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Similar to 21 st century teaching language approaches
21 st century teaching language approaches
- 1. To speak and understandit VS To learn its grammatical rules
- 2.
- 3. Johann Amos Comenius -aCzech scholar and teacher 1631 and 1658
- 4. - Use imitationinstead of rules to teach a language. - Have your students repeat after you.
- 5. - Use alimited vocabulary initially. - Help your students practice reading and teaching
- 6. - Teach languagethrough pictures to make it meaningful.
- 7. Karl Ploetz -a Germanscholar who had tremendous influence on the language teaching profession
- 8. ANALYTICAL GRAMMAR TRANSLATION -method forteaching not only Latin but, by extension, modern languages as well.
- 9. Francois Gouin a Frenchman-1880 Direct Method
- 10. Direct Method ability touse rather than to analyze a language.
- 11.
- 12. Language cannot betaught… that one can only create conditions for learning to take place
- 13. Direct Method-became popular inFrance and Germany (Grammar Translation Approach)
- 14. 1886-Direct Method first becamepopular in Europe, IPA was established.
- 15. 1890-Reform Movement in LanguageTeaching – The Phoneticians
- 16. -the spoken formof a language is primary and should be taught first; -the findings of phonetics should be applied to language teaching;
- 17. -language teachers musthave solid training in Phonetics; -learners should be given phonetic training to establish good speech habits.
- 18. Presented by: Rona Relojo-delaRosa Language Teaching Approaches
- 19.
- 20. APPROACH- to language teachingis something that reflects a certain model or research paradigm – a theory.
- 21. A METHOD- isa set of procedures, i.e., a system that spells out rather precisely how to teach a second language .
- 22. A TECHNIQUE isa classroom device or activity.
- 23.
- 24. An extension ofthe 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 littleuse of the target language for communication. Focus is on grammatical parsing, i.e. , the form and inflection of words.
- 26. There is earlyreading of difficult words. A typical exercise is to translate sentences from the target language into the mother tongue
- 27. The resultof 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.
- 28.
- 29. - a reactionto the Grammar Translation Approach and its failure to produce learners who could communicate in the foreign language they had been studying.
- 30. Actions and picturesare used to make meanings clear. Grammar is learned inductively.
- 31. No use ofmother 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 mustbe a native speaker or has native like proficiency in the target language.
- 33. •Literary Texts areread for pleasure and are not analyzed grammatically. •The target culture is also taught inductively.
- 34.
- 35. •A reaction tothe problems experienced in implementing the Direct Approach;
- 36. •Reading was viewedas 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 grammaruseful for reading comprehension is taught. Vocabulary is controlled at first and then expanded.
- 38. Translation is oncemore 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.
- 39.
- 40. • A reactionto 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 drawsfrom the Reform Movement and the Direct Approach but adds features from structural lingustics (Bloomfield 1933) and behavioral psychology (Skinner 1957)
- 42. Lessons beginwith dialogues. Imitation and memorization are used, based on the assumption that language is habit formation.
- 43. Grammatical structures are sequencedand rules are taught inductively, Skills are sequenced, Pronunciation is stressed from the beginning.
- 44. Vocabulary is severelylimited 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 mustbe proficient only in the structures , vocabulary, etc. that he or she is teaching since learning activities and materials are carefully controlled.
- 46.
- 47. A reaction tothe 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 fromthe reform movement and the Direct Approach but adds features from Firthian linguistics and the emerging professional field of language pedagogy.
- 49. The spoken languageis primary. All language material is practiced orally before being presented in written form.
- 50. Only the targetlanguage 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 gradedfrom 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)
- 52.
- 53. A reaction tothe behaviorist features of the Audio-lingual Approach; influenced by cognitive psychology ( Neisser 1967) and Chomskyan lingusitics ( Chomsky 1959, 1965)
- 54. Language learning isviewed as rule acquisition , not habit formation. Instruction is often individualized; learners are responsible for their own learning.
- 55. Grammar must betaught, 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.
- 57. Vocabulary instruction is onceagain important, especially at intermediate and advanced levels.
- 58. Errors are viewedas inevitable, to be used constructively in the learning process.
- 59. The teacher isexpected to have good general proficiency in the target language as well as an ability to analyze the target language.
- 60.
- 61. A reaction tothe general lack of effective considerations in both Audiolingualism and the Cognitive Approach. ( Moskowitz 1978 and Curran 1976)
- 62. Respect is emphasizedfor the individual and for his or her feelings. Communication that is meaningful to the learner is emphasized.
- 63. Instruction involves much workin pairs and small groups. Class atmosphere is viewed as more important than materials or methods.
- 64. Peer support and interactionare viewed as necessary for learning. Learning a foreign language is viewed as a self-realization experience.
- 65. The teacher isa 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;
- 66.
- 67. An outgrowth ofresearch 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 veryimportant 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 beginby listening to meaningful speech and by responding nonverbally in meaningful ways before they produce any languages themselves.
- 70. Learners should notspeak 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 beingexposed to meaningful input that is just one step beyond their level of competence.
- 72. Rule learning mayhelp 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 isseen as unnecessary and perhaps even counterproductive; the important thing is that the learners can understand and can make themselves understood.
- 74. If the teacheris 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.
- 75.
- 76. An outgrowth ofthe work of anthropological linguists ( Hymes 1972 ) and (Halliday , 1973) who view language first and foremost as a system for communication.
- 77. It is assumedthat 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 workin groups or pairs to transfer meaning in situations in which one person has information that the other(s) lack.
- 79. Students often engagein 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 integratedfrom 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 shouldbe able to use the target language fluently and appropriately.
- 82.
- 83. The first fiveapproaches arose in reaction to perceived inadequacies or impracticalities in an earlier approach or approaches.
- 84. The four recently developed groundedon how people learn and use languages.
- 85. COGNITIVE APPROACH- Language is rule- governedcognitive behavior ( not habit formation)
- 86. AFFECTIVE-HUMANISTIC APPROACH – Learninga foreign language is a process of self-realization and of relating to other people.
- 87. COMPREHENSION APPROACH– Language acquisition occursif and only if the learner comprehends meaningful input.
- 88. COMMUNICATIVE APPROACH– The purpose oflanguage (and thus the goal of language teaching) is communication.
- 89. What is the solutionfor the ESL /EFL teacher?