EFLAnthony’s model:

Approach

Method

Technique

.In 1986 Richards and Rodgers revised Anthony’s model Method

Approach Design Procedure

Approach:•Is defined as a theory of the nature of language and the

nature of language learning.

Approaches to the nature of the language:

1 .The traditional App.2 .The structural App.

.3 .The generative App4 .The functional App.

1 .The traditional approach: *Its origin in the study of Latin And Greek(the languages of

religion, literature and philosophy of the time).

*Analysis of formal written language and ignore spoken communication.

*The formulated the standards of correctness.

2 .The structural approach: *At the end of the 19 century attention was on spoken

language and emphases was on pronunciation

*the analysis of sentence structure and the sequence in which elements in a sentence could occur.

3 .The generative approach:

*In this approach a distinction is made between linguistic competence (knowledge of the language in the speaker’s mind) and linguistic performance( how a speaker uses this knowledge in producing sentences.)

•In 1957 Noam Chomsky rejected the structural approach. because the structural approach only emphasized the

performance.

*He believed that with in a limited number of rules a speaker is able to create an infinite number of sentences .

*There are two types of rules in this approach: 1 .Generative or PSR 2. transformational rules

Forms the deep structure changes the deep st.to surface.st

Chomsky argued that human beings possess a Language Acquisition Device (LAD)

*UG: many aspects of grammar are common to many languages

4 .The functional approach:*In the late 1920s attentions were drown to the social aspects

of language.*Language was an instrument of social interactions.*In 1962 it was proved that Chomsky’s idea of competence did not account for the social and functional rules of the language .*the study of sociolinguistics aspects of language.

Approaches to language learning:1. Faculty psychology : Believed in exercising the mind to make it develop by necessary mind training exercises such as: memorization of the vocabulary and grammatical rules, huge amount of transition to.

2. Behavioristic psychology: attempts to discover the rules that govern the formation of the relationships between stimuli and responses (condition responses)

3. Cognitive psychology: This model distinguishes three types of information storage:Sensory memory , short term memory and long term memory in order to let the learners acquire, process, store , and retrieve information.

Deductive and inductive learning:

Deductive learning:Moving from rules and principles and then applying the rules to examples.

Inductive learning:Arriving at rules and principles by studying examples.

4. Humanistic psychology :* concern with human’s worth , individuals right to determine personal needs , interests and actions.

* Relationship with other learners

* Emphasize on feeling and thinking

Methods:GTM:(Grammar Translation Method)

LA: traditional LLA faculty psychology

Main purpose: reading, writing and translation

Materials: reading passages, literary textes

Memorizing the vocabulary with there equivalents in there mother tongue.Knowing parts of speech and rules of word formation.

Emphasis on grammar which is taught deductively

Translation provides useful mental exercise

No practice on listening and speaking

Activities:Making sentences with given words Answering comprehensions questionsWriting dictations Writing summaries about reading passagesWriting compositions

Teachers in GTM:Supervise all the class activities Teaching grammatical rules deductivelyProviding L1 definitionsCorrecting the learner’s written workHaving accurate knowledge of L1 and L2

The reform movement:(1889-1892)

Language as a means for communication rather than a tool of the access to literature

Pay special attention to pronunciation and spoken language

This movement paved the way for a lot of new methods

DM( direct method)1892

LA : The structural approach

LLA: behavioristic psychology

* Training language learners to communicate in the target language* Having an acceptable pronunciation * Being familiar with the culture of the target communityMaterial : in the form of dialogs and reading passages about a situation or topic including the vocabulary and structure used in every day language.Presented in context graded from simple to complex

*No transition and native language *target language should be learnt in the same way the first language is acquired*grammar is taught inductively *emphasize on oral work *learners imitate and practice until they become fluent *they learn to think in the target language

*teacher:Make the meaning clear with the help of gestures, pictures, drawings an demonstrations .Encourages students to ask questions from him and from each other

ALM(audiolingual method)1950s

LA: structural approach LLA: behavioristic psychology

*During world war II gaining a high degree of oral skill *The sequence of skills : listening, speaking, reading and writing( the order children aquaria their L1.*Grammar: inductively*Over learning by memorization and repetition*Imitating the teacher and tapes as a model

*Activities: repetition , substitution , backward build up ,game and chain drill