Methods Approaches1

7/27/2019 Methods Approaches1

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METHODS AND APPROACHESIN

TEACHING ENGLISH

AS A

SECOND LANGUAGE


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BEFORE CLT


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Approaches, methods, procedures, and

techniques

Approach : this refers to theories about thenature of language and language learningthat serve as the source of practices andprinciples in language teaching. It offers a model of language competence.

An approach describes how people acquire theirknowledge of the language and makes statementsabout conditions which will promote successfullanguage learning.


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Approaches, methods, procedures, and

techniques

Method: a method is the practicalrealization of an approach. Methods includevarious procedures and techniques as part of

their standard fare.

Procedure : a procedure is an orderedsequence of techniques. A procedure is a

sequence which can be described in termssuch asfirst you do this, then you do thatSmaller than a method and bigger thantechnique.


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Technique : Is a classroom device or activity and thus

represents the narrowest of the four concepts

Some examples: dictation, imitation , and

repetition

a common technique when using video

material is called silent viewing. This is where

the teacher plays the video with no sound.Silent viewing is a single activity rather than a

sequence, and as such is a technique rather than a

whole procedure.


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A term that is also used in discussions

about teaching ismodel

used todescribe typical procedures, usually forteachers in training. Such models offerabstractions of these procedures,

designed to guide teaching practice.


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The Grammar Translation

Approach/Method This is a method that has been used by

language teachers for many years.

At one time it was called ClassicalMethod,since it was first used in the teachingof the classical languages,Latin and Greek.

Earlier in this century,it was used for thepurpose of helping students read andappreciate foreign language literature.


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The Grammar Translation Method

Classes are taught in the students mothertongue,with little active use of the target language;

Vocabulary is taught in the form of isolated word

lists; Elaborate explanations of grammar are always

provided;

Reading of difficult text is begun early in the courseof study;

Little attention is paid to the content of text,which

are treated as exercises in grammatical analysis.


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Direct Approach

A reaction to the Grammar Translation Approach

and its failure to produce learners who could

communicate in the foreign language they had

been studying; No use of the mother tongue is permitted;

Lessons begin with dialogues and anecdotes in

modern conversational style;

Actions and pictures are used to make meanings

clear;

Grammar is learned inductively.


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Direct Approach

Literary texts are read for pleasure and are not

analyzed grammatically;

The target culture is also taught inductively;

The teacher must be a native speaker or have

nativelike proficiency in the target language;


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Reading Approach

A reaction to the problems experienced in

implementing the Direct Approach;

Reading was viewed as the most usable skill tohave in foreign language since not many people

traveled abroad at that time;

Also few teachers could use their foreign language

well enough to use direct approach effectively in

class.


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Reading Approach

Only the grammar useful for reading

comprehension is taught;

Vocabulary is controlled at first and then

expanded; Translation is once more a respectable classroom

procedure.

Reading comprehension is the only language skillemphasized;

The teacher does not need to have good oral

proficiency in the target language.


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Audiolingualism or the Audio-lingual

Approach Audio-lingual methodology owes its existence to the

Behaviourist models of learning using the Stimulus-Response-Reinforcement model, it attempted, througha continuous process of such positive reinforcement, toengender good habits in language learners.

Audio-lingualism relied heavily on drills like substitutionto form these habits.

Habit-forming drills have remained popular amongteachers and students, and teachers who feel confidentwith the linguistic restriction of such procedures


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Presentation, Practice, and Production

A variation on Audio-lingualism in British-basedteaching and elsewhere is the procedure mostoften referred to as PPP, which stands forPresentation, Practice, andProduction.

In this procedure the teacher introduces a situationwhich contextualizes the language to be taught.The students now practice the language using

accurate reproduction techniques such as choralrepetition, individual repetition, and cue-responsedrills.


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PPP and alternatives to PPP

The PPP procedure came under a sustained attack in the1990s.

Michael Lewis suggested that PPP was inadequate because it

reflected neither the nature of language nor the nature oflearning.

Jim Scrivener advanced what is perhaps the most worryingaspect of PPP,the fact that it only describes one kind of

lesson;it is inadequate as a general proposal concerningapproaches to language in the classroom.

In response to these criticism many people have offeredvariations on PPP and alternative to it: ARC, OHE/III, ESA.


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ARC

put forward by Jim Scrivener

stands for Authentic use, Restricted use and

Clarification and focus

Communicative activity will demonstrate authentic

use; elicted dialogue or guided writing will provoke

restricted use of language by students; finallyclarification language is that which the teacher and

students use to explain grammar,giveexamples,analyse errors,elict or repeat things.


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OHE/III

Michael Lewis claims that students shouldbe allowed to Observe (read or listen to

language) which will then provoke them toHypothesize about how the language works

before going on to the Experimenton the

basis of that hypothesis.


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ESA

In the ESA model three components will usually be presentin any teaching sequence,whether of five,fifty or a hundredminutes

Estands for Engage - students have to be engagedemotionally

S stands for Study

A stands forActivate - any stage at which students areencouraged to use all and/or any of the language theyknow


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Oral situational Approach

A reaction to the Reading Approach and itslack of emphasis on oral-aural skills;

Was dominant in Britain during the 1940s,1950s and 1960s;

It draws from the Reform Movement and the

Direct Approach but adds features fromFirthian linguistics and the emergingprofessional field of language pedagogy.


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The spoken language is primary;

All language material is practiced orally

before being presented in written form;

Only the target language should be used inthe classroom.

Efforts are made to ensure that the mostgeneral and useful lexical items arepresented;


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Grammatical structures are graded fromsimple to complex;

New items are introduced and practicedsituationally (e.g., at the post office, at thebank, at the dinner table)


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Cognitive Approach

A reaction to the behaviorist features of theAudiolingual Approach;

Influenced by cognitive psychology (Neisser1967) and Chomskyan linguistics (Chomsky1959, 1965);

Language learning is viewed as ruleacquisition, not habit formation;

Instruction is often individualized; learnersare responsible for their own learning;


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Cognitive Approach

Grammar must be taught but it can be taughtdeductively (rules first; practice later) and/or

inductively (rules can either be stated afterpractice or left as implicit information for thelearners to process on their own);

Pronunciation is de-emphasized; perfection isviewed as unrealistic and unattainable;

Reading and writing are once again importantas listening and speaking;


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Cognitive Approach

Vocabulary instruction is once againimportant, especially at intermediate and

advanced levels; Errors are viewed as inevitable, to be used

constructively in the learning process;

The teacher is expected to have good generalproficiency in the target language as well asan ability to analyze the target language;


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Affective-Humanistic Approach

A reaction to the general lack of affectiveconsiderations in both Audiolingualism and

the Cognitive Approach; e.g., Moskowitz 1978and Curran 1976;

Respect is emphasized for the individual (

each student, the teacher) and for his or herfeelings;

Communication that is meaningful to thelearner is emphasized


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Instruction involves much work in pairs andsmall groups;

Class atmosphere is viewed as moreimportant than materials or methods;

Peer support and interaction are viewed as a

self-realization experience; The teacher is a counselor or facilitator;


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The teacher should be proficient in the target

language and the students native languagesince translation may be used heavily in theinitial stages to help students feel at ease;

later it is gradually phased out.


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Comprehension-Based Approach

An outgrowth of research in first languageacquisition that led some language

methodologists to assume that second orforeign language learning is very similar tofirst language acquisition; e.g., Potovsky1974; Winitz 1981; Krashen and Terrell 1983)


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Listening comprehension is very importantand is viewed as the basic skill that will allowspeaking, reading, and writing to develop

spontaneously over time, given the rightconditions.

Learners should begin by listening tomeaningful speech and by respondingnonverbally in meaningful ways before theyproduce any language themselves.


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Learners should not speak until they feelready to do so; this results in betterpronunciation than if the learner is forced to

speak immediately. Learners progress by being exposed to

meaningful input that is just one step beyondtheir level of competence.

Rule learning may help learners monitor whatthey do, but it will not aid their acquisition orspontaneous use of the target language.


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Error correction is seen as unnecessary andperhaps even counterproductive; theimportant thing is that the learners can

understand and can make themselvesunderstood.

If the teacher is not a native (or near-native)speaker, appropriate materials such as audio-tapes and videotapes must be available toprovide the appropriate input for thelearners.


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THEN


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The Communicative Approach

The communicative approach or

Communicative Language Teaching (CLT)

is the name which was given to a set ofbeliefs which included not only a re-examination of what aspects of language toteach but also a shift in emphasis on how toteach!


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was developed in the 1970s, and in criticalreaction to the formal and boring types ofexercises used under the audiolingual

approach (drill-and-kill exercises).


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puts the focus on communicative interactionin class, not on a correct but mind- andmeaningless reproduction of the linguistic

forms prescribed for a specific lesson.


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Communicative Language Teaching (CLT)is an outgrowth of the work of

anthropological linguists (e.g. Hymes 1972)and Firthian linguists (e.g. Halliday 1973) who

view language first and foremost as a systemfor communication.


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Non-communicative activities Communicative

activities

The communication continuum

No communicative desire

No communicative purpose

Form not content

One language item only

Teacher intervention

Materials control

A desire to communicate

A communicative purpose

Content not form

Variety of language

No teacher intervention

No materials control

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Methods Approaches1