Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Presentation of the role of information and communications technology (ICT) in the school classroom, including a discussion of effective and ineffective use cases, as well as six areas of ICT tools for teachers.
Presented on May, 2016 at University of Queensland, in EDUC7575 'Teaching Science in Primary and Middle Schools' by David Haberlah
Effective essay writing is a critical skill for college students, and there are various approaches to teaching solid essay writing. Among the topics covered in this presentation are development of critical thinking skills, order and progression of types of essays taught, and student activities that enhance comprehension and retention of components of skilled essay writing
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Introduction
Natural Approach:
Stephen Krashen and Tracy
Terrell developed the "Natural
Approach" in the early eighties
(Krashen and Terrell, 1983),
based on Krashens‟ theories about
second language acquisition.
2
3. This acquisition-focused approach
sees communicative competence
progressing through three stages:
(a) Aural comprehension,
(b) Early speech production, and
(c) Speech activities, all fostering "natural"
language acquisition, much as a child
would learn his/her native tongue. 3
4. Following an initial "silent period",
comprehension should precede
production in speech, as the latter
should be allowed to emerge in natural
stages or progressions.
4
5. Background Historical Context
70‟ was a fruitful era in second
language research.
Noam Chomsky explained a new
theory of language (Acquisition and
Learning).
5
6. Background Historical Context
Innovate methods for language teaching:
Community Language Learning Charles Currant (1972)
Suggestopedia Lozanov (1979)
The Silent Way Caleb Gattegno (1972)
Total Physical Response James Asher (1977)
The Natural Approach Krashen and Terrell. (1983)
6
7. Overview
In the Natural Approach the
teacher speaks only the target
language and class time is
committed to providing input for
acquisition.
7
8. Students may use either the
language being taught or their first
language. Errors in speech are not
corrected; however homework may
include grammar exercises that will
be corrected.
8
9. Goals for the class emphasize
the students being able use the
language "to talk about ideas,
perform tasks, and solve problems."
This approach aims to fulfill the
requirements for learning and
acquisition, and does a great job in
doing it.
9
10. Its main weakness is that all
classroom teaching is to some
degree limited in its ability to be
interesting and relevant to all
students.
10
12. Krashens‟ theories of second language
acquisition, and his five hypotheses.
“Acquisition requires
meaningful interaction in the
target language - natural
communication - in which
speakers are concerned not
with the form of their
utterances but with the
messages they are conveying
and understanding.”
Stephen Krashen
12
13. The Acquisition/Learning Hypothesis
Language acquisition (an
unconscious process
developed through using
language meaningfully) is
different from language
learning (consciously
learning or discovering
rules about a language)
and language acquisition is
the only way competence
in a second language can
develop. 13
14. A learning theory should
respond to these two questions:
“What are the psycholinguistic
and cognitive processes involved in
language teaching?”
“What are the conditions that
need to be met in order for these
learning processes to be activated?”
14
15. Stephen Krashens‟ Monitor
Theory, which is based on The Natural
Approach, answers both questions by
distinguishing between the “acquisition”
and “learning” processes, and by
describing the type of input the
learners receive, which should be at
their level, interest, of sufficient
quantity, and in low-anxiety contexts,
and these are the conditions.
15
16. Tracy D. Terrell (Natural Approach),
and James Asher (Total Physical
Response) are examples of
methods based on this learning
theory.
16
17. Charles A. Curran‟s Counseling
Learning and Caleb Gattegno‟s Silent
Way also focus on this learning theory,
but they focus primarily on the
conditions more than in the processes.
Their concern is directed to the
atmosphere of the classroom, and they
seek for motivation, confidence and
security within the students.
17
18. Theory of Language
The essence of language is meaning.
Vocabulary not grammar is the heart of
language.
It emphasized “Comprehensible Input”,
distinguishing between „acquisition‟ – a
natural subconscious process, and „learning‟
– a conscious process. It is argued that
learning cannot lead to acquisition. The
focus is on meaning, not form (structure,
grammar).
18
19. “The best methods… are therefore those that supply
'comprehensible input' in low anxiety
situations, containing messages that
students really want to hear.
These methods do not force
early production in the second
language, but allow students to
produce when they are 'ready',
recognizing that improvement
comes from supplying
communicative and comprehensible
input, and not from forcing and
correcting production." Stephen
Krashen
19
20. Theory of Language
The Natural Approach:
Reflecting the cognitive psychology
and humanistic approach prominent in the
field of education at that time, the Natural
Approach shifted the culture of the
language classroom 180 degrees and
brought a sense of community to the
students by their sharing of the experience
of learning the same language together.
20
22. The Natural Order Hypothesis
Grammatical
structures are
acquired in a
predictable order
and it does little
good to try to learn
them in another
order.
22
24. The Monitor Hypothesis
Conscious learning
operates only as a
monitor or editor
that checks or
repairs the output of
what has been
acquired.
24
25. The Affective Filter Hypothesis
The learner's
emotional state can
act as a filter that
impedes or blocks
input necessary for
language acquisition.
25
26. Design: Objectives
Objectives
Designed to give
beginners/ intermediate
learner communicative
skills.
Four broad areas; basic
personal communicative
skills (speaking/listening);
academic learning skills
(oral/written)
26
27. Design: Syllabus
Syllabus
The syllabus for
the Natural Approach
is a communicative
syllabus.
Based on a selection
of communicative
activities and topics
derived from learner
needs.
27
28. Types of learning techniques and activities
Comprehensible
input is presented
in the target
language, using
techniques such
as TPR, mime and
gesture.
Group techniques
are similar to
Communicative
Language Teaching.
Learners start to talk
when they are ready.
28
29. Learner roles:
Focused on meaningful and vocabulary
Should not try and
learn a language in
the usual sense, but
should try and lose
themselves in
activities involving
meaningful
communication.
Meaningful Vocabulary
29
30. Teacher roles:
Teachers should provide "comprehensible input“ (i+1)
The teacher is the
primary source of
comprehensible
input. Must create
positive low-anxiety
climate. Must choose
and orchestrate a
rich mixture of
classroom activities.
30
31. Roles of materials
The world of relia rather
than text books. Visual aids are
essential like schedules,
brochures, advertisement,
maps, books of a level
appropriate to the learners.
31
32. Procedure
Presentation of a situation or context
through a brief dialogue or several mini-
dialogues, preceded by a motivational
activity relating the dialogue to learners‟
experiences and interest.
These are the steps to follow in
planning a lesson using the
communicative or the Natural approach
to second-language teaching:
32
33. Procedure
This includes a discussion of
the functional and situational roles,
settings, topics at the level of
formality or informality that function
or situation demands.
33
34. Procedure / Process
Brainstorming or
discussion to establish
the vocabulary and
expressions to be used to
accomplish the
communicative intent.
Includes a framework or
means of structuring a
conversation or exchange
to achieve the purpose of
the speakers.
Questions and answers
based on the dialogue
topic and situation:
Inverted, wh- questions,
yes/no, either/or and
open-ended questions.
34
35. Procedure / Process
Study of the basic
communicative
expressions in the
dialogue or one of
the structures that
exemplifies the
function, using
pictures, real objects,
or dramatization to
clarify the meaning.
Learner discovery of
generalizations or rules
underlying the functional
expression or structure,
with model examples on
the whiteboard,
underlining the important
features, using arrows or
referents where feasible.
35
36. Procedure / Process
Oral recognition
and interpretative
activities including
oral production
proceeding from
guided to freer
communication
activities.
Oral evaluation of
learning with guided
use of language and
questions/answers,
e.g. "How would you
ask your friend to
________________?
And how would you
ask me to_________?"
36
37. Procedure / Process
Reading and/or
copying of the
dialogues with
variations for
reading/writing
practice.
To complete the
lesson cycle, provide
opportunities to apply
the language learned
the day before in
novel situations for
the same or a related
purpose.
37
38. Conclusion
The Natural Approach adopts techniques
and activities from different sources but
uses them to provide comprehensible
input.
Language Acquisition
Language Processing 38
39. The use of the term „Natural
Approach’ rather than ‘Method’
highlights the development of a move
away from ‘method’ which implies a
particular set of features to be followed,
almost as to ‘approach’ which starts
from some basic principles developed in
the design and practice in teaching and
learning.
39
40. It is now widely recognized that
the diversity of contexts requires
an informed, eclectic approach.
40
41. “It has been realized that
there never was and probably
never will be a method for all, and
the focus in recent years has been
on the development of classroom
tasks and activities which are
consonant with what we know
about second language acquisition,
and which are also in keeping with
the dynamics of the classroom
itself” (Nunan 1991: 228).
To quote Nunan:
41
42. Summary of The Natural Method
Curriculum
Teacher
Motivation
Classroom
Learning
Environment
Instructional
Strategies
Acquisition
42
43. Theory of language
The Communicative view of language
is the focus behind “The Natural Approach”.
Particular emphasis is laid on language as a
set of messages that can be understood.
43
44. Theory of language
Language is a vehicle for
communicating meanings and messages
Communicative approach
The focus on meaning not form
Vocabulary is stressed (Lexicon)
Formula i + 1
44
45. Theory of learning - The Natural Approach
is based on the following tenets:
Language acquisition (an unconscious
process developed through using language
meaningfully) is different from language
learning (consciously learning or discovering
rules about a language) and language
acquisition is the only way competence in a
second language occurs.
(The Acquisition/Learning Hypothesis)
45
46. Grammatical structures are
acquired in a predictable order and it
does little good to try to learn them in
another order.
(The Natural Order Hypothesis)
People acquire language best from
messages that are just slightly beyond
their current competence:
i+1 (The Input hypothesis)
46
47. Conscious learning operates only as
a monitor or editor that checks or repairs
the output of what has been acquired.
(The Monitor Hypothesis)
The learner's emotional state can
act as a filter that impedes or blocks
input necessary for language
acquisition.
(The Affective Filter Hypothesis)
47
48. 48
Objectives:
Design: Specific objectives depend on
learners‟ needs, skills and level.
Syllabus:
Typical goals for language courses or
particular needs and interest of
students topics and situations.
49. 49
Learners’ Roles:
Processor of comprehensible input.
Pre-production stage
Early production stage
Speech emergent phase
Learner to learner interaction
encourage in pair & small group
Guesser - Immerser
51. 51
Types of learning techniques and activities:
Comprehensible input is presented in the
target language, using techniques such
as TPR, mime and gesture.
Group techniques are similar to
Communicative Language Teaching.
Learners start to talk when they are
ready.
52. 52
Procedure
The Natural Approach adopts
techniques and activities from different
sources but uses them to provide
comprehensible input.
Language is a tool for communication
Language function over Linguistic form
Comprehension before production - task
55. References:
Cook, V. website
http://homepage.ntlworld.com/vivian.c/SLA/Krashen.htm
Krashen, S. (1985) The Input Hypothesis. London: Longman
Krashen, S. & Terrell, T.D. (1983), The Natural Approach, Pergamon
Nunan, David (ed) 2003 Practical English LanguageTeaching
McGraw Hill.
Nunan, David 1989 Designing Tasks for the Communicative
Classroom. Cambridge: Cambridge University Press
Richards, J., & Rodgers, T. (2001). Approaches and methods in
language Teaching (2nd ed.). Cambridge: Cambridge University
Press.
http://www.tprstories.com/ijflt/
55