Changing the way you learn

Topic 13 History of thedevelopment of Didactic of Foreign Languages

Traditional Approach
1. The Grammar Translation Method
  1. Abstrat grammar rules
  2. Translation distintive feature of the method
    1. Use of the translation of sentences and bilingual dictionaries
  3. Accuracy is emphasised and grammar is taught deductively
  4. Strain on students' memory
    1. memorise enldess list of vocab and grammatical rules
  5. Advantages
    1. Easy to apply and useful for understanding literary texts
  6. Disadvantages
    1. It does not meet the language needs of today's learners.
Modern Approaches
1. The Direct Method
  1. Language is learning without translation and the use of mother tongue
  2. Oral method
    1. Listening and speaking are taught gradually and sistematically
  3. Grammar (learn deductively) and pronunciation are emphasised
  4. Translation is avoided and not use of mother tongue. Classes are conducted in target language
  5. Advantages
    1. Learner is encouraged to think in foreign language
    2. the correct pronunciation is emphasised
    3. Teaching takes places through demonstration and actions
  6. Disadvantages
    1. L1 cannot be recreated (the schematic knowdledge has already been learnt)
2. Oral Approach
  1. Speech basis of language
  2. Structure is the heart of speaking ability
  3. Main classroon activity is the oral practice of structures
  4. Structures are taught within sentences and vocabulary
  5. Objective is teaching the basic language skils through structures
  6. No grammatical explanations
  7. Oral skills are taught first. reading and writing are achieved throught¡ speech work
  8. Dependent of textbooks and visual aids
  9. Mother tongue is never used
  10. Accuracy in pronunciation and grammar is regarded as crucial
  11. Advantages
    1. Language teaching begins with the spoken language
    2. Grammar items are taught from simple to complex ones
    3. Language is always presented and practised within a situation
  12. Disadvantage
    1. The learner was often unable to use the language in real situation
3. The Audiolingual Approach
  1. This method resulted from the increased attention to Language teaching in U.S.A. received towards the end of 1950s
    1. U.S.A. army programmes
      1. Army needed persnnel who were fluent in different languages
    2. Structured approaches
      1. Language was identified with speech. This is reach through structure
    3. Behaviourism
      1. Learning L2 is learning a set of habits. Process of imitation and reinforcement. The main aim is correct linguistic habit, eliminating errors.
  2. The main aim is the oral proficiency
    1. Accurate pronunciation and grammar
  3. Skills in this order: L, S R W
  4. Syllabus is structure-based
  5. Language structures are learnt through imitation, repetition and memorisation
  6. Translation and gramatical explanations are avoided
  7. Mother tongue is not allowed
  8. Accuracy in pronunciation, stress, rhythm and intonation is emphasised.
  9. Advantages
    1. It provides considerable conversational fluency
    2. Language is used orally before being seen and used in the written form.
    3. Students proceed in very easy steps: simple repetition, simple drills, more complex drills.
  10. Disadvantage
    1. Procedures are boring and repetitive
  11. Tape recorder and audiovisual equipment are essential
Current Approaches
1. The Communicative Approach
  1. Proposed by Chomsky
    1. Sentencs are not learnt by imitation and repetition but generated from the learner's competence
  2. Classroom environment for real communication
    1. Simulate real life situations in an English-speaking country
  3. fundamental dimension of L emphasised:its functional and communicative competence
  4. It is a holistic, authentic, experimental and non-analytic method
  5. Its goal the development of communicative competence
  6. Contextualisation of language
    1. Teaching items are introduced in meaningful situations
  7. Functional syllabus, arranging the functions not the forms
  8. Translations and grammar explanation may be used where and when students need or benefit from it.
  9. Fluency and acceptable language prior than accuracy
  10. Jucious use of mother tongue is acceptable
  11. Materials important role in promoting communicative language use
  12. Advantages
    1. Teaching focus on real world language use
    2. Learner's role in the teaching-learning process is emphasised
    3. Teacher's role is helping students and facilitate communicative process
  13. Disadvantagess
    1. Functional syllabus is more suitable for intermediate students who have already grammatical basis
    2. It is argued that pupils must inevitavely learn the grammar of the language
2. Humanistic Approaches
  1. Total Physical Response TPR
    1. Teach language through physical activity
    2. Developed by James Asher
      1. Successful foreign language learning is a paralell process of first language acquisition
      2. Children respond physically to adults' commands before they produce verbal responses
    3. Principles
      1. Comprehension abilities precede productive skills. Speaking is delayed until oral comprehension is established.
      2. Teaching focus on meaning not on form
      3. Teacher should create apositive mood in the learner bydelaying oral production and by promoting game-like movements.
      4. The verb in the imperative is the central linguistic form
    4. Advantages
      1. Important role of comprehension
      2. Reduction of the stress in the learner
  2. Natural Approach
    1. Propossed by Krashen. Input Hypothesis
      1. (i+1) Language is acquired by being exposed to language that is one level higher than the students' level.
    2. Features
      1. as much comprehensible input as possible must be presented
      2. any material that helps comprehension is important
      3. Focus on L and R. S and W should be allowed to emerge
      4. Relaxed classroom atmosphere.Ss should be focus on meaning rather than on form
    3. Disadvantages
      1. The FL acquisition takes a long time
  3. Silent way
    1. Teacher should be in silence
    2. Learning through creating rather repetition
    3. Objects used in the learnng process
    4. Silence encourages alertness and concntration in the leaner
    5. Indiect role of the teacher of monitoring learner's performance
  4. Community Lsnguage Learning
    1. Only gives Ss the language they need.
    2. Ss sit in circles whispering in their mother tongue, teacher translates for them. They repeat it
  5. Sugggestopedia
    1. Sit in circle. Amount of FL. Text is translated. Classical music
    2. Grammar and lexis in a playful way
  6. The learner-centred Approach
    1. Train students to be good learners
    2. Three areas involved in learner-. Personal assessment, learning strategies and language awareness
    3. Advantage.Ss take more responsibilty for their learning.
    4. Disadvantage. Matching individuals needs with the group's needs
  7. Task-Based Approach
    1. Small tasks culminating in final task or project
    2. Tasks: information gaps act, reasoning gaps act and opinion gaps act
    3. TBA phases: Pre-task phase, task-cycle phase and the language-focus phase
    4. Creates opportunities for language use. Tasks involve students exchanging real meaning for real purpose. TBL methodologists reject presentacion-practice-production
    5. Advantages. Attention to meaning. Develops communication strategies. Learner training in solving problem. learrner more aware of learning process
    6. Disadvantage. Danger Ss gain fluency at the expence of accuracy.

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Topic 13 History of thedevelopment of Didactic of Foreign Languages

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	Created by elba vega about 8 years ago