Transcript Language teaching approaches - I

9710001M Kelly
9710008M Venus
9/25 & 10/2
Introduction
§ Help students read and appreciate
foreign language literature
§ To be able to translate sentences and
texts into and out of the target language
§ To develop students’ reading and writing
skill of target language
§ Reading and writing skill are the
major focus
§ Use the native language in class
mostly
§ Reading difficult texts or
literature
 Accuracy/
Translation

Grammar is taught deductively

Teach rule first and then give
examples to practice

Few demands on teacher

Improve students’ reading and
writing skill
Creates frustration for student
 Emphasize grammar rules and
vocabularies too much (memorization)
 Little attention on speaking
(pronunciation) and listening skill
 Speaking or any kind of spontaneous
creative output was missing from
curriculum

Translation of a Literature
 Reading Comprehension
Questions
 Antonym/ Synonyms
 Fill in the blanks
 Deductive Application of Rule

Introduction
To be able to communicate in the
target language
 To be able to use the language
spontaneously and orally
 Develop the ability to think in the
target language

Use the target language only
 Rules of grammar are taught inductively
 Speaking begin with systematic
attention to pronunciation
 Only everyday vocabulary and
sentences are taught

New teaching points are
taught through modeling and
practice
 Both speech and listening
comprehension are taught
 Correct pronunciation and
grammar are emphasized

Use the target language
communicatively
 Use the realia to enhance
students’ leaning motivation

Less attention on the grammatical
accuracy and reading skill
 Students can’t apply the language
communicatively in real-life situations
 Teacher may not be proficient in native
language
 Teacher need to spend much time to
prepare teaching materials

Reading Aloud
 Question and Answer Exercise
 Student Self-Correction
 Conversation Practice
 Fill-in-the-blank Exercise
 Dictation

 This
approach is selected for practical and
academic reasons.
 For
specific uses of the language in graduate
or scientific studies.
 The
approach is for people who do not travel
abroad for whom reading is the one usable
skill in a foreign language.
 One
of the most influential models of reading
in recent years has been the Psycholinguistic
Model described by Goodman and drawing
heavily on top-down processing.
 It
is based on a consideration of schema
theory which says that comprehension
depends on the activation of schemata.

These are pictures or frameworks of a
situation which help us to understand the
situation.
Advantage
 Study target language


Disadvantages

Minimal attention is paid
to pronunciation and
conversational skills.

Inaccurate linguistic

Paying attention to
unfamiliar words which
are not relevant to the
purpose of reading
.
Enhance reading and
writing ability
Improve comprehension
ability

Build up vocabulary

Learn some grammatical
pattern
analysis
 It
is based on behaviorist theory -- From early
psychology in the 19th century , proposed by
John B Watson.
---Based on the proposition that all things which
organisms do -- including acting, thinking and
feeling—can and should be regarded as behaviors.
 Language
learning is a habit-formation.
 This
method aims at using the target
language communicatively by intensive oral
drilling of basic sentence.
 Spoken
language comes before written
language.
 Mistakes
should be avoided.
 Structures
are sequenced and taught one at a
time.
 Structural
patterns are taught using
repetitive drills.
 Little
or no grammatical explanations are
provide.
 Vocabulary
is strictly limited and learned in
context.
 Everything
form.
is simply memorized and recite in
Advantage
Disadvantages
language is the  Teacher cantered
only language to be used  Short of learning
in the classroom.
motivation
 Limitations of
structural linguistics
 Enhance speaking and
and vocabulary
listening ability.
 It didn’t teach
explicit grammar
 Suitable for beginning
pattern.
learners.
 Students may feel
bored.(mechanical
drill)
 Target
Introduction
a
practical command of the four
basic skills of a language
 accuracy in both pronunciation and
grammar
 ability to respond quickly and
accurately in speech situations



Language teaching begins with the
spoken language. Material is taught
orally before it is presented in
written form
The target language is the language
of the classroom
New language points are introduced
and practiced situationally
 Choose
the vocabulary
 Grammar are taught from
simple to complex
 Reading and writing are
introduced once a sufficient
lexical and grammatical basis
is established

Bring the reality situation in
the classroom

Hard to teach the grammar rules
from simple to complex

Turn students into parrots

Boring and reduce motivation

Teacher-centered

Demonstrate with teaching aids

Key word changed
 Instruction
is often individualized
 Vocabulary
 Grammar-taught
inductively way.
in either deductively or
 Language
skills
 Demands
on teachers
 Grammar
teaching should be planned and
systematic
 Necessary
grammar instruction
 Extensive
exposure to instructed grammar
points
 Production
 Group
activities
work and task performance
Advantages
 Learning
step by
Disadvantages
 Teacher
center.
step.
 Neglect
 Independent
thinking.
 Teacher
provide
teaching materials.
students
interest and need.
The name is from the words
suggestion and pedagogy.
Developed in the 1970s by the
Bulgarian psychologist Georgi
Lozanov
§ The emphasis on memorization
to vocabulary
Desuggest the psychological
barriers to learn vocabulary and
conversation
 Deliver advanced conversational
proficiency quickly
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Respect students’ feeling
Class atmosphere is more important
than materials or methods
Peer support and interaction are
viewed as necessary for learning
Learning foreign language is viewed
as a self-realization experience


The teacher is a counselor or
facilitator
The teacher should be
proficient in the target
language and students’
native language
Present
text with music
Comfortable
Choose target language name
Colorful posters on the wall
Liberate instead of teach
Increase oral proficiency
 Lower classroom anxiety
 Enhance students’
self-confidence and
motivation


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Hard to facilitate learning
Unuseful for advanced-level
learner
Not really useful to apply it
to all subject


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

Teacher create an optimal learning
environment
Teacher trained to read dialogues by
using voice quality
Musical rhythm to learning
Role playing
Putting posters containing grammatical
information about the target language
Developed by Charles Curran and his
associates in 1970s
The
teacher can successfully
transfer his or her knowledge
and proficiency in the L2 to the
students; Specific purposes are
not mentioned.


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
S stands for security
A stands for attention and
aggression
R stands for retention and
reflection
D represents discrimination
Whole person learning
 Learning is dynamic and
creative
 Client-counselor and learnerknower relationships

Translation
 Group work
 Recording
 Transcription
 Analysis
 Reflection and observation
 Listening
 Free conversation

Help students overcome their negative
feeling
 Build good relationship with students
 Wants students to be responsible for their
learning
 Provide free-pressure
 Emphasis of classroom interaction in
cooperation, not competition

Hard to control the learning
process if students are too
passive in learning
 Hard to run the class for the
relaxing environment

 Small

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

group and make sentences with the new
forms
Students take turns reading the transcript
Teacher puts a picture of a person on the
blackboard and students ask questions of
that person as if they have just met him
Students reconstruct the conversation they
have created
Students create a new dialog using words they
have learned to say during their conversation
 It
was developed by James Asher, a
professor of psychology at San Jose State
University, California.
 Based
on the coordination of speech and
action.
 It
is linked to the trace theory of memory,
which holds that the more often or
intensively a memory connection is traced,
the stronger the memory will be.
 Second
language learning is parallel to first
language learning and should reflect the same
naturalistic processes.
 Listening
 Children
should develop before speaking.
respond physically to spoken
language, and adult learners learn better if they
do that too.
 Once
listening comprehension has been
developed, speech develops naturally and
effortlessly out of it.
 Adults
should use right-brain motor activities,
while the left hemisphere watches and learns .
 Delaying
speech reduces stress.
Pros
 Suitable
Cons
for
beginner
 Pressure free
 Develop listening
ability first
 Comprehension
 Action feedback
 Interest
 Time
consuming
 Energy costly
 Lack of reading and
writing
 The
Natural Approach was developed by Tracy
Terrell and Stephen Krashen, starting in 1977.
 Natural
Approach there is an emphasis on
exposure, or input, rather than practice .
 Natural
approach as an example of
communicative approach.
 Optimizing
emotional preparedness for learning .
A
prolonged period of attention to what the
language learners hear before they try to
produce language .
 Willingness
to use written and other materials as
a source of comprehensible input.
Advantages
Disadvantages
 Minimize
 Hard
stress
 Useful for beginning
learners.
 Enhance listening
ability.
 Use visual aids and
realia.
 Depend on learner
needs.
to learn
correct forms.
 Feedback of errors.
Introduction

The goal of language teaching
is learner ability to
communicate in the target
language

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


Students regular work in groups or pairs to
transfer meaning in situations
Students often engage in role play or
dramatization
Classroom materials and activities are often
authentic
Teacher’s role is primarily to facilitate
communication and secondarily to correct errors
Teacher should be able to use the target language
fluently and appropriately
For real communication,
students should know knowledge
of linguistic forms, background
information
 Produce real language in daily
life

No environment of ESL
 Ignore the training of reading and
writing
 Difficulty in evaluating students’
performance
 Hard for beginning level students to
express target language with foreigner

 Authentic
materials
 scrambled sentences
 Language games
 Picture strip story
 Role play
 TBLL
was popularized by N.Prabhu while
working in Bangalore,India.
 Prabhu
figured out that his students could
learn language just as easily with a nonlinguistic problem as when they are
concentrating on linguistic questions.
 The
main focus of this approach is the task
while language is the means with which they
complete it.
 It
focuses on the use of authentic language,
and to students doing meaningful tasks using
the target language .
 The
main idea of the task should be
completing a problem-solving aspect.
 Assessment
outcome .
is primarily based on task
Disadvantages
Advantages

Student-centered

Hard for beginning learners.

Meaning
communication

Focus on meaning instead
of form.

More interaction

Students may feel stress.

More interesting

Occupy too much time in
the class.

Learn how to cooperate
with others.

Hard to manage the class.

Independent thinking

Difficult to prepare the
materials.