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Approaches and Methods in Language Teaching - Coggle Diagram
Approaches and Methods in Language Teaching
Audiolingual Method
Activity types
Mimicry
Memorization of set phrases
Repetitive drills
Dialogue forms
Pattern practice
Syllabus
Contrastive analysis
Theory of learning
Sctrictly limited vocabulary
Learned in context
Error-free utterances
Manipulate language
Disregard content
Little or no grammatical explanation
Inductive analogy
Roles of materials
Much use of
Language labs
Visual aids
Tapes
Objectives
Successful responses
Instant reinforcement
Habit formation
Focus on oral skills
Control of the structures of
Sounds
Form
Order in the new language
Phonological features
Accurately produced
Teacher roles
Mother tongue almost not permitted for teachers
Central and active role
Theory of language
System of rule-governed structures
Hierarchically arranged
Learner roles
Focus on external manifestations
Reactive role
Respond to stimuli
Not encouraged to initiate interaction
Direct Method
Goal
Communication in the target language
Role of the teachers
Direct the activities
Role of the students
Students are like partners in the teaching/learning process
They shoud associate meaning and the target language
The meaning is conveyed directly in the target language
PRINCIPLES
The syllabus is based on situations or topics
Grammar is taught inductively
Self-correction facilitates language learning
Pronunciation should be worked
Vocabulary is acquired naturally
Teaching by demonstration
The native language should not be used
Objects (realia or pictures) to help students understand the meaning
Reading in the target language
View of language
Language primarily spoken, not written
Vocabulary is emphasized over grammar
Focus on oral communication
Techniques
Reading aloud
Question and answer exercise
Self-correction
Conversation practice
Fill in the blank exercises
Dictations
Map drawing
Paragraph writing
Communicative Language Teaching
Theory of language
Primary function
Interaction and communication
Expression of meaning
Hymes
Knowledge and abilty are acquired
Halliday
Focus on components of meaning
Structure of language
Functional and communicative uses
Theory of learning
Activities
Real communication
Meaningful tasks
Promote learning
Communicative competence
Cognitive
Behavior
Objectives
Individual learner needs
Error-analysis
Integrative and content level
Language as a means of expression
Linguistic and instrumental level
Language as...
Semiotic system
Object of learning
Affective level
Interpersonal relationships
Interpersonal conduct
Language as a means of expression for
Values
Judgement about oneself and others
Extra-linguistic goals
Within the school curriculum
Syllabus
Semantic-grammatical categories
Notional-funcitons
Tasks
Order
Depends on learner's needs
Activity types
Engage communication
Information sharing
Negotiation of meaning
Interaction
Littlewood (1981)
Functional communication activities
Comparing sets of pictures
Noting similarities and differences
Sequence of events in set of pictures
Discovering missing features in map or picture
Social interaction activities
Conversation and discussion sessions
Dialogues
Role plays
Simulation
Improvisations
Learner roles
Negotiator
Contribute as much as he/she gains
Learn in an interdependent way
Interact primarily with each other
Teacher roles
Facilitator of communication
Independent participant
Organizer of resources
Guide
Researcher and learner
Appropriate knowledge and abilities
Actual and observed experience
Organizational capacities
Needs analyst
Determining and responding to learners' needs
Counselor
Exemplify an effective communicator
To maximize the meshing of
Speaker intention
Hearer interpretation
Group process manager
Teacher's responsibility
Classroom as a setting for communication and communicative activities
Roles of materials
Way of influencing the quality of classroom interaction and language use
Promote communicative language use
Text-based materials
Realia
Task-based
Total Physical Response
Theory of language
Structuralist or
grammar-based views of language
Asher
Imperative by the instructor
Theory of learning
Innate bio-program
Optimal path for first and second language acquisition
Brain lateralization
Left and right brain hemispheres
Different learning functions
Stress
Successful language learning
Absence of stress
Objectives
Teach oral proficiency
Learners capable of an uninhibited communication
Intelligible to a native speaker
Syllabus
Focus on meaning
Sentence-based
Grammatical and lexical criteria
Primary in selecting teaching items
Grammar taught inductively
Grammatical features and vocabulary
Selected depending on the situation in which they can be used in the classroom
Activity types
Imperative drills
To elicit physical actions
Conversational dialogues
After 120 hours of instruction
Role plays
Everyday situations
Slide presentations
Visual center for teacher narration
Reading and writing activities
May be used to consolidate structures and vocabulary
Learner roles
Listener and performer
Little influence over the content of learning
Produce novel combinations
Monitor and evaluate their own progress
Encouraged to speak when ready
Sufficient basis internalized
Teacher roles
Active and direct
Initiates the interaction
Provide instances of learning
Role of materials
No basic texts
Materials and realia
Later learning
Teacher's voice, actions and gestures are sufficient
The Eclectic Approach
Integrates all the language-teaching methods
Depends on classroom circumstances and the
abilities of the learners
Allows the teacher to select what works
well in their classrooms within their own dynamic contexts
“Eclecticism is ... a type of methodology that makes use of the different language learning approaches instead of sticking to one standard approach” (Hamash, 1985)
Activity types
Directly related to their experiences in the real world
Should be adapted as much as possible to a natural context
Innovative technology is used when available
Seek the balanced
development of all four skills at all stages
Early development of aural-oral
skills
Teacher roles
Imaginative
Energetic
Willing to experiment
Keeping lessons varied and interesting
Decides what methodology or approach to use
Can attain good results without much pressure on the learner
Facilitators
Provide opportunities for students to express their
ideas
Proposes a variety of exercises
To improve the
learners’ communicative abilities
Accuracy and fluency
Principal characteristics
Innovative and enjoyable teaching
Caters for individual needs
Facilitates retention and build
confidence in language learners
It further strengthens effective learning of English
Information of knowledge is
retained for a long time
Problem-based approach
Connects life experiences to the ideas presented in learning
Supports natural order of learning
Equal importance to the four language skills
Language teaching tends to be informative
and learner-centered
Good learning environment in which the student-student relationship is improved
Objectives
Easily achieved
Test the students as part of the method
Learner roles
Active role
Interacts with teacher and students
Heterogeneous and
versatile level intelligent
Learner autonomy
Discourse-based approach
Grammar Translation Method
Principal characteristics
Classes taught in the mother tongue
Little use of the target language
Vocabulary
List of isolated words
Bilingual list
Elaborate explanations of grammar are given
Grammar provides rules for putting words together
Instruction often focus on the form and inflection of words
Reading of difficult classical texts
Early stage
Little attention paid to the content of texts
Treated as exercises in grammatical analysis
Little or no attention to pronunciation
Drills
Exercises in translating disconnected sentences from the target language into the mother tongue
Detailed analysis of grammar rules
Sentence is the basic unit o teaching and language practice
Accuracy is emphasized
High standards in translation
Major focus
Reading and writing
Minor focus
Listening and speaking
Grammar is taught deductively
Medium of instruction
Student's native language
Oral approach and situational language
Main characteristics
Language teaching begins with spoken language
The target language is used in the classroom
Language is introduced and practised situationally
Simple forms should be taught before complex ones
Language
Speech is the basis of language
Grammar is taught inductively
Focus on grammar content
Patterns are taught orally
Objectives
Teach a practical command of th four basic skills
Accuracy in both, pronunciation and grammar
Syllabus
Structural syllabus and a word list
List of basic structures and sentence patterns
Teacher role
Teacher as a model
Student role
Imitators, they listen and repeat
Techniques
Listening practice
Choral and individual imitation
Elicitation
Substitution drilling
Question answer drilling
Correction
Community language learning
In this method, teacher consider their students as 'whole persons'
Principles
Importance in the relationship with and among students
'Secure' environment for learning
Language is for communication
The teacher should be sensitive to students' level of confidence
Sharing about their learning experience allows learners to get to one another and to build community
Teacher creates an accepting atmosphere
Teachers encourages student initiative and independence
Goals
Use the target language communicatively
Teachers want their students to learn about their own learning
Role of the teacher
Teacher as counselor
Teachers should understand and support their students
Role of the student
Students learn from interaction
Language
Language for communication
Grammar, pronunciation and vocabulary are worked with, based on the language the students have generated
Techniques
Tape recording student conversation
Transcription
Reflection on experience
Reflective listening
Small group tasks
Natural approach
Focus on teaching communicative abilities
Language
Focus on vocabulary
Based on
The acquisition/learning hypothesis
The monitor hypothesis
The natural order hypothesis
The input hypothesis
The affective filter hypothesis
Objectives
Communication in the target language
Specific objectives depend on learners need, the skill (reading, writing, listening or speaking) and level being taught
Syllabus
Based on the communicative goals that may be expressed in terms of situations, functions and topics
Techniques
Command-based activities
Situation-based practice
Elicit questions and answers
Group-work activities
Students role
They provide information about their specific goals
Take an active role in ensuring comprehensible input
Decide when to start to producing speech and when to upgrade it
Teachers role
They are the primary source of comprehensible input in the target language
They create a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning
They choose and orchestrate a rich mix of classroom activities, involving a variety of group sizes, content and contexts
The Silent Way
Theory of language
Gattegno
Spirit of language
Each language is composed by phonological and suprasegmental elements
Unique sound system and melody
Language taught through artificial situations
Represented by
rods
Sequence based on grammatical complexity
Vocabulary
central dimension of language learning
Functional vocabulary
Reflecting the spirit of the language
Theory of learning
Surrender
State of mind
L1 learning different from L2 learning
Artificial approach
Language acquisition
Silent awareness
Active trial
through
Objectives
Oral and aural facility
Near-native fluency
Correct pronunciation
Mastery of the prosodic elements
Basic practical knowledge of grammar
to teach
how
to learn a language
Syllabus
Lessons planned
Grammatical items and related vocabulary
Language items introduced according to their grammatical complexity
Activity types
Encouraging and shaping student oral response
No direct oral instruction
Visual aids
To elicit learner responses
Teacher modeling
Minimal
Responses to
Commands
Questions
Visual cues
Learner roles
Responsible for their own progress
Develop
Independence
Autonomy
Responsibility
Self-evaluator
Problem solver
Personal growth
Teacher roles
Exhorted to resist to the commitment of modeling
Self-restraint
Stevick (1980)
Test
Get out of the way
Teach
Create an environment fhat encourages students risk taking
Neutral observer
Role of materials
Unique materials
Pointer
Vocabulary charts
Color-coded pronunciation
Coloured rods
Reading/writing exercises
Suggestopidia
It is an affective-humanistic approach in which there is respect for students' feelings
Principles
Learning is facilitated in a cheerful envoronment
Students can learn from what is presented in the environment, even if their attention is not directed to it
Teacher should recognize that students bring certain psychological barriers with them to the learning situation
The teacher should integrate positive suggestions into the learning situation
Teacher should present and explain the grammar and vocabulaty, but not dwell on them
One way that meaning is made clear is through native language translation
Fine arts enable suggestions to reach the subconcious
The teacher should help the students 'activate' the material to which they have been exposed
Music and movement reinforce the linguistic material
Teacher role
Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication
They are the authority in the classroom
They iniciate the interactions in the classroom
Students role
They respond to the interactions when they have control of the target language
Language
Focus on communication
Vocabulary is emphasized
Grammar is dealt with explicity but minimally
Speaking communicatively is emphasized
Techniques
Classroom set-up (bright and cheerful environment)
Peropheral learning
Positive suggestion
Choose a new identity
Role plays
Primary activation
Creative adaptations