisition.
( Postovsky 1974 , Minitz 1981 ;
Krashen and Terrell 1983)
68. Listening comprehension is
very important and is viewed as
the basic skill that will allow
speaking , reading, and writing
to develop spontaneously over
time, given the right conditions.
69. Learners should begin by
listening to meaningful speech
and by responding nonverbally
in meaningful ways before they
produce any languages
themselves.
70. Learners should not speak
until they feel ready to do so;
this results in better
pronunciation than if the
learner is forced to speak
immediately.
71. Learners progress by
being exposed to
meaningful input that is
just one step beyond their
level of competence.
72. Rule learning may help
learners monitor ( or
become aware of ) what they
do, but it will not aid their
acquisition or spontaneous
use of the target language.
73. Error correction is seen as
unnecessary and perhaps even
counterproductive; the
important thing is that the
learners can understand and can
make themselves understood.
74. If the teacher is not a native
( or near-native) speaker,
appropriate materials such as
audiotapes and videotapes must
be available to provide the
appropriate input for the
learners.
76. An outgrowth of the work of
anthropological linguists
( Hymes 1972 ) and (Halliday ,
1973) who view language first
and foremost as a system for
communication.
77. It is assumed that the goal of
language teaching is learner ability
to communicate in the target
language.
It is assumed that the content of a
language course will include
semantic notions and social
functions , not just linguistic
structures.
78. Students regularly work in
groups or pairs to transfer
meaning in situations in which
one person has information that
the other(s) lack.
79. Students often engage in role
play or dramatization to adjust
their use of the target language
to different social contexts.
Classroom materials and
activities are often authentic to
reflect real-life situations and
demands.
80. Skills are integrated from the
beginning ; a given activity
might involve reading, speaking,
listening and writing.
The teacher’s role is primarily to
facilitate communication and
only secondarily to correct
errors.
81. The teacher should be
able to use the target
language fluently and
appropriately.
