Transcript Nine-Twentieth-Century Approaches to Linguistic Teaching

3. Nine-TwentiethCentury Approaches to
Language Teaching
From Celce-Murcia, M. (2001).
Teaching English as a second
or foreign language. Boston,
MA: Heinle & Heinle
Nine-Twentieth-Century Approaches to
Linguistic Teaching
1.
2.
3.
4.
5.
6.
7.
8.
9.
Grammar-Translation
Direct
Reading
Audiolingualism (United States)
Oral-Situational (Britain)
Cognitive
Affective-Humanistic
Comprehension-Based
Communicative
1. Grammar-Translation Approach
a. native language use
b. little use of L2
c. focus on grammatical parsing
d. early reading
e. translate L2 into L1 (vice versa)
f. inability for communication
g. teachers doesn't need to be able to
speak L2
2. Direct Approach
a. no use of L1
b. dialogues and anecdotes in conversational style
c. actions and pictures to make meanings clear
d. grammar inductively
e. literary texts for pleasure, not analyzing
grammatically
f. target culture inductively
g. the teacher must be native speaker or native-like
proficiency
3. Reading Approach
a. only grammar useful for reading
comprehension is taught
b. vocabulary is controlled and then
expanded
c. translation is more respectable
d. reading comprehension is emphasized
e. the teacher doesn't need to have good
oral proficiency in L2
4. Audiolingualism
a. Dialogues
b. Mimicry and memorization for
habit formation
c. grammatical structures are
sequenced and rules are taught
inductively
d. sequenced skills - listening,
speaking, reading, writing
4. Audiolingualism
e. pronunciation is stressed
f. vocabulary is limited
g. prevent learner errors
h. language is manipulated regardless of
meaning or context
I. the teacher be proficient in structures,
vocabulary
5. Oral-Situational Approach
a. spoken language primary
b. practiced orally before written form (reading
/writing after oral base in lexical &
grammatical forms established)
c. Only L2 in classroom
d. the most general and useful lexical items are
presented
e. grammatical structures from simple to
complex
f. Learn new items situationally
6. Cognitive Approach
a. language learning as rule acquisition
b. Individualized instruction
c. Grammar taught deductively and/or
inductively
d. pronunciation is de-emphasized;
perfection is unrealistic
e. reading and writing as important as
listening and speaking
6. Cognitive Approach
f. Vocabulary instruction at
intermediate and advanced levels
g. Errors are inevitable and used
constructively in learning process
h. The teacher having proficiency
and analyzing ability in L2
7. Affective-Humanistic Approach
a. respect for individual and
feelings
b. meaningful communication
c. work in pairs and small groups
d. class atmosphere more
important than materials or
methods
7. Affective-Humanistic Approach
e. peer support and interaction are
necessary
f. learning foreign language as a selfrealization experience
g. The teacher is counselor or
facilitator
h. The teacher proficient in L2 and S's
native language to help them at ease
8. Comprehension-Based
Approach
a. Listening comprehension is basic skill
that allows speaking, reading and
writing to develop spontaneously
b. begin by listening in meaningful ways
before producing
c. not speak until ready; better
pronunciation than speaking
immediately
d. meaningful input beyond level of
competence
8. Comprehension-Based
Approach
e. rule learning helps monitor, not aid
acquisition or use of L2
f. error correction unnecessary;
learner's self-correction
g. appropriate materials of
audiotapes and videotapes
available unless teacher is not a
native speaker
9. Communicative Approach
a. goal of language teaching to
communicate in L2
b. content include semantic notions and
social functions, not linguistic
structures
c. work in groups or pairs to transfer
meaning in situation
d. engage in role play or dramatization
adjusting to different social contexts
9. Communicative Approach
e. authentic classroom materials and
activities
f. 4 skills integrated
g. teacher facilitating communication and
correcting errors
h. teacher use L2 fluently and
appropriately
• Cognitive Approach: Language is rulegoverned cognitive behavior (not habitformation)
• Affective-Humanistic Approach: Learning a
foreign language is a process of self
• realization and of relating to other people
• Comprehension Approach: Language
acquisition occurs if and only if the learner
• comprehends meaningful input
• Communicative Approach: The purpose of
language (and thus the goal of language
teaching) is communication