Teaching Methods

Three Traditional Methods Method Grammar - Translation Characteristics Rules of grammar Exercises Comparing L1 & L2 Oral skills are limited Listening to large quantities Based on children L1 learning Here-and-now /avoid translation Correct pronunciation Grammar through inductive methods Oral form of language Laws of learning: contiguity, exercise, intensity, assimilation, effect. Develop native abilities in L2 No concern for L1, learning through S-R (Habits) Pattern drills, following sequence in LSRW L2 learning is controlled by the learner. The learner must solve. Innate ability for language, no attention to form Acquisition of language is global Meaningful learning Grammar is important Develop skills that natives have Move from known to unknown (cognitive structure is the base) First competence, then performance Creative use of language Proficiency Orientation Only concern for accuracy Drawbacks No use of linguistic functions

Direct Method

Contextualized Personalized Everyday situations Paraphrasing Students affective needs Students perform only at the novice level: no creation, only drills, only good pronunciation (accuracy)

school pidgin no practice in structural sequence lots of visuals

Audiolingual methodology

It does not take into account personal differences. Students do not create with language

Cognitive Anti-Method

Strategic competence (solving problems) Compensatory techniques (lack of knowledge) Create with language Use language in context to use new structures Meaningful activities

Too radical Extreme Some exercises are similar to behaviorism (pattern practice)

Cognitive Code- Method

It may lead to explain grammar in L1

Approach Functional Reactions to Audioingualism: Two Mentalist Perspectives

Communicative approach

Notional/functional/meaning/ contextualized Communication According to students needs Communicative competence

Functional Communication practice

TPR

Natural Approach

Listening comprehension Oral commands /understanding Speech leads to speech Moving bodies Listening training towards production and R & W Understand essential points Learning and acquisition activities

Appealing atmosphere Listening skills

It is too limited to commands

Survival level of communication Learning in context

Lack of corrective feedback

Humanistic Approaches to Language Teaching Modern adaptations of the Direct Method

are different Error correction. Responses in L1 & L2 Communicative competence than grammatical perfection Acquisition more than learning

Students create with language

Community Language Learning

Teachers role is passive Students work and talk in groups Cognitive, mind is responsible for learning Suggestive atmosphere to relax sts Holistic method Dialogue-based approach

Contextualized and personalized Create Accuracy /affective Interaction, creative, meaningful Dialogue-based (culturally based) Affective needs

Content or context (limited, because sts talk only when they want) No authentic materials Input is pedagogically prepared (not authentic)

Silent Way Suggestopedia