Traditional methods and Communicative approaches

Nota:

• Bibliography: Richards, J. & Rodgers, T, (2014) Approaches and methods in Language teaching thrid edition, Cambridge Unviersity Press, Italy Renau, M. (2016) A view of the traditional and Current Language Teaching Mathods, Ijires Source of knowledge, Spain. Cybergraphy: Frost, R. (2004) Content-based instruction https://www.teachingenglish.org.uk/article/content-based-instruction Peachey, N. (2003) Task-based approach https://www.teachingenglish.org.uk/article/a-task-based-approach

1. Method

   Nota:

   • "Is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon,  the selected approach." (2014, Richards and Rodgers)
   1. The Direct Method

      Nota:

      • Suggests that a  language can be acquired only when the learner is receptive and has no mental block
   2. Audio-lingual

      Nota:

      • Learning a language means acquiring habits. Then in consequence there is much practice of dialogues of every situations
   3. Suggestopedia

      Nota:

      • It suggests that a language can be acquired only when the learner is receptive and has no mental block
   5. The Total Physical Response

      Nota:

      • Learners respond to simple commands such as "Stand up", "Close your notebook", etc.  The method stresses the importance of aural comprehension.
   6. Communicative language teaching

      Nota:

      • Learners communicate effectively and appropriately in the various situations. The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location
   7. The Silent way

      Nota:

      • The aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongue.
   8. Communicative language learning

      Nota:

      • Consists in build strong personal links between the teacher and student so that there are no blocks to learning.
   9. Immersion

      Nota:

      • SL students are immersed in the English language for the whole of the school day and expected to learn math, science, humanities etc. through the medium of the target language, English.
   10. The Lexical Syllabus

       Nota:

       • Consits in a computer analysis which identifies the most common words in the language and their various uses. The syllabus teaches these words in broadly the order of their frequency, and great emphasis is placed on the use of authentic materials
   11. The Grammar-translation Method

       Nota:

       • Also known as the Classical Method, this is a traditional teaching technique that was used to teach Latin and Greek and was particularly in vogue during the 16th Century. The focus at this time was on the translation of texts, grammar, and rote learning of vocabulary. There was no emphasis on speaking and listening comprehension.
2. Approach

   Nota:

   • "Is a set of correlative assumptions dealing with the nature of language learning and teaching" (2014, Richards and Rodgers)
   1. The Structural Approach

      Nota:

      • Language is seen as a complex of grammatical rules, which are to be learned one at a time in a set order, This approach employs techniques of the direct method of teaching but the use of translation is not wholly discarded. Teaching is done in the situation. Speeches are priors but reading and writing are not neglected. This approach is essentially what the term implies-an approach and not a method as such
   2. The Natural Approach

      Nota:

      • This approach stresses the similarities between learning the first and second languages. There is no correction of mistakes. Learning takes place by the students being exposed to language that is comprehensible or made comprehensible to them.
   3. CLIL Approach

      Nota:

      • This approach involves teaching a curricular subject through the medium of a language other than that normally used. It should combine the 4Cs of the curriculum, these are the following ones: • Content: enabling progress in the knowledge, skills and understanding of the specific issues of a particular curriculum. • Communication: using language to learn while learning to use language itself. • Cognition: developing thinking skills which link concept formation, knowledge and language. • Culture: allowing exposure to diverse perspectives and shared knowledge that make us more aware the others and oneself.
   4. Content-based instruction

      Nota:

      •  During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.
   5. Task-bassed learning

      Nota:

      • This approach offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.