Downloaded 25 times
Uploaded byJaziel Romero
Second language teaching methods
This document discusses several common methods for teaching second languages: Grammar Translation, Total Physical Response, Suggestopedia, Silent Way, Communicative Language Teaching, Audiolingual, and Task-Based Language Teaching. Each method is described in 1-2 sentences highlighting its key characteristics or approach. The document also defines some key terms used in language teaching like target language, synthetic approach, and analytic approach.
More Related Content
Similar to Second language teaching methods
Second language teaching methods
- 1. CHATER 7 LANGUAGE ANDSOCIETY Juan Alejandro Cruz Flores20131003914 Diana Maria Ocampo Ponce 20131008665 Erick Eduardo Carcamo.20122302317 Gissela Patricia Ramirez Carcamo.20131003946 Jeniffer Paola Rodriguez Vindel 20131003029 Jonatan Jaziel Mejia R. 20131000786
- 2.
- 3. WHAT’S A TEACHINGMETHODS? Is an aplication of views on how a langauage is best taught and learnt. Combination of techniques and activieties.
- 4. PEOPLE CAN LEARNA LANGUAGE IN TWO WEEKS BUT NOT WITH A USEFUL DEGREE OF FLUENCY
- 5. THERE ARE TOOMANY APPROACHES FOR LEARNING A LANGUAGE GrammarTranslation Total Physical Response Approach Suggestopedia Silent Way Communicative LanguageTeaching Audiolingual Task-Based LanguageTeaching (TBLT)
- 6. ENGLISH TEACHING METHODSFALL INTO TWO BROAD CATEGORIES
- 7. SYNTHETIC APPROACH It stressesthe teaching of the grammatical, lexical, phonological and function units of the language step by step. Bottom up method
- 8. ANALYTIC APPROACH The goalis not to explicitly teach the component parts or rules of the target language. The instructor selects topics, texts, or tasks that are relevant to the needs and interests of the learner, whose job then is to discover the constituent parts of the language. Top- Down Method
- 9.
- 10.
- 11. Traditional wayof teaching Latin and Greek. In the 19th century used to teach French, German and English.
- 12. CHARACTERISTICS It wasoriginally used for “Dead” languages Students learn a list of vocabulary, verb paradigms and grammatical rules. The have to translate from a target language to their native language. The target language is not taught. Emphasis on learning to read and write.
- 13. WHAT’S A TARGETLANGUAGE? Students that use this method are often given a text in order to translate it in to their language. The definition of a target language is a language that someone is learning, or a language into which a text has to be translated.
- 14. TOTAL PHYSICAL RESPONSEAPPROACH (TPR)
- 15. In thismethod, both language and body movement are synchronized through action responses and use of the imperative (direct commands).
- 16. TPR isan approach to teaching a second language, based on listening linked to physical activities which are designed to reinforce comprehension. •TPR is a method developed by Dr. James J. Asher to aid learning second languages.
- 18. CHARACTERISTICS Students respondto commands that require physical movement. Appropriate activities can produce stress-free learning. Learners are encourage to speak when they feel ready to speak. Grammar is taught inductively Grammar and vocabulary according to the situation Students should be more active and talkative.
- 19.
- 20. Suggestopedia was originallydeveloped in the 1970s by the Bulgarian educator Georgi Lozanov. The approach was based on the power of suggestion in learning, the notion being that positive suggestion would make the learner more receptive and, in turn, stimulate learning.
- 22. CHARACTERISTICS It usesthe power of suggestion to help students eliminate the feeling that they cannot succeed. Students’ imagination is used.They can assume new names, and new identities and respond to the teacher accordingly using the target language. Teaching is done by integrating music, song, and drama. The emphasis of teaching is more on content. Errors made by students are tolerated at the beginning of the lesson but in the later part, the correct forms are used by the teachers. No formal tests are given, but the evaluation is done during the normal in-class performance.
- 23. SILENT WAY Created byCaleb Gattegno
- 24. This is amethodology of teaching language base on the idea that teacher should be silent as much as possible in the classroom but students should be encouraged to produce as much language as possible.
- 25. CHARACTERISTICS Characterized bya problem-solving approach Develops independence, autonomy and encourages students to cooperate with each other. Learning is facilitated if the learner discovers or creates rather that remembers and repeats what is to be learned. Learning is facilitated by problem solving the material to be learned. Learning is facilitated by accompanying ( mediating and physical objects)
- 26.
- 27. The communicative approachis 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.
- 28. COMMUNICATION Languages isused for communication for this reason, CLT makes use of communication to teach language. CLT emphasizes real-life situations and communication context. while grammar is still important in CLT classroom, the emphasis is on communicating message.
- 29. THE AUDIO LINGUALMETHOD
- 31. CHARACTERISTICS 1. Attendsto structure and form more than meaning. 2. Demands memorization of structure based dialogs. 3. Language ítems are not contextualized. 4. Language is learning structures, sounds or words. 5. Mastery is sought. 6. Driliing is a central technique 7. Native-speaker-like pronunciation is sought. 8. Grammatical explanation is avoided. 9. Communicative activities only come after a long driliing. 10. "Language is habit" so errors must be prevented.
- 32.
- 33. It is amethod of instruction which focuses on the use of authentic language, and students doing meaningful tasks using the target language.
- 34. Little error correctionis provided.
- 35. “TBLT” IS POPULARFOR DEVELOPINGTARGET LANGUAGE FLUENCY AND STUDENT CONFIDENCE