THE OVERVIEW OF LANGUAGE TEACHING METHODS AND APPROACHES

Pretwentieth century trends A surveyof key approaches

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The Direct method

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two types of approach

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1 getting LNS to use aL (speak and understand)
2 Getting LNS to analyze aL (laern grammar)

1) First Greek and Latin were
used as Lingua franca (Lingua franca is communication

2) Latin was discovered that the structure of the former latin grammar was different from that of modern day latin

3) Later latin became accessible to the general public and latin was developed into school education and was used every day

4) and after that latin language was gradually reduced to lingual franca

5) French and German had begun to develop their own written traditions (prator 1947)

6) During the early seventeenth.Focus on language study showed from an exclusive analysis of the classical language back to focus on utlity

The grammar - translation approaches

1) The grammar - translation use by the beginning of the nineteenth century

2) study of the grammar of classical latin and of classical texts had once agian use in school and university throughout Europe

3) Grammar translation approach became firmly entranched as a way to teach not only latin but aloso by extension the vernaculars that had become modern language

4) Features of the grammar-translation approach is

  • There is little use of the target language for communication, For example, A teacher teach English in the classroom but the teacher uses little English but the teacher speak in the classroom all in Thai
  • The focus is on grammatical parsing
  • There is the early reading of difficult texts
  • A typical exercise targets language into the mother tongue

1) Became popular during the end of the 19 century in Europe

2) Stressed as its goal the ability to use rather than to analyze a language

3) The Direct Method became very popular in French and Germany

The features of the direct method are

  • No use of the mother tongue
  • Actions and picture are used to make mean - ings clear
  • The target culture is also taught inductively
  • Literary text are read for pleasure and are not analyzed grammatically
  • The teacher must be a native speaker or have native like proficiency in the target language

The reform movement

1) during in 1886 the same period that the direct method first became popular in Europe

2) IPA was created as a symbol representation of the International phonetic association

3) Finding of phonetics should be applied to language teaching

4) Phonetic focus on the teaching of pronunciation

5) language teacher should have knowledge in phonetics

6) Learners should be given basic phonetic training to establish good speech habits

Early and mid - twentieth - century approaches

The reading approach

1 In the early decades of the twentieh century

2) Modern Language report from coleman.Colman recommend the reading approach to language teaching

3) Students learn foreign languages to be able to read target language.

4) Most of the language teachers at the time expected their students to go out to learn a foreign language.

5) Emphasis on literature and philosophy

6) Micheal Westhe will be a reporter of the literature

7) Element of the reading approach are

  • Focus the grammar
  • vocab , translitationIt is a procedure that is often used in the classroom.
  • The teacher does not need to have good oral proficiency in the target language

The audiolingual approach

1) Born in the late 1950s

2) Focus on communication and conversation

3) United States soldiers during World War II because they wanted soldiers to quickly learn foreign languages to use in battle and asked to help linguists help teach languages.

features the audiolingual approach

  • Lesson begin with dialogues
  • used for memorization and repetition
  • Emphasis on correct pronunciation
  • Teachers must be proficient in phonetics and in teaching must be careful.

The oral - situational approach

1) is a listening-speaking approach to learn a language through situations.

2) The oral-situation approach advocated organizing structure around situations (e.g. at the pharmacy or at the restaurant )

3) Only the target language should be used in the classroom

4)The learner must make an effort to understand the vocabulary or to make an effort to learn it.

5)In the classroom, vocabulary and grammar should be taught through various situations such as post office and at the bank.

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