Approaches to language teaching 1

09/04/23Licenciatura en Lingüística Aplicada al

Idioma Inglés

APPROACHES TO LANGUAGE TEACHING

09/04/23Licenciatura en Lingüística

Aplicada al Idioma Inglés

An approach is a set of assumptions dealing with the nature of language, learning, and teaching.

This section focuses the following study divided in two parts:

A).- Present-day Teaching Methods:Grammar Translation.Audio-Lingualism.Cognitive-Code.The Direct Method.The Natural ApproachTotal Physical Response.Suggestopedia

B).- Applied Linguistic Research.




A).- Present-day Teaching Methods:

GRAMMAR TRANSLATION METHOD

Involves two components: 1.- The explicit explanation of grammatical rules using the native language. 2.- The use of translation, in the native language to explain the meaning of vocabulary and structures.

Advantages: -Non-fluent teachers can teach large class. -Self study is possilble. -Adapt to changing linguistic and pshychological theories.




AUDIO-LINGUALISM METHOD

Audio-Lingual method drills students in the use of grammatical sentence patterns.

It is based on psychology as human behavior (shaped by habits). The teachers give model in order to use the language with:

- repetition of words, - mechanical drill, - phrase or dialogues

It uses a spontaneous speech.




COGNITIVE CODE

Cognitive Code attempts to help the student in all four skills of the language.

The student has- A proper degree of cognitive control over the structures of a

language.- Facility with the use of language in meaningful situation.- Learning becomes acquisition.

As in Grammar Translation, learning is overemphasized.




THE DIRECT METHOD

The Direct method was developed from the Natural Methdo, like this method, it emphasizes the learning grammar through induction. Its name DM refers to this direct connection between the second language and meaning.

Requirements for optimal input:Comprehensible.Not grammatically sequenced.Quantity.Affective filter levelTools for conversational management.




THE NATURAL APPROACH

The Natural Approach was developed to improve teaching method G T, but in a natural way where learners know the meaning in a real context and grammar by induction.

It is only used for a small group with planning materials, and show the following principles:

Classtime is devoted to provide input for acquisition.The teacher speaks only the target language inthe classroom.Homework may include formal grammar work.Among its goals is to enable students to talk about ideas, perform tasks, and solve problems.




THE TOTAL PHYSICAL RESPONSE

The TPR is based on the natural acquisition, because the students understand the new language after producing it through imperatives and commands from teachers.

Asher (1977b) list three principles of the TPR system:

Speech of students is extensively internalized.Achieve understanding of spokem language.Students will indicate a readiness to talk at some point of the understanding of spoken language.




SUGGESTOPEDIACelce Murcia (1991) calls an affective-humanistic approach, in which there is respect for students´ feelings, who may have toward studying, and help them overcome the barriers for learning.

Principles:Learning is facilitated in a cheerful environment.Students can learn from what is present in the environment.Enhances students´ feeling of security.Use dialogue immediately.The teacher presents and explain grammar and vocabulary.Music and movement reinforce the linguistic material.Errors are corrected gently.




B.- Applied Linguistics Research

1.-REVIEW OF METHOD COMPARISONS STUDIES

2.- SOME PRELIMINARY CONCLUSIONS TO METHOD COMPARISON STUDIES.

3.- MORE RECENT METHOD COMPARISON STUDIES.




C.- Alternatives to Methods

Explore ways of helping people acquire second languages that go beyond classroom methods.

1.-FUNCTION OF THE CLASSROOM.

2.- SECOND LANGUAGE CLASSROOM AND REQUIREMENT.

3.- ALTERNATIVES.




D.- Comments on Achievement Testing

To consider the implications of second language acquisition theory on testing.

1.-NORMAL CONSIDERATIONS IN TEST EVALUATION AND SELECTION.

2.- INSTRUCTION VALUE.

3.- LANGUAGE REQUIREMENTS.

4.- UNIVERSITY LEVEL ESL.




E.-Some Gaps in Materials

Materials are supposed to help students in language acquisition. They should either supply input that is comprehensible, interesting/relevant, and not grammatically sequenced themselves.

1.-THE LANGUAGE LABORATORY.

2.- A COMMENT ON FIELD TESTING OF MATERIALS.




F.-Some problems

The problems are caused the fact that acquisition differs from learning in two major ways: acquisition is low and subtle, while the learning is fast and, for some people, obvious.

When it teaches vocabulary or grammar, and, as long as it is done in the target language, a great deal of acquisition will take place.

Finally, the subject matter international classes will also provide comprehensible input for a student, whether he believes in subconscious acquisition or not.




Education

Approaches to language teaching 1