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Historical_Approaches for learner (1).pdf
- 1. Approach Purpose (Why/Who)Content (What) Practice (How) Grammar Translation (1880) Deductive Grammar Speaking Deemphasized • to teach aristocracy, often rich young men, how to read Latin and Greek • to teach culture and morality • language for its own sake…as an intellectual exercise • classical books, such as Homer and the Bible • Long passages of text • different genres: poetry, short story, and novel • translation and “back” translation • deductive grammar instruction • reading comprehension questions • fill in the blanks • memorization of vocabulary • compositions (writing essays) Direct Approach (1910) Inductive Grammar Speaking Emphasized • to teach students who want to study or visit other countries • to travel • to experience culture: not just classic literature, but geography, history, and people • dialogues and conversations • passages about how other cultures live (geography, politics, culture) • maps, visual aids (objects and pictures) • inductive grammar instruction • reading aloud • conversation practice • map drawing and information gaps • question and answer • self-correction, when possible Reading Approach (1930) Deductive Grammar Speaking Deemphasized • to teach students who will most likely never leave the country • to teach a practical skill students might actually use • to teach by using teachers who are not native language speakers • readings that are leveled to the learners’ knowledge • vocabulary words from those readings • grammatical items from those readings • deductive grammar instruction • memorization of vocabulary • translation • oral proficiency not emphasized • evaluative performance through testing is emphasized Audio-lingual Approach (1940) Inductive Grammar Speaking Emphasized • to teach soldiers how to speak so they can communicate with enemies and allies • to teach anyone who needs to communicate orally/aurally • dialogues • language mimicry (without a focus on meaning) • visual aids (objects and pictures) • habit formation drills: backward build-up, chain, single and multi-slot substitution, transformation • dialog memorization • use of minimal pairs • grammar games • overlearning
- 2. Cognitive Approach (1960) DeductiveGrammar Speaking Deemphasized • to understand how languages work • to research and publish • to recognize the unique properties of the human mind NOT TRULY A CLASSROOM APPROACH…A WAY OF UNDERSTANDING A LEARNER Instead oftechniques,expertsfocused oncharacteristicsoftheleaners’brains andstrategiestheycanusetoimprove theirlearning. Affective Humanistic (1970) Inductive Grammar Speaking Emphasized • to respect student feelings as they learn a language • ‐to increase the speed of learning • bright colors and pictures, posters everywhere • music and fine art • dialogues • games • positive reinforcement • choosing a new identity • multiple concerts: reading adialogue with music in the background and playing it multiple times • spontaneous, creative thought through dramatic interpretations, games, singing and dancing singing and dancing Comprehension Approach (1980) Inductive/Deductive Grammar Speaking Deemphasized • to help make meaning clear (to make input comprehensible) • to help learners gain confidence so that they are willing to produce language • classroom objects: a door, a clock, a chair, etc. • observable actions: jump, sit, walk, run • chunks of language in novel combinations • use of commands • role reversal (now YOU are the teacher) • action sequence Communicative Approach (1980) Inductive/Deductive Grammar Speaking/Writing Emphasized • to connect people together in order to create opportunity and awareness. • to love other cultures and places • to use a language • carefully leveled books with high interest themes books often • books often contain four “skills”: reading, writing, listening and speaking • books also contain excerpts on pronunciation, grammar culture, learner strategies, speech acts, and vocabulary learner strategies, speech acts, and vocabulary • use of authentic materials • picture strips (comics) • information gap exercises • language games • group and pair work • activities that meet “diverse needs”