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Approaches to language teaching
This document summarizes several approaches to language teaching including the grammar-translation method, audio-lingualism, cognitive-code teaching, direct method, and interactive communicative approach. It also discusses theories of second language acquisition including behaviorism, cognitive approaches, naturalistic approaches, input hypothesis, monitor hypothesis, affective filter hypothesis, natural order hypothesis, and communicative language teaching. Finally, it mentions models of language including the attention-processing model and implicit/explicit models.
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Approaches to language teaching
- 1. APPROACHES TO LANGUAGETEACHING
- 2. METHODS GRAMMAR- TRANSLATION METHOD AUDIO- LINGUISM COGNITIVE- CODETEACHING DIRECT METHOD
- 3.
- 4. Clases are taughtin the mother tongue Vocabulary is taught biligual word list Accuracy is emphasized Reading and writing are the focus, with Little attention to speaking or listening
- 5. INTERACTIVE COMMUNICATIVE APPROACH Broadcast andcompress for seamless delivery
- 6. Rapport Student centered class GuidedDiscussion Role-play OPI Group work Video Perfect
- 7.
- 8. • Build ofAudio Skills • Skill and Grammar estructure • Acquisition of the correct pronunciatión • Training and Visual and Audio Aid • Interactive Multimedia
- 9.
- 10. • Grammar andVocabulary • Structures and Ilustrations • Imitation • Conslusion and Coprehension • Examples lectures
- 11. Direct Method • Grammarand Vocabulary • Structures and Ilustrations • Imitation • Conslusion and Coprehension • Examples lectures
- 12.
- 13. BEHAVIORISM • STIMULUS-RESPOND • CLASICALCONDITIONING OF ENVIROMENT RESPOND • PROGRAMATION OF INSTRUCTIONS • REINFORCEMENT OF INSTRUCTOR •
- 14. COGNITIVE APPROACH • Buildup a knowledge system. • To want to understand and produce information • Association with enviroment • Development theory
- 15. Naturalistic Approach Language Acquisitionwith rules and Structures Acquisition of language suconcscious Factor are influencie in Acquisition of language Development of speech depending the area of lived
- 16. Input Hypothesis INPUT HYPOTHESIS ACQUISISITON HYPOTHESIS SUBCONSCIOUS PROCESS ACADEMICSETTING COMPREHENSIVE INPUT HYPOTESIS COPRENSHIBLE INPUT RESULTS IN MORE ACQUISITION MONITOR HYPOTHESIS CONCIOUS SYTEM AFFECTIVE FILTER HYPOTHESIS EFFECTIVE VARIABLES OF CUANTITY NATURAL ORDER HYPOTHESIS
- 17. COMMUNICATIVE LANGUAGE TEACHING THEORY OFLANGUAGE COMPETENCE OF SPEAKER NEEDS IN COMUNICATION DIFINE 4 DIMENSIONS OF COMUNICATIVE COMPETENCE: GRAMATICAL, SOCIOLINGUISTIC, DISCOURSE ANALYSIS AND STRATEEGIC COMPETENCE THEORY OF LEARNING INVOLVE REAL COMMUNICATION AND MEANINGFULNES SUPPORT IN LEARNING PROCESS COMMUNICATIVE PROFICIENCY
- 18. MODEL OF LANGUAGE ATTENTION-PROCESSINGMODEL FOCAL AUTOMATIC PROCESS LIKE THE STUDENT PERFORMANCE IN A TEST SITUATION. IMPLICIT AND EXPLICIT MODEL EXPLICIT MEANS PERSON TO KNOW ABOUT LANGUAGE AND ABILITY TO ARTICULATE SOME WAYS IMPLICIT IS PROCESS ENABLE A LEARNER TO PERFORM LANGUAGE.
- 19. REFERENCES REFERENCES Brown, Henry D.(2002). Principles of Language Learning and Teaching. New York: Longman. Dulay, Heidi, Marina Burt and Stephen Krashen (1982). Language Two. New York: OUP. Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: OUP. Krashen, Stephen D. and Tracy D. Terrell (1983). The Natural Approach. Language Acquisition in the Classroom. Oxford: Pergamon Press. Lightbown, Patsy M. and Nina Spada (1995). How languages are learned. Oxford: OUP.
- 20.
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