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GRAMMAR TEACHING METHODS (COMMUNICATIVE LANGUAGE TEACHING (characteristics…
GRAMMAR TEACHING METHODS
COMMUNICATIVE LANGUAGE TEACHING
changes in the British language teaching tradition dating
It means little more than an integration of grammatica l and functional teach ing
was partly a response to the sorts of ctiticisms the prominent American linguist Noam Chomsky
structural linguistic
heory in his now classic book Syntactic Structures
An emphasis on learning to communicate through interaction in the target language
Authentic and
meaningful communication
It should be the goal of
classroom activities
authentic texts into the learning
situation
An enhancement of the learner's own personal experiences
Important contributing elements to classroom learning
Fluency is an important dimension of communication
Communication involves the
ntegration of different language skills
An attempt to link classroom language learning
With language activation outside the classroom
Process of creative construction and involves trial and error
characteristics of this communicative view of language follow
The primary function of language is for interaction and communication
The structure of language reflects its functional and communicative uses
Language is a system for the expression of meaning
The primary units of language are not merely its grammatical and structural features
categories of functional and communicative meaning as
exemplified in discourse
Objectives in a communicative approach
a level of individual learning needs
remedial learning based on error analysis
a general educational level of extra-linguistic goals
an affective level of interpersonal relationsh ips and conduct
an integrative and content level
language as a means of expression
THE NATURAL APPROACH
was an attempt to develop a language teaching proposal that incorporated the "naturalistic"
The term natural, used in reference to the Direct Method
There is an emphasis
on exposure, or input, rather than practice
optimizing emotional
preparedness for learning
a prolonged period of attention to what the language learners hear before they try to produce
use written and other materials as a source of comprehensible Input.
iIt s similar to other communicative approaches being developed today
conditions limit the successfu
There must be sufficient time for a learner to choose and apply a learned rule
The language user must be focused on correctness or on
the form of the output
Knowledge of rules
kinds of affective or attitudinal variables related to second language acquisition
Self-confidence
Motivation
Anxiety
goals under four areas
Basic personal communication skills: written
Basic personal communication skills: written
Basic personal communication skills: oral
Academic learning skills: written
based on an assessmenr of student .needs
being interesting and fosIwing a friendly, relaxed atmosphere
providing a wide exposure
to vocabulary that may be useful to basic personal communication
resist any focus on grammatical structures
The language acquirer
is seen as a processor of comprehensible input.
Take an active role in ensuring comprehensible input.
Decide when to start producing speech and when to upgrade it.
Provide info rmation about their specific goals
Learning execrcises are to be a part of the program
Decide with the teacher the relative amount of time
TASK BASED LANGUAGE LEARNING
a method of
instruction
It focuses on the use of authentic language
students doing meaningful tasks using the target language
Assessment
based on task outcome
rather than simply
accuracy of language forms
popular for developing target language fluency and student confidence
The role of the teacher changes
instructor and prosecutor of errors to that of a supporter and inventor of tasks
Learners enjoy to do
Phases in learning process
pre-task phase
doing of the task
doing of the task
Taken together they form a task cycle
The major role of the teacher changes from phase to phase
help the students by placing them in asituation like in the real world
A situation where oral communication is essential for doing a specific task
the learner should be exposed to as much of the foreign language as possible
In order to merely observe the foreign language
THE SILENT WAY
It is the name of a method of language teaching devised
by Caleb Gattegno
It shares a great deal with other learning theories and
educational philosophies
Learning is facilitated if rhe learner discovers or creates
rather than remembers and repeats what is to be learned
Learning is facilitated by accompanying (mediating) physical objects
problem solving involving the material to be learned.
The general objective
It is to give beginning level students and aural facility in basic elements of the target language.
Inmediate objective is
Provide the learner with a basic practical knowledge of grammar
have the function of
encouraging and shaping student oral response
without direct oral inruction from or unnecessary modeling by the teacher
The student is not a bench-bound listener, but is taking part in the formulation
At times may
play the principal role in it
It belongs to the latter tradition
The rods and the color-coded pronunciation charts
provide physica l foci for student lea rning and also create memorable
images to facilitate student reca ll
It is also rela ted to a set of premises that we have called problem-solving approaches to learning
It promotes greatest learning and recall involves processing of
material to be learned at the greatest cognitive depth
involving the greatest amount of problem-solving activity
Memory research has demonstrated that the learner's "memory
benefits from creatively searching out, discovering and depicting
The teacher's strict avoidance
of repetition forces alertness and concentration on the part of the learners
student is expected to become "independent, a utonomous ", responsible"