Communicative Approach
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The communicative language teaching approach focuses on having students use language for real communication and expression of meaning. It developed out of dissatisfaction with methods like audiolingualism that did not teach whole or appropriate social language use. Lessons use topics and situations students may encounter in real life to encourage communication over repetitive grammar drills. The teacher facilitates rather than directs, and emphasis is placed on meaningful exchange rather than accuracy.
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THE COMMUNICATIVE APPROACHES
The main point of the document is to describe different language teaching methods including Communicative Language Teaching (CLT), Cooperative Language Learning (CLL), Competency-Based Language Teaching (CBLT), Genre-Based Approach (GBA), Task Based Language Teaching (TBLT), and Content-Based Instruction (CBI). It provides details on the key principles and implementation of each method. The document aims to inform readers on various approaches to teaching language with a focus on interaction, tasks, competencies, genres, and using content as the vehicle for language learning.
Paper no.12 communicative approach in elt
This document presents an overview of the communicative approach to English language teaching. It discusses key principles such as the goals of developing communicative competence across linguistic, sociolinguistic, discourse and strategic domains. It also discusses how learners learn a language through meaningful interaction and attention to feedback. Classroom activities that best facilitate learning include those that develop practical grammar and communicative competence. The roles of learners have shifted from passive to active participation through group activities. Traditional approaches focused on grammar rules while communicative language teaching emphasizes real communication and fluency development.
Teaching pronunciation
The document discusses opinions on teaching pronunciation to English language learners. It notes that pronunciation is important, especially for learners whose first language is very different from English. While some argue pronunciation lessons could be boring, others believe they are necessary, at least for beginners. There is general agreement that pronunciation should be taught in context, and that both proper pronunciation and stress/rhythm are important. Teachers need to know terminology to help students, but practice is most important. Advanced learners may be able to learn from each other, as long as the teacher ensures correct pronunciation.
Reading and writing macroskills
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
Presentation ARW _Revise
This document discusses using storytelling as a method for teaching English as a foreign language (EFL). It notes that traditional reading skills can be difficult and painful for children. Storytelling is motivating, fun, and helps develop positive attitudes towards language learning. Stories exercise imagination and allow teachers to introduce new vocabulary and structures. The document provides guidance on selecting stories, adapting stories for students, supporting student understanding, preparing to tell stories, improving storytelling skills, and follow-up activities to reinforce learning.
Remedial English (Teaching Sight Vocabulary)
Sight vocabulary is a bank of words that readers recognize automatically and know the meaning of in context. Sight vocabulary acquisition is important for building a child's reading ability. There are several techniques to teach sight words, including using pictures to help children make connections between words and objects, listening to and repeating sight words to connect words to their sounds, and seeing words used in natural contexts to help children understand meanings.
Systematic phonic instruction
The document discusses strategies for developing phonemic awareness in children. It recommends carefully planning activities focused on phonics, letter-sound relations, and sight word vocabulary. It identifies common effective strategies like story reading, making class books, and drawing children's attention to letters. Phonemic awareness is defined as the ability to manipulate sounds independently of meaning and is best developed through listening, speaking, reading and writing activities. Sight word vocabulary is enhanced through observation of children's writing and attention to letter-sound relations. Rhymes, songs, and environmental print are also effective for developing early literacy skills. The complexity of early literacy development requires adult guidance and transferring learning through activities like storytelling and play.
the best ever TPR by Adnan Hadi
The document discusses the Total Physical Response (TPR) language teaching method. [1] TPR was developed by Dr. James Asher in 1977 based on how children learn their first language through physical responses to their parents' speech. [2] In TPR, instructors give commands in the target language that students respond to physically. [3] TPR is often used with other methods and is popular with beginners and young learners.
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THE COMMUNICATIVE APPROACHES
The main point of the document is to describe different language teaching methods including Communicative Language Teaching (CLT), Cooperative Language Learning (CLL), Competency-Based Language Teaching (CBLT), Genre-Based Approach (GBA), Task Based Language Teaching (TBLT), and Content-Based Instruction (CBI). It provides details on the key principles and implementation of each method. The document aims to inform readers on various approaches to teaching language with a focus on interaction, tasks, competencies, genres, and using content as the vehicle for language learning.
Paper no.12 communicative approach in elt
This document presents an overview of the communicative approach to English language teaching. It discusses key principles such as the goals of developing communicative competence across linguistic, sociolinguistic, discourse and strategic domains. It also discusses how learners learn a language through meaningful interaction and attention to feedback. Classroom activities that best facilitate learning include those that develop practical grammar and communicative competence. The roles of learners have shifted from passive to active participation through group activities. Traditional approaches focused on grammar rules while communicative language teaching emphasizes real communication and fluency development.
Teaching pronunciation
The document discusses opinions on teaching pronunciation to English language learners. It notes that pronunciation is important, especially for learners whose first language is very different from English. While some argue pronunciation lessons could be boring, others believe they are necessary, at least for beginners. There is general agreement that pronunciation should be taught in context, and that both proper pronunciation and stress/rhythm are important. Teachers need to know terminology to help students, but practice is most important. Advanced learners may be able to learn from each other, as long as the teacher ensures correct pronunciation.
Reading and writing macroskills
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
Presentation ARW _Revise
This document discusses using storytelling as a method for teaching English as a foreign language (EFL). It notes that traditional reading skills can be difficult and painful for children. Storytelling is motivating, fun, and helps develop positive attitudes towards language learning. Stories exercise imagination and allow teachers to introduce new vocabulary and structures. The document provides guidance on selecting stories, adapting stories for students, supporting student understanding, preparing to tell stories, improving storytelling skills, and follow-up activities to reinforce learning.
Remedial English (Teaching Sight Vocabulary)
Sight vocabulary is a bank of words that readers recognize automatically and know the meaning of in context. Sight vocabulary acquisition is important for building a child's reading ability. There are several techniques to teach sight words, including using pictures to help children make connections between words and objects, listening to and repeating sight words to connect words to their sounds, and seeing words used in natural contexts to help children understand meanings.
Systematic phonic instruction
The document discusses strategies for developing phonemic awareness in children. It recommends carefully planning activities focused on phonics, letter-sound relations, and sight word vocabulary. It identifies common effective strategies like story reading, making class books, and drawing children's attention to letters. Phonemic awareness is defined as the ability to manipulate sounds independently of meaning and is best developed through listening, speaking, reading and writing activities. Sight word vocabulary is enhanced through observation of children's writing and attention to letter-sound relations. Rhymes, songs, and environmental print are also effective for developing early literacy skills. The complexity of early literacy development requires adult guidance and transferring learning through activities like storytelling and play.
the best ever TPR by Adnan Hadi
The document discusses the Total Physical Response (TPR) language teaching method. [1] TPR was developed by Dr. James Asher in 1977 based on how children learn their first language through physical responses to their parents' speech. [2] In TPR, instructors give commands in the target language that students respond to physically. [3] TPR is often used with other methods and is popular with beginners and young learners.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
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Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
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The silent way
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Pronunciation teaching and theories (1)
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2) However, the document cites studies that found adults were initially superior to children in pronunciation learning. It also notes that social and cognitive factors can influence pronunciation learning more than age alone.
3) The document argues that pronunciation should not be denied instruction for adults, as focused practice and teaching of rules can help affect pronunciation development in a second language.
Teaching pronunciation to children
The document discusses teaching pronunciation to children learning English as a foreign language. It emphasizes that pronunciation is important for intelligible communication and outlines factors to consider, such as a child's age and mother tongue. The document recommends using conscious-raising techniques like minimal pairs, tongue twisters, and stories to help children notice pronunciation patterns. The goal is to make children aware of sounds, stress, and intonation in English.
Fluency vs. accuracy
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
Oral presentation
The document discusses strategies for teaching language skills to young learners of a second language. It addresses creating a comfortable environment, focusing initially on comprehension over production, using Total Physical Response activities, and integrating language skills rather than teaching them in isolation. Some key recommendations include allowing a silence period as students adjust, using gestures and visuals to enhance comprehension, emphasizing patterns and routines, and providing feedback to students on their language use. The overall message is that successful second language acquisition involves comprehending language before producing it, within a low-anxiety setting.
Accuracy and fluency 09
The document discusses the differences between accuracy and fluency in language learning and teaching. It defines accuracy as the ability to produce grammatically correct language, while fluency refers to ease and flow of language production. The document recommends balancing activities that emphasize accuracy, such as intensive reading and planning tasks, with those that focus on fluency, like extensive reading, free writing, and spontaneous speaking tasks. Teachers should provide opportunities to develop both accuracy and fluency skills in the four areas of reading, listening, writing, and speaking.
Deo Aditya Pratama (16108810023)
This document discusses 10 different language teaching approaches: Grammar-translation Approach, Direct Approach, Reading Approach, Audiolingual Approach, Communicative Approach, The Silent Way, Community Language Learning, Functional-notional Approach, Natural Approach, and Total Physical Response. Each approach is summarized with its key principles and classroom techniques. The document advises teachers to try different approaches and see what works best given their unique classroom and students.
Glossary
This glossary defines key terms related to language learning:
- Total Physical Response (TPR) involves learners responding to language with body motions.
- Acquisition is subconscious while learning is conscious, resulting in rules knowledge.
- Mother tongue refers to a person's native language learned from birth.
- The silent period allows language learners time to listen without speaking production.
- English as a Foreign Language (EFL) denotes English studied in a non-English environment.
- English as a Second Language (ESL) provides accommodations for students whose first language is not English.
Total Physical Response
Total Physical Response (TPR) is an ESL teaching methodology based on how infants acquire their first language through physical responses to language, like looking or grasping. TPR involves the teacher giving commands to students and students acting them out physically without speaking. Some examples of using TPR in the classroom include having students act out animal movements, play Simon Says with actions, and act out stories and songs that incorporate actions. TPR allows students to learn through physical movement rather than just memorization.
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production of language. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or hesitation. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues, like discouraging speaking through constant correction or fossilization of errors.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning and teaching. It defines accuracy as the ability to produce grammatically correct sentences while fluency refers to the ease of producing spoken or written language. The amount of emphasis placed on accuracy versus fluency depends on the learning goals and needs of the students. The document also examines accuracy and fluency in the contexts of the four skills of reading, writing, listening and speaking. It suggests incorporating both accuracy-focused and fluency-focused activities to develop students' language abilities in a balanced way.
Approaches to Language Teaching Learning activity 2.1
The document discusses different approaches to language teaching including grammar translation, audio-lingualism, cognitive-code, direct method, natural approach, total physical response, suggestopedia. For each approach, it analyzes how well they meet the requirements for optimal input and second language learning based on Stephen Krashen's theories, including providing comprehensible, interesting input and avoiding over-emphasis on learning. It finds that some approaches better fulfill the requirements than others for promoting acquisition over learning.
Teaching speaking
The document discusses teaching speaking skills to young English language learners. It recommends using controlled activities like repeating phrases, rhymes, songs, and games to practice pronunciation at the beginning levels. For more advanced students, it suggests free activities such as role plays, questions and answers, and retelling stories to develop speaking abilities. Examples of specific activities provided include comparing pictures or stories, predicting story outcomes, problem solving scenarios, sharing personal experiences, and creative speaking projects.
TPR by James Asher
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movements and actions to help teach language. It is based on the theory that language is acquired through receiving comprehensible input in a low-anxiety environment. In a TPR classroom, the teacher uses imperative sentences to instruct students to perform various actions and the students respond through physical movement. The goal is to teach basic speaking skills through comprehension and association of speech and motor activity before introducing grammatical concepts.
Teaching reading through phonics
This document discusses teaching reading to level 1 pupils using phonics. It begins by asking teachers to reflect on their current reading teaching approaches. It then outlines the two main reading teaching methods - phonics and whole language. The KSSR advocates for phonics. Various phonics terminology is defined, like phoneme, grapheme, blending, and segmenting. Example classroom activities for teaching blending and segmenting words are provided, like modeling blending, toy talk, and saying the sounds. Points to consider for effective phonics instruction are highlighted. Teachers are then asked to plan and demo a mini phonics lesson using words from a story.
Language teaching approaches
Language teaching approaches Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.More Related Content
What's hot
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Information gap and tpr (total physical response) activites. PowerPoint prese...
The document discusses the information gap principle which promotes real communication in the classroom. It facilitates language acquisition by having students request and provide information through activities like communicative drills, role-plays, and opinion gap activities. These activities prevent lessons from becoming mechanical and encourage student involvement through meaningful input and interaction. Suggested teaching methods that utilize the information gap principle are total physical response and other activity types that create opportunities for students to comprehend and convey information through different responses.
Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
Wonderland Overview Presentation Stage 1 (Without voice-over)
This document provides an overview of the Wonderland literacy program which includes instruction on phonological awareness, phonics, oral language, reading, and writing. It describes key elements of each area including an understanding of sounds in language for phonological awareness, the relationship between letters and sounds for phonics, developing vocabulary and comprehension through oral language. It also outlines instructional approaches to reading such as read-alouds, shared reading, and guided reading. Various teacher resources and materials are listed to support teaching these literacy skills including books, posters, assessment tools, and home-school links.
The silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in 1963 that aims to minimize teacher talking time and maximize student talking time. It is based on the premise that learning is facilitated when the learner discovers or creates rather than remembers or repeats, by mediating physical objects, and by problem solving. The teacher introduces new vocabulary and structures using minimal modeling and elicits learner responses, while students take an active role in creating their own utterances. The goals are to give students oral and aural facility in the basic elements of the target language and teach them how to learn independently.
Pronunciation teaching and theories (1)
1) The document discusses two common assumptions against explicitly teaching pronunciation: that children have an advantage in learning pronunciation due to a critical period, and that pronunciation cannot be learned as it is an acquired skill.
2) However, the document cites studies that found adults were initially superior to children in pronunciation learning. It also notes that social and cognitive factors can influence pronunciation learning more than age alone.
3) The document argues that pronunciation should not be denied instruction for adults, as focused practice and teaching of rules can help affect pronunciation development in a second language.
Teaching pronunciation to children
The document discusses teaching pronunciation to children learning English as a foreign language. It emphasizes that pronunciation is important for intelligible communication and outlines factors to consider, such as a child's age and mother tongue. The document recommends using conscious-raising techniques like minimal pairs, tongue twisters, and stories to help children notice pronunciation patterns. The goal is to make children aware of sounds, stress, and intonation in English.
Fluency vs. accuracy
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
Oral presentation
The document discusses strategies for teaching language skills to young learners of a second language. It addresses creating a comfortable environment, focusing initially on comprehension over production, using Total Physical Response activities, and integrating language skills rather than teaching them in isolation. Some key recommendations include allowing a silence period as students adjust, using gestures and visuals to enhance comprehension, emphasizing patterns and routines, and providing feedback to students on their language use. The overall message is that successful second language acquisition involves comprehending language before producing it, within a low-anxiety setting.
Accuracy and fluency 09
The document discusses the differences between accuracy and fluency in language learning and teaching. It defines accuracy as the ability to produce grammatically correct language, while fluency refers to ease and flow of language production. The document recommends balancing activities that emphasize accuracy, such as intensive reading and planning tasks, with those that focus on fluency, like extensive reading, free writing, and spontaneous speaking tasks. Teachers should provide opportunities to develop both accuracy and fluency skills in the four areas of reading, listening, writing, and speaking.
Deo Aditya Pratama (16108810023)
This document discusses 10 different language teaching approaches: Grammar-translation Approach, Direct Approach, Reading Approach, Audiolingual Approach, Communicative Approach, The Silent Way, Community Language Learning, Functional-notional Approach, Natural Approach, and Total Physical Response. Each approach is summarized with its key principles and classroom techniques. The document advises teachers to try different approaches and see what works best given their unique classroom and students.
Glossary
This glossary defines key terms related to language learning:
- Total Physical Response (TPR) involves learners responding to language with body motions.
- Acquisition is subconscious while learning is conscious, resulting in rules knowledge.
- Mother tongue refers to a person's native language learned from birth.
- The silent period allows language learners time to listen without speaking production.
- English as a Foreign Language (EFL) denotes English studied in a non-English environment.
- English as a Second Language (ESL) provides accommodations for students whose first language is not English.
Total Physical Response
Total Physical Response (TPR) is an ESL teaching methodology based on how infants acquire their first language through physical responses to language, like looking or grasping. TPR involves the teacher giving commands to students and students acting them out physically without speaking. Some examples of using TPR in the classroom include having students act out animal movements, play Simon Says with actions, and act out stories and songs that incorporate actions. TPR allows students to learn through physical movement rather than just memorization.
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production of language. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or hesitation. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues, like discouraging speaking through constant correction or fossilization of errors.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning and teaching. It defines accuracy as the ability to produce grammatically correct sentences while fluency refers to the ease of producing spoken or written language. The amount of emphasis placed on accuracy versus fluency depends on the learning goals and needs of the students. The document also examines accuracy and fluency in the contexts of the four skills of reading, writing, listening and speaking. It suggests incorporating both accuracy-focused and fluency-focused activities to develop students' language abilities in a balanced way.
Approaches to Language Teaching Learning activity 2.1
The document discusses different approaches to language teaching including grammar translation, audio-lingualism, cognitive-code, direct method, natural approach, total physical response, suggestopedia. For each approach, it analyzes how well they meet the requirements for optimal input and second language learning based on Stephen Krashen's theories, including providing comprehensible, interesting input and avoiding over-emphasis on learning. It finds that some approaches better fulfill the requirements than others for promoting acquisition over learning.
Teaching speaking
The document discusses teaching speaking skills to young English language learners. It recommends using controlled activities like repeating phrases, rhymes, songs, and games to practice pronunciation at the beginning levels. For more advanced students, it suggests free activities such as role plays, questions and answers, and retelling stories to develop speaking abilities. Examples of specific activities provided include comparing pictures or stories, predicting story outcomes, problem solving scenarios, sharing personal experiences, and creative speaking projects.
TPR by James Asher
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movements and actions to help teach language. It is based on the theory that language is acquired through receiving comprehensible input in a low-anxiety environment. In a TPR classroom, the teacher uses imperative sentences to instruct students to perform various actions and the students respond through physical movement. The goal is to teach basic speaking skills through comprehension and association of speech and motor activity before introducing grammatical concepts.
Teaching reading through phonics
This document discusses teaching reading to level 1 pupils using phonics. It begins by asking teachers to reflect on their current reading teaching approaches. It then outlines the two main reading teaching methods - phonics and whole language. The KSSR advocates for phonics. Various phonics terminology is defined, like phoneme, grapheme, blending, and segmenting. Example classroom activities for teaching blending and segmenting words are provided, like modeling blending, toy talk, and saying the sounds. Points to consider for effective phonics instruction are highlighted. Teachers are then asked to plan and demo a mini phonics lesson using words from a story.
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Information gap and tpr (total physical response) activites. PowerPoint prese...
Information gap and tpr (total physical response) activites. PowerPoint prese...
Strategies for listening and speaking for beginners
Strategies for listening and speaking for beginners
Wonderland Overview Presentation Stage 1 (Without voice-over)
Wonderland Overview Presentation Stage 1 (Without voice-over)
Approaches to Language Teaching Learning activity 2.1
Approaches to Language Teaching Learning activity 2.1
Similar to Communicative Approach
Language teaching approaches
Language teaching approaches Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.Communicative language approach
1. The communicative language teaching approach began in the 1970s due to dissatisfaction with previous methods and in recognition of advances in language theory. It focuses on using language communicatively and authentically rather than just studying its structures.
2. In communicative classrooms, students engage in meaningful activities and tasks that require using the target language to complete. Emphasis is placed on fluency over accuracy.
3. The teacher facilitates student learning by setting up communicative exercises and activities but steps back to observe students communicating. Students are more responsible for their own language practice.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Oral language assessment
it contends the elements of oral evaluation, the ability of oral evaluation can assessment with this process. The different aspects of oral language can improve when the teacher or students notice the errors by oral assessment.
Oral language assessment
This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
Approaches to language teaching
This document discusses different approaches and methods for teaching language:
- The grammar-translation method teaches through translation with little active use of the target language.
- The audio-lingual method uses behaviorist models with drills and reinforcement.
- The direct method conducts instruction exclusively in the target language using everyday vocabulary.
- The communicative approach focuses on interacting and negotiating meaning in the target language.
Commnicative langage eaching
The document describes several methods for teaching foreign languages:
- The Classical/Grammar Translation Method uses rules and translation between the native and target languages.
- The Direct Method avoids using the native language and uses only the target language.
- The Audiolingual Method focuses on listening, speaking through repetition and mimicry after hearing the language.
- Later methods like the Communicative Language Teaching emphasize interactive communication and using the target language in real-world contexts.
Didactica
This document compares two perspectives on teaching speaking skills - Burkart and Douglas Brown. Burkart advocates for a communicative language teaching approach that emphasizes using the language in real-life contexts outside the classroom. Brown believes speaking and listening should be taught together through conversations and other performances to achieve communicative goals. Both agree teachers must prepare students to use speaking strategies independently and not be dependent on teacher-centered activities like repetition and drills.
Eight approaches to language teaching
The document summarizes eight approaches to language teaching: Grammar-Translation Method, Direct Method, Audio-Lingual Method, The Silent Way, Suggestopedia, Community Language Learning, Total Physical Response Method, and The Communicative Approach. Each approach is described in 1-2 sentences focusing on its goals, roles of teachers and students, teaching/learning processes, emphasis on language aspects, and views of language and culture.
Elnie Tuyugon
The document discusses grammar and oral language development. It covers several topics:
1. It defines grammar and its dimensions, including form, meaning and use.
2. It outlines 5 stages of oral language development in children from infancy to age 5.
3. It discusses the components of oral language, including phonology, semantics, syntax and pragmatics.
4. It provides guidelines for teaching speaking, including the importance of balancing language input, structured output, and communicative output activities.
Approaches and methods of teaching english
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
Approaches to language teaching
This document discusses various language teaching approaches including:
- Grammar Translation focuses on grammar rules and translation between languages.
- Audio-Lingual Method teaches grammar through repetition and drills to reinforce correct forms.
- Natural Approach immerses learners in the target language and emphasizes comprehension over speaking.
- Total Physical Response uses physical actions to reinforce comprehension before speaking.
- Suggestopedia creates a relaxed environment using music and role-playing to make students more suggestible.
- Pleasure reading allows learning vocabulary through context and connecting word meanings in sentences.
- Content-Based Instruction uses content as a vehicle for language teaching and develops cognitive skills in two languages.
The audiolingual method and the silent way
The Audio-Lingual Method focuses on repetition, drilling, and imitation of language patterns. Teachers direct chain drills and other exercises to reinforce grammar inductively. Students are expected to mimic the teacher's language model with accurate repetition. Testing evaluates mastery of individual language points through activities like minimal pair differentiation.
The Silent Way emphasizes using visual tools like rods and charts to introduce sounds first before other language elements. The teacher observes students but remains largely silent, encouraging self-correction and peer feedback instead of direct instruction. Students take responsibility for their own learning by exploring the language autonomously with the teacher providing supportive exercises and feedback on errors.
teaching methods
This document discusses different teaching methods for foreign languages. It defines a teaching method as having an orientation based on a learning theory, objectives, tasks, and roles. Several orientations are described, such as grammar-based and communicative. Four common teaching methods - Grammar Translation, Direct, Audio-Lingual, and Communicative - are then outlined in detail, comparing their characteristics, focuses, advantages, and disadvantages. The document provides an overview of the philosophies and practices of different approaches to teaching foreign languages.
Teacher's guide ms1 2 gen
This document provides an introduction and overview of the Teacher's Guide for the first year middle school English coursebook. It outlines the objectives of the coursebook, which are to develop students' English competencies in an integrated manner through listening, speaking, reading and writing. It emphasizes using a competency-based approach that links what is learned in school to real-world contexts. The guide is intended to help teachers effectively plan lessons and accommodate different learning styles by using a variety of teaching methods and techniques.
Summary of the units
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
The Dictionary of Language Learning Vocabulary.docx
This document provides definitions for over 100 terms related to language learning and teaching. Some of the key terms defined include:
- Accent: Referring to pronunciation of stressed syllables in words or regional variations in speech.
- Accuracy: Correct use of grammar, pronunciation and vocabulary without errors.
- Acquisition: Unconscious language learning, such as how children learn their first language.
- Active vocabulary: Words and phrases a learner can use in speech and writing.
- Affective factors: Emotional influences on language learning like anxiety or motivation.
- Assessment: Measurement of a learner's abilities, knowledge and needs.
- Authentic materials: Unedited materials from the real world like newspapers rather than
Chart 23th april
This document provides background information and comparisons of various language teaching approaches including Audiolingualism, the Direct Method, the Natural Approach, Total Physical Response (TPR), and the Communicative Approach. It discusses the origins and key aspects of each approach, including underlying theories of language and learning, goals and objectives, syllabus design, types of learning activities, roles of teachers and learners, and the use of instructional materials. The approaches range from those that are more teacher-centered and focus on grammar and repetition, like Audiolingualism, to those that are more learner-centered and emphasize meaningful communication, such as the Communicative Approach.
1THE_SILENT_WAY_METHOD.ppt
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and problem solving. The teacher remains mostly silent to encourage independent learning. Key aspects include using colored charts to represent sounds and vocabulary, rods to create visual situations, and focusing first on pronunciation before more complex grammar. The role of the learner is to take responsibility for their own learning by formulating hypotheses and discovering rules through exploration, while the teacher facilitates this process without providing direct instruction or answers.
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Communicative Approach
- 1. m
- 2. Based on the idea that learning language successfully comes through having to communicate real meaning . When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
- 3. Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied.
- 4. Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses.
- 9. WHAT ARE SOME EXAMPLES OF COMMUNICATIVE EXERCISES?
- 11. Lesson
- 12. Hobbies
- 13. Hobbies Playing Chess Hiking Stamp-Collecting Scrap-booking Sun-Bathing Coin-Collecting Cicling Stamp-Collecting Computing Playing an instrument