Approaches and Methods in English Language Teaching
- 3. Grammar Translation Direct Method Audio-Lingual Communicative Language Teaching
- 4. •L2 was learned to read and translate literary texts •Speaking and listening skills are neglected •Vocabulary based on the texts used •Grammar taught in a deductive way •L1 is the basic medium of instruction Characteristics
- 6. •Classes conducted exclusively in the target language. •Only everyday vocabulary and sentences were taught. •Grammar was taught inductively. •Correct pronunciation and grammar were emphasized. •Listening and speaking skills were developed.
- 7. Theory of language Theory of learning Structural Linguistics Language is a system of elements linearly arranged Behaviorism •L2 learning process = habit •Repetition Drills •Grammar is taught inductively Stimulus (Input) Organism (Learner) Response Behavior (Verbal behavior)
- 8. •Learner=organism •Responds to stimuli •Center of the learning process •Promoter of classroom interaction (Teacher Students) •Judges the students’ performance •Assists the teacher to develop language skills in the learner •Teacher-oriented materials •Printed materials are not used in initial stages •Tape recorders and audiovisual equipment are central •Listening activities (dialogues) that contain the grammar structures of the lesson •Choral repetition of the dialogues •Adaptation of the dialogue by changing key words and then is acted out •Writing activities introduced after oral drills
- 9. Theory of language Theory of learning “Language = Communication” “Language is what a speaker needs to know to be communicatively competent in speech community” (Hymes, D) Cognitivism •Learners learn a language through using it to communicate •Authentic and meaningful communication should be the goal of classroom activities •Fluency is an important dimension of communication •Communication involves the integration of different language skills •Learning is a process of creative construction and involves trial and error •Contextualization is a basic premise •Drilling is used but not to ensure memorization without context •Translations may be used, if appropriate Principles •Aquisition vs. Learning •Meaningful learning •Linguistic competence Functional performance
- 10. •Learner contributes as much as he/she gains (Breen and Candlin) •Text-based •Facilitator •Researcher •Mediator •Learner •Counselor •Needs analyst •Group process manager •Varied •Task-based •Realia •Presentation of a brief dialogue(discussion of setting and situation, function) •Oral practice (asking questions) •Use of different resources (visual aids) to exemplify and explain language •Learner discovery of grammar rules (oral and written form) •Oral and written production •Informal assesment •Homework
- 11. CLT: Meaning is paramount. ALM: Attends to structure and form more than meaning. CLT: Contextualization is a basic premise. ALM: Language items are not necessarily contextualized. CLT: Language learning is learning to communicate. ALM: Language Learning is learning structures, sounds or words. CLT: Effective communication is sought. ALM: Mastery or “overlearning” is sought. CLT: Drilling may occur, but peripherally. ALM: Drilling is a central technique. CLT: Comprehensible pronunciation is sought. ALM: Native-speaker-like pronunciation is sought. CLT: Communicative competence is the desired goal. ALM: Linguistic competence is the desired goal. CLT: Language is created by the individual often through trial and error. ALM: “Language is habit” so error must be prevented at all costs.