Methods and Approaches A.pdf

7/29/2019 Methods and Approaches A.pdf

1/35

Theory into Practice

Methodologies


2/35

Introduction

s Frequent swings of the pendulum

s Language teachers need to aware of

the historical bases ofmethodological options


3/35

Pre-twentieth-CenturyTrends

s Getting learners to use a language vs.getting learners to analyze a language

s

Greek and Latin as lingua francass Renaissance: formal study of the

grammars of Greek and Latin

s European vernaculars grew in prestigeand utility

s J. A. Comenius


4/35


s Beginning of 19th century:Grammar-Translation (modern

language as well)s End of 19th century: the Directive

Methods 1886: the International Phonetic

Alphabets Reading Approach in the US


5/35


s World War II: Audiolingual LanguageMethod (US); Situational Approach

(Europe)


6/35

Twentieth-CenturyApproaches

s Grammar-Translations Directs

Readings Audiolingual Method (United States)s Oral-Situational (Britain)s Cognitives Affective-Humanistics Comprehension-baseds Communicative


7/35

Twentieth-CenturyApproaches

s Approach: a certain model orresearch paradigm

s Method: a set of proceduress Technique: a classroom device or

activity

s Richards & Rodgers Model:Approach, Design & Procedures


8/35

Reaction to perceivedinadequacies

s Cognitive Approach: Language is rule-governed cognitive behavior (not habitformation)

s Affective-Humanistic Approach: Learninga foreign language is a process of self-realization and of relating to other people

s Comprehension Approach: Languageacquisition occurs if and only if thelearner comprehends meaningful input

s Communicative approach: The purpose of

language is communication


9/35

Designer Methods

s Silent Way (Gattegno 1976)

s Community Language Learning

(Curran 1976)s Total Physical Response (Asher

1977)

s Desuggestopedia (Lozanov 1978)


10/35

Grammar-TranslationMethod (1)

s Classical Method

s The learning of Latin or Greek

s Focus on grammatical rules;Memorization of vocabulary;

Translation of texts;

Doing written exercise


11/35


s Characteristicss (1) Classes are taught in the mother

tongue.s (2) Much vocabulary is taught in the form

of lists of isolated words.s (3) Long explanation of the intricacies of

grammar are given.s (4) Instruction often focuses on the rules

for putting words together.


12/35


s (5) Reading of difficult classical texts isbegun early.

s (6) Little attention is paid to the contentof texts.

s (7) Often the only drills are exercises intranslating disconnected sentences fromthe target language into the mothertongue.

s (8) Little or no attention is given topronunciation.


13/35


s Procedure

s Step 1: The teacher translates red,yellow

,green

,blue

into Chinese.Students read after the teacher.

s Step 2: Students open the book, and theteacher read, The book is red, The

pencil is yellow, It is green, The bag isblue. The students translate thesentences into Chinese.


14/35


s Step 3: The teacher explains thesentence structure ofS is Color

and It is Color.s Step 4: The teacher says, The box

is green. The door is blue. It is

red.

Students need to translate thesentences.


15/35


s Influences

s (1) Accuracy

s (2) Translations

s (3) Few specialized skills arerequired on the part of teachers.


16/35

The Direct Method (1)

s The second language learningshould be more like first language

learning lots of oral interaction,spontaneous use of the language, notranslation between first and second

languages, and little or no analysisof grammatical rules.

s The Berlitz Method


17/35


s Characteristicss (1) Classroom instruction was conducted

exclusively in the target language.s (2) Only everyday vocabulary and

sentence were taught.s (3) Oral communication skills were built

up in a carefully traded progressionorganized around question-and-answerexchanges between teachers andstudents in small, intensive classes.


18/35


s (4) Grammar was taught inductively.s (5) New teaching points were taught

through modeling and practice.s (6) Concrete vocabulary was taught

through demonstration, objects, andpictures; abstract vocabulary was taughtby association of ideas.

s (7) Both speech and listeningcomprehension were taught.

s (8) Correct pronunciation and grammar

were emphasized.


19/35


s Procedure

s (1) The teacher holds up cards with

different colors. He points to eachcard and says, It is white. It isblack. It is brown.

s (2) The teacher points to the wall,the hair and the door and keepssaying the sentences.


20/35


s Influences

s (1) Use target language only

s (2) Use various teaching materials.

s (3) Emphasize on teachingtechniques.

s (4) The importance on oralcommunication.


21/35

The Audio-Lingual Method(1)

s An oral-based approach

s Emphasizing vocabulary acquisition

through exposure to its use insituations

s Army Method / Michigan Method


22/35


s Characteristicss (1) New materials is presented in

dialogue form.s (2) There is dependence on mimicry,

memorization of set phrases and over-learning.

s

(3) Structures are sequenced by means ofcontrastive analysis and taught one at atime.


23/35


s (4) Structural patterns are taughtusing repetitive drills.

s

(5) There is little or no grammaticalexplanation.s (6) Vocabulary is strictly limited and

learned in context.s (8) There is much use of tapes,

language labs, and visual aids.


24/35


s (8) Great importance is attached topronunciation.

s

(9) Very little use of the mother tongueby teachers is permitted.

s (10) Successful responses areimmediately reinforced.

s (11) There is a great effort to getstudents to produce error-free utterances.


25/35


s Procedure

s (1) A dialogue

s (2) Drills

s (3) Role play


26/35


s Influences

s (1) Habit formation

s (2) Drills


27/35

Total Physical Response (1)

s Trace theory of learning: memory isincreased if it is stimulated, or traced,through association with motor activity.

s Associating language with physicalactivity

s Principles of child language acquisition +

Right brain learning + Stress-freelearning


28/35


s Characteristics

s (1) Comprehension comes before

production.s (2) Students do a great deal of

listening and acting.

s (3) The teacher is very directive inorchestrating a performance.


29/35


s (4) Imperative drills are used toelicit physical actions.

s (5) The objective is to teach oralproficiency to produce learners whocan communicate uninhibitedly and

intelligibly with native speakers.


30/35


s Procedures (1) The teacher says, and the teacher

does.

Point to the green (blue, red) card.s (2) The teacher says, and the students

do.s

(3) The students say, and the studentsdo.s (4) The teacher says a series of

commands.

Hold up the black card.Kiss the


31/35


s (5) Sing and act

Red, red, red, touch your head.

Blue, blue, blue, tie your shoe.Brown, brown, brown, touch the

ground.White, white, white, take a bite.

(from )


32/35


s Influencess (1) Successful second language

learning should be a parallel processto child first language acquisition.s (2) Appropriate activities can

produce stress-free learning.s (3) Learners are encourage to speak

when they feel ready to speak.


33/35

Syllabus

s Structural syllabus: a list ofgrammatical inflections and

constructions (Grammar-Translation/ Direct / Audiolingual / Cognitive)

s Text-based syllabus: texts and

vocabulary items with only minorconsideration given to grammar


34/35

Syllabus

s Notional-Functional syllabus:meanings such as spacial location,

time, degree; social transactionsand interaction such as asking forinformation

s

Communicative syllabus: real-worldtasks and authentic materials

s Learner-generated syllabus (CLL)


35/35

Documents

Methods and Approaches A.pdf