UNIT 1

[blank_start]Approach[blank_end]: it refers to an overview, which applies to learning for all kind of learners. It is a ser of principles, beliefs or ideas about the nature of learning.

[blank_start]Method[blank_end]: practical implementation of an approach. Methods are thus the combination of techniques used by the teachers in the classroom.

[blank_start]Technique[blank_end]: personal strategies used to provide students with effective instruction.

Characteristics of the Grammar-Translation Method:

The [blank_start]Direct Method[blank_end] shows the following characteristics: - Lessons are conducted in the target language. - Oral skills are taught first. - Phonetics is applied to teaching. - Grammar is taught inductively. - Translation is avoided. - Words are presented in context.

The [blank_start]Direct Method[blank_end] and variations of this appear to have co-existed with other more traditional approaches during the first half of the [blank_start]20th century[blank_end]. Nevertheless, the demand created for language ability during the [blank_start]WWII[blank_end] generated an unprecedented investment in L2 [blank_start]research pedagogy[blank_end], giving rise to a wide variety of approaches.

The Situational Approach is based on...

The Audio-Lingual Method is based on...

The Cognitive Approach is based on...

The [blank_start]Audio-Lingual Method[blank_end] shows the following characteristics: - Lessons are conducted in the target language. - Oral skills are taught first. - Grammar is taught inductively. - Pronunciation is highlighted from the beginning. - Memorisation

The Cognitive Approach shows the following characteristics: - [blank_start]Grammar[blank_end] is primary, either deductively or inductively taught. - All [blank_start]skills[blank_end] are important. - Perfect [blank_start]pronunciation[blank_end] is seemed as unrealistic. - [blank_start]Errors[blank_end] are inevitable. - Teachers must have a [blank_start]proficient level[blank_end] in the target language.

Example of Cognitive Approach:

CLIL stands for [blank_start]Content and Language Integrated Learning[blank_end].

Although the [blank_start]full[blank_end] extent of the [blank_start]effectiveness[blank_end] of bilingual education is yet to be seen, [blank_start]initial findings[blank_end] do tend to show [blank_start]higher[blank_end] language performance [blank_start]levels[blank_end] among [blank_start]participating[blank_end] students.

CALL stands for [blank_start]Computer Assited Language Learning[blank_end].

-[blank_start]Automated[blank_end] apps are useful for understanding, but teachers should avoid overreliance on them, since they may be demotivating if overused. -[blank_start]Creative[blank_end] apps promote collaboration and communication, laying the emphasis on students creating with the language.

Flipped classroom engages students in active learning. It consists of delivering instructional material online outside the classroom, so tasks and activities, usually done as homework, are carried out in class.

Flipped Classroom is supported by technology through:

Gamification serves not only [blank_start]linguistic[blank_end] functions, as it encourages [blank_start]unconscious[blank_end] learning and the integration of the four skills, but also [blank_start]pedagogical[blank_end] and [blank_start]social[blank_end] functions, since it motivates students, creates a pleasant [blank_start]atmosphere[blank_end], develops social skills and improves the [blank_start]rapport[blank_end] between teacher and students.

The Threshold Level of the Council of Europe was published in...

The Communicative Approach was actually developed in opposition to the Audio-Lingual Method which emphasised [blank_start]drilling[blank_end] and [blank_start]memorisation[blank_end].

History-wise, second or foreign language learning and teaching have undergone many [blank_start]fluctuations[blank_end] over the years. They were influenced by a variety of fields, namely [blank_start]linguistics[blank_end], [blank_start]psychology[blank_end] and [blank_start]philosophy[blank_end]. The theories of language learning aforementioned have brought about several [blank_start]approaches[blank_end] over history. Prior to the 19th century, language teaching methodology relied on two types of approaches: those focusing on [blank_start]using[blank_end] a language, and those focused on [blank_start]analysing[blank_end] a language. Both of them were not [blank_start]scientific[blank_end].

The Direct method emerged in an attempt to make language learning less [blank_start]theoretical[blank_end] and more in line with the [blank_start]practical needs[blank_end] for communication.

In the Audio-Lingual Method, listening and speaking are taught by means of [blank_start]dialogues[blank_end] in order to teach useful vocabulary and common communicative structures.

Although Flipped Classroom was not generally selected among teachers, the [blank_start]lockdown[blank_end] triggered by the pandemic and the [blank_start]blended learning[blank_end] methodology implemented in the highest stage of CSE during 2020-2021 has led to a [blank_start]widespread interest[blank_end] for it.