Language Teaching Methods – Flashcards
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Theory of Language: Audiolingual
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Language is a rule governed system, hierarchically arranged
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Theory of Learning: Audiolingual
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Habit formation; skills learned more effectively if oral before written; analogy, not analysis
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Objectives: Audiolingual
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Control of structures of sound; form & order; mastery over symbols of L2; native speaker mastery
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Syllabus: Audiolingual
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Graded syllabus of phonology, morphology & syntax; contrastive analysis
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Activity Types: Audiolingual
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Dialogues & drills; repetition & memorization pattern practice
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Learner Roles: Audiolingual
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Learners are directed by skilled training techniques to produce correct response
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Teacher Roles: Audiolingual
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Central & active teacher centered method; provides model, controls direction & pace
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Materials Roles: Audiolingual
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Teacher oriented; tapes & visuals; language lab often used
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Theory of language: Communicative
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Language is a system for expression of meaning; primary function is interaction & communication
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Theory of Learning: Communicative
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Use language meaningful to promote learning; activities involving real communication
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Objectives: Communicative
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Objectives reflect needs of learners; include functional skills & linguistic objectives
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Syllabus: Communicative
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Structures, functions, notions, themes & tasks; order based on learners' needs
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Activity Types: Communicative
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Information sharing; negotiation of meaning & interaction
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Learner Roles: Communicative
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Learners as negotiator, interactor, giving & receiving information
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Teacher Roles: Communicative
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Facilator of communication process; needs analyst, counsellor; process manager
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Material Roles: Communcative
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Authentic & task based materials to promote communication
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Theory of Language: Community Language Learning
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Language involved whole person and culture; educational, developmental, communicative process
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Theory of Learning: Community Language Learning
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Leaning involves whole person; social process of growth
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Objectives: Community Language Learning
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No specific objectives; near native mastery is goal
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Syllabus: Community Language Learning
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No set syllabus; syllabus comes from learners' intentions and teachers reformulations
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Activity Types: Community Language Learning
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Innovative and conventional; translation, group work, recording, transcription, free conversation
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Learner Roles: Community Language Learning
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Learners are members of a community; learning not an individual accomplishment, but is achieved collaboratively
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Teacher Roles: Community Language Learning
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Counselling and parent analogy; provide safe environment for students to learn and grow
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Material Roles: Community Language Learning
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No textbook; materials developed as course progresses
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Theory of Language: Direct Method
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Language is primarily speech; learning language involves culture
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Theory of Learning: Direct Method
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Acquire vocab by speaking full sentences in L2; communication is purpose of language learning
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Objectives: Direct Method
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Communicate orally and think in L2, students make direct association between meaning and L2
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Syllabus: Direct Method
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Based on situations and topics, not usually linguistic
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Activity Types: Direct Method
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Use L2 exclusively; inductive grammar; much speaking, T to Ss and Ss to Ss; dictation
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Learner Roles: Direct Method
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Answer and ask questions, use L2 and communicate as if in real situations
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Teacher Roles: Direct Method
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Direct class activities; demonstrate, not explain or translate; give Ss choices to correct selves
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Materials Roles: Direct Method
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Text, plays, dialogues drive T's demonstrations of their meanings; objects (realia) in class
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Theory of Language: Grammar Translation
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Literary language is superior to spoken language
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Theory of Learning: Grammar Translation
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translation and memorization, learn about L2 by translating L2 to L1 and vice versa and by learning vocab and grammar of L2
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Objectives: Grammar Translation
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to be able to read literature in L2; translate L2 to L1 and vice versa; achieve proficiency in L2 reading and writing
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Syllabus: Grammar Translation
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Literary passages to be translated; vocab and grammar based lessons based on passages
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Activity types: Grammar Translation
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Translation; reading comp; memorization of vocab lists; identify synonyms, antonyms, cognates, deductive application of grammar rules
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Learner Roles: Grammar Translation
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read and write; no control over content; memorize; answer-usually written
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Teacher Roles: Grammar Translation
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Authority; has all control; corrects students; assign tasks to be memorized
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Material Roles: Grammar Translation
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Textbooks; prepared passages and related grammar and vocab exercises
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Theory of Language: Natural Approach
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essence of language is meaning; vocab not grammar is heart of the language
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Theory of Language: Silent Way
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Each language has unique rhythm and spirit; core structure and functional vocab are keys to spirit
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Theory of Language: Situational Language Learning
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Language is a set of structures related to situations
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Theory of Language: Suggestopedia
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conventional, but memorization of whole meaningful text is recommended
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Theory of Language: Total Physical Response
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Basically structuralist, grammar-based view of language
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Theory of Learning: Natural Approach
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Learning cannot lead to acquisition; learning- a conscious process; acquisition- a natural, subconscious process
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Theory of Learning: Silent Way
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Leaning L2 and L1 different; L2 learning is intellectual; feel music of language; silent awareness, then active trial
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Theory of Learning: Situational Language Learning
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Memorization and habit forming
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Theory of Learning: Suggestopedia
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Learning occurs through suggestion, when learners are in deeply relaxed state; baroque music used to induce state
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Theory of Learning: Total Physical Response
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L2 learning same as L1; comprehension before production; carry out commands and reduction of stress
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Objectives: Total Physical Response
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Produce learners who can communicate orally, intelligibly uninhibitedly with native speakers
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Syllabus: Natural Approach
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Based on selection of communicative activities and topics derived from learners' needs
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Syllabus: Silent Way
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Based on structure- grammar and vocab; items introduced by grammatical complexity
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Syllabus: Situational Language Learning
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A list of structures and vocab, graded by grammatical complexity
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Syllabus: Suggestopedia
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Ten-unit courses consisting of 1,200 word dialogues, graded by vocab and grammar
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Syllabus: Total Physical Response
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Sentence-based with grammatical and lexical criteria being primary focus on meaning, not form
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Activities: Natural Approach
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based on here and now, focus on meaning, not form; must allow for comprehensible input
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Activities: Silent Way
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Student respond to commands, questions, visual cues; encourage and shape oral responses; no grammar explanation or modeling
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Activities: Situational Language Learning
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repetition; substitution drills; avoid translation and grammar explanation; students not allowed to make mistakes
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Activities: Suggestopedia
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initiatives, question and answer, role play; listening exercises while deeply relaxed
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Activities: Total Physical Response
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Imperative drills to elicit physical actions
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Learner Roles: Natural Approach
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should try to lose themselves in activities involving meaningful communication
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Learner Roles: Silent Way
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Responsible for their own learning' must develop independence, autonomy and responsibility
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Learner Roles: Situational Language Learning
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Listen and repeat; respond to questions and commands; no control over content; make own statements questions later
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Learner Roles: Suggestopedia
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Maintain passive state; allow materials to work on them
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Learner Roles: Total Physical Response
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Listen and perform; little influence over content of learning
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Teacher Roles: Natural Approach
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main source of comprehensible input; must create positive; low-anxiety climate; lead rich mixture of activities
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Teacher Roles: Silent Way
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Must teach, test, get out of way; remain impassive; resist temptation to model, assist, direct, or exhort
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Teacher Roles: Situational Language Learning
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Act as model in presenting structures; lead drill practice; correct errors; test progress
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Teacher Roles: Suggestopedia
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Create situations and present materials to encourage positive reception and retention; exude authority and confidence
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Teacher Roles: Total Physical Response
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Active and direct role, "director" of stage play with students as actors
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Materials Roles: Natural Approach
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realia rather than textbooks; aim is to promote comprehension and communication
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Materials Roles: Silent Way
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unique materials' colored rods; coded pronunciation and vocab charts
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Materials Roles: Situational Language Learning
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Relies on text and visual aids; test is tightly organized, has structurally graded lessons
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Materials Roles: Suggestopedia
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Texts, tapes, classroom items and music; texts must have force and literary quality
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Materials Roles: Total Physical Response
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No basic text; initially use voice, gestures and action; later use materials and media
