I feel to study this ...hehehe
TSL 3103 ELT
Natural Approach
|
Communicative Language Teaching (CLT)
|
Audio-lingual Method (ALM)
|
|
Proposer/ advocator
|
Crashen & Terrell/ 1977
|
?/1972
|
Charles Fries /1939
|
Goals
|
Students can
acquire the target languages in a natural and communicative situation.
|
Be able to
communicate with others in the target language in different situations
|
Be able to listen, speak, read, and write
in the target language, with emphasis on listening and speaking
|
Mother Tongue
|
No mother tongue
|
Both mother tongue
and target language
|
Less mother tongue
|
Merits
|
1.
Students acquire the target language in a
natural and easy way.
2.
Teaching materials are designed very well.
Students ca acquire language from easy to difficult, from simple to complex,
and from concrete to abstract.
|
1.
Students have the opportunities to express
their own thoughts and opinions.
2.
Students have the opportunities to communicate
with each other in the classroom.
3.
Students can learn the culture of the target
language because the teaching materials are related to the social environments.
4.
The communicative situation makes students
reconstruct their knowledge and thoughts, so students can learn to fluently
speak the target language more easily.
|
1. Students
can learn target language in natural order: listening—speaking—reading—writing.
2. Students
can speak the correct answers without thinking by overlearning.
|
Limits
|
1.
Students may use the target language fluently,
but they cannot use it accurately.
2.
Teachers should collect various teaching aids
and use them appropriately.
3.
Special teaching designs is necessary for the
students with better abilities.
|
1.
It’s difficult for a nonnative speaking teacher who is not very proficient in the
target language to teach effectively. Teacher
training and certification are
needed.
2.
Students’ pronunciation and grammatical
knowledge is poor.
3.
It is difficult for teachers to evaluate
students’ expression in the learning process.
|
1.
It fails to teach the long-term communicative
proficiency.
2.
Structural linguistics didn’t tell us
everything about language that we needed to know.
3.
It’s impossible and unnecessary to teach
students without using native languages.
4.
It’s boring for students to overlearn the
drills and it’s tiring for teachers to teach.
|
Teaching Aids
|
Visual aids, such
as pictures, maps, advertisement; games
|
(a)Interesting and meaningful materials, such as
linguistic games, role plays, and problem solving materials.
(b) Technology—films, videos, TV, computers, can be used
as teaching aids.
|
Textbooks, drills,
tapes, language labs
|
Features
|
1.
5 important hypothesis
A. the
Acquisition-Learning H
Students acquire language
subconsciously in the natural and communicative situations.
B. the
Monitor H
Students may call upon learned knowledge to
correct themselves when they communicate, but that conscious learning has
only this function.
C. the Natural Order H
The acquisition of grammatical structures
proceeds in a predictable order.
D. the
Input (i+1) H
Students acquire language best
by understanding input that is slightly beyond their current level of
competence.
E. the
Affective Filter H
Student work should center on
meaningful communication rather than on form; input should be interesting and
so contribute to a relaxed classroom atmosphere.
------------------------------
2. The
teacher was the source of the
learner’s input and the creator of an interesting and stimulating variety of
classroom activities.
3.
Learners don’t need to say anything during the
“silent period” until they feel
ready to do so.
4.
Start with TPR commands.
5.
Use visuals, typically magazine pictures, to
introduce new vocabulary.
6.
The focus in the classroom is on listening and reading abilities.
7.
No
sentence patterns practice and no
error correction during the process of acquisition.
|
1.
Language learning is learning to communicate. The primary function of
language is for interaction and communication.
2.
Classroom goals are focused on all of the
components of communicative competence
and not restricted to grammatical or linguistic competence
3.
Students learn to use the appropriate language
forms in the different places.
4.
Communicative activities include functional communicative activities
and social interaction activities.
5.
Teachers are assistants, guides, counselors and group process managers.
6.
Students are expected to interact with each other rather than with the
teacher.
7.
Learners should take the responsibility of the
failed communication.
8.
Language is created by the individual through trial and error. Correction of errors may be absent or
infrequent.
9.
Students can speak fluently but not
accurately.
10.
Four
language skills are practiced. Reading and Writing can start from the
first day, if desired.
|
1. New
material is presented in dialogue
forms
2. There’s
dependence on mimicry, memorization of set phrases, and overlearning.
3. Structural
patterns are taught using repetitive
drills.
4. There’s
little or no grammatical explanation. Grammar is taught by inductive analogy explanation.
5.
There is much use of tapes, language labs, and visual aids.
6. It
is based on Behaviorist psychology.
Students’ successful responses are immediately reinforced and their errors
are corrected immediately.
7. The
teaching sequences are aural
training, pronunciation training, speaking, reading, and writing.
8. Structures
are sequenced by means of contrastive
analysis and taught one at a time.
|
Hypothesis
|
Definition
|
the Acquisition-Learning
H
|
“Acquisition” is a unconscious and intuitive
process of constructing the system of a language. “Learning” refers to a
process in which conscious rules about a language are developed. Learning cannot lead to acquisition.
|
the Monitor H
|
Conscious learning
can function only as a monitor or editor that checks and repairs the output
of the acquired system.
|
the Natural Order H
|
The acquisition of
grammatical structures proceeds in a predictable order. Errors are signs of
naturalistic developmental processes and during acquisition, similar
developmental errors occur in learners, no matter what their mother tongue
is.
|
the Input (i+1)
H
|
People acquire
language best by understanding input that is slightly beyond their current
level of competence. If an acquirer is at stage or level “i”, the input (s)he
understands should contain “i+1.”
Input should neither be so far beyond their reach nor so close to
their current stage.
The ability to
speak fluently cannot be taught directly; it emerges independently in time.
|
the Affective
Filter H
|
The learner’s
emotional state or attitudes as an adjustable filter that freely passes,
impedes, or blocks input necessary to acquisition. Three kinds of affective
or attitudinal variables are: (1) motivation, (2) self-confidence (3)
anxiety. The best acquisition will occur in environments where anxiety is low
and defensiveness absent.
|
Direct Method
|
Natural Approach
|
Similarity
|
|
1.
It emphasized that the principles underlying
the method were believed to conform to the principles of naturalistic
language learning in young children.
|
1.
It is believed to conform to the naturalistic
principles found in successful second acquisition.
|
Difference
|
|
DM focuses on:
1.
Teacher monologues
2.
Direct repetition
3.
Formal questions and answers
4.
Accurate production of target language
sentences
|
NA focuses on:
1.
Exposure input
2.
Optimizing emotional preparedness for learning
3.
Listening & Reading
|
Total Physical Response (TPR)
|
Community Language Learning (CLL)
Counseling Learning Method
|
|
Proposer/ advocator
|
Asher/ 1964
|
Curran/1961
|
Goals
|
Be able to respond
physically to the sentences made in the target language.
|
To get the
language competence and performance by asking questions.
|
Mother Tongue
|
No mother tongue
|
Both mother tongue
and the target language
|
Merits
|
1.
It provides rapid and rather permanent
language gains on early levels, so students can remember the learned
vocabulary for a long time.
2.
Students respond actively and feel interested
in the learning processes.
3.
It’s easy for teachers to teach students
verbs.
|
1.
Each student lowers the defenses that prevent
open interpersonal communication.
2.
The anxiety caused by the educational context
is lessened by means of the supportive community.
3.
The teacher’s presence is not perceived as a
threat, but as a counselor.
|
Limits
|
1.
It’s difficult to teach the abstract content with TPR
2.
Students’ pronunciation is poor.
3.
Teachers have to do obvious actions
carefully or students would be confused and be misled by the unnecessary
hints.
4.
TPR has been an experimental model with
volunteer students; its, not useful for the inactive students.
5.
TPR is especially effective in the beginning
levels of language proficiency, but then loses its distinctiveness as
learners advance in their competence.
|
1.
The counselor-teacher can be too nondirective.
Some intensive inductive struggle is a necessary component of second language
learning. Learning “ by being told” is much better.
2.
Translation is an intricate and complex
process that is often “easier said then done.” If subtle aspects of language are
mistranslated, there could be a less than effective understanding.
3.
The training is required for an ideal knower.
(s)he would have a perfect command of the foreign language and would have to
be professionally competent in both psychology and linguistics.
4.
It has limitations in a large-group situation
with one teacher.
5.
There’s a need for clients who speak a common
language.
|
Teaching Aids
|
No text. Body
language and practical materials.
|
Various materials
for different purposes; colored coded signals; tapes; recorders
|
Features
|
1.
Based on 3 important hypothesis:
(A) the
Bio-program H
Children, in learning their
first language, appear to do a lot of listening before they speak, and their
listening is accomplished by physical responses.
(B) the
Brain Lateralization H
Motor activity is a right-brain
function that should precede left-brain language processing—speaking.
(C) Reduction of Stress H
An important condition for
successful language learning is the absence of stress.
2.
Imperativedrills are the major classroom activity
in TPR.
3.
Commands are easy first, and then become more
and more complex.
4.
Students are listeners and performers. They do a lot of listening and acting until
they master the commands. They are required to respond both individually and
collectively.
5.
Students respond to the commands physically. No verbal response is necessary.
|
1.
The sense of belonging needed by both students
and teachers.
2.
Both teachers and students have the
responsibility for the learning activity.
3.
In a good knower-client relationship, there
quickly develops a warm, sympathetic attitude of mutual trust and respect.
The client emulates the language and person of the knower; the knower is
fulfilled and enriched through the counseling-teaching experience.
4.
More important to learners is the freedom and
initiative they are permitted.
5.
The most basic ingredient in CLL is a mutual interest, respect and
concern of teachers for students and students for students.
6.
A group of ideas concerning the psychological
requirements for successful learning are collected under the acronym—SARD. (S-security, A-attention
and aggression, R-retention and
reflection, D-discrimination)
7.
The teaching procedure:
(a) The
students sit in a circle, and the teacher(s) is(are) outside the circle.
(b) During
the first stage, a tape recorder is normally used. The only voices taped are
those of the student-clients when they are speaking in the target language.
(c) The
students initiate the conversation in their native language and the knower
Translates it into the target language. They then repeat in the target
language what they have heard the knower said.
(d) Students
assist each other and they use the teacher when there is a need. The knower
provides translation only when someone signals by raising his/her hand.
(e) Color coded signals are used. If red is flashed, an error has been
made. If amber, there is a more
suitable idiom and a better way. If green,
the utterance is acceptable. Blue
indicates native expertise.
8.
Students’ developmental stages:
(a)The “Embryonic Stage”
Students are totally dependent on the
teacher.
(b)
The
“Self-assertion Stage”
The
student-clients begin to show some independence and tries out the language.
(c)
IThe
“birth Stage”
The students
speak independently. They are most likely to resent what they feel
unnecessary assistance from the knower.
(d)
The “Reversal Stage”
They are secure to take
correction.
(e)
The “Independent Stage”
Interruptions are infrequent.
They occur for enrichment and improvement of style.
|
The Silent Way
|
Suggestopedia / Suggestology
|
|
Proposer/ advocator
|
Gattegno/ 1972
|
Lozanov/ 1978
|
Goals
|
Let students use
the target language to express their own thoughts and feeling independently
and develop the ability to correct their errors by themselves
|
Conduct the many
negative “suggestions” or fears which inhibit learning feelings of
incompetence and fear of making mistakes, and make students learn the target
language in a relaxing atmosphere.
|
Mother Tongue
|
Both mother tongue
and the target language
|
Both mother tongue and the target language
|
Features
|
1.
Learning is facilitated if the learner
discovers or creates rather than remembers and repeats what is to be
learned. The learners should develop
independence, autonomy and responsibility.
2.
Learners in a classroom must cooperate with
each other in the process of solving language problems.
3.
Teachers provide single-word stimuli, or short
phrases and sentences once or twice, and then students must refine their
understanding and pronunciation themselves.
4.
Teachers utilize a set of Cuisinere rods—small colored wooden rods of varying lengths to
introduce vocabulary, verbs and syntax, especially about the spatial
relationships and related prepositions as well as every aspect of language
ranging from comparisons to tense, the conditional and the subjunctive.
5.
Teachers use a series of colorful wall charts
to introduce pronunciation models, grammatical paradigms.
6.
The teacher is silent as much as possible, and
make students work out solutions themselves.
7.
Four language skills are emphasized and
students are encouraged to read and write the sentences they have heard and
spoken.
8.
Students correct the errors themselves and
teachers view these errors as the responses to the teaching and give students
some hints and help.
|
1.
In a relaxing atmosphere with carpeted floor,
easy chairs and classic music –Baroque,
integrated the use of music, the element of lecture and theater, through the
reputation of the method and the instructor, students’ language competence,
confidence and wills to communicate are reinforced.
2.
Students are encouraged to be as “childlike”
as possible, yielding all authority to the teacher.
3.
Every student is provided a new name and a new
role within the target language on the first day of class. They live with a
new identity rather than struggle with a foreign language. The new names also
contain phonemes from the target language culture that learners find
difficult to pronounce.
4.
The dialogues are presented to the students in
three phases:
(a) explicative
reading
(b) intonational
reading
(c) concert
5.
Students engage in interaction activities to
review the material and involve new utterances as much as possible.
6.
The teacher maintains a solemn attitude
towards the session and shows absolute confidence in the method.
|
Merits
|
1.
Students interact not only with teachers but
also with each other.
|
1. Students
are willing and able to communicate in the target language and students learn
the target language in a relaxing atmosphere.
2. Easy grammatical explanation helps students
learn the target language more easily.
|
Limits
|
1.
Teachers must know their teaching objectives
clearly and make use of the teaching aids effectively.
2.
Students may be confused with the symbols of
the colored wooden rods.
3.
Students waste too much time struggling with a
concept that would be easily clarified by the teachers’ direct guide.
4.
It is difficult for teachers to evaluate
students’ progress in their learning process.
|
1.
Students don’t concentrate on the language
learning because eof the music.
2.
Students’ speech is somewhat inaccurate grammatically
and phonologically.
3.
All students need to share a common native
language.
4.
Teachers must be proficient not only in the
target language but also I students’ native language.
5.
Not all teachers are skilled in acting,
singing and choosing the appropriate music and not all students can
appreciate the music.
|
Teaching Aids
|
Cuisinere rods, phonic
charts, transparencies
|
A carpet, sofas, classic music tapes, flowers and pictures
|
Grammar-Translation Method (G-T)
|
Direct Method
(Natural Method) |
|
Proposer/ advocator
|
1840~1940
|
?
|
Goals
|
To learn a
language in order to read its literature or in order to benefit from the
mental discipline and intellectual development that result from foreign
language study.
|
Students can
understand the target language without translation
|
Mother Tongue
|
Both mother tongue
and the target language
|
No mother tongue
|
Limits
|
1
Students learn the target language indirectly.
2
Students just learn the knowledge of books not
the common language, so they may have trouble applying their knowledge to the
real social situations.
3
Students have poor listening and speaking
ability because they seldom practice listening and speaking.
|
1.
It overemphasizes and distorts the
similarities between naturalistic first language learning and classroom
foreign language learning and it fails to consider the practical realities of
the classroom.
2.
It lacks a rigorous basis in applied
linguistic theory.
3.
It requires teachers who are native speakers
or who have native like fluency in the foreign language. It is largely
dependent on the teachers’ skill, rather than on a textbook, and not all
teachers are proficient enough in the foreign language to adhere to the
principles of the method.
4.
Sometimes a simple brief explanation in the
students’ native tongue would have been a more efficient route to
comprehension.
|
Merits
|
1
With translation of the native language,
students can read and write the target language I an easy and meaningful way.
2
Students can learn the grammars of the target
language with a systematic and correct way.
|
1
Students can learn the target language
directly and systematically.
2
Students can pronounce correctly.
3
Students can learn to use both the written
form and oral form of the target language.
4
Students can have interest in learning.
|
Teaching Aids
|
Textbooks and grammar books
|
Pictures and articles related to the textbooks
|
Features
|
1.
Reading and writing are the major focus;
little or no systematic attention is paid to speaking or listening.
2.
Vocabulary is based on the reading text used,
and words are taught through bilingual word lists, dictionary study and
memorization.
3.
The sentence is the basic unit of teaching and
language practice.
4.
Accuracy is emphasized.
5.
Grammar is taught deductively.
6.
The student’s native language is the medium of
instruction.
|
1.
Classroom instruction is conducted exclusively
in the target language.
2.
Only everyday vocabulary and sentences are
taught.
3.
Oral communication skills are built up in a
carefully graded progression organized around question and answer
exchanges between teachers and students in small-intense classes.
4.
New teaching points are introduced orally
before students see the written form.
5.
Concrete vocabulary is taught through
demonstration objects and pictures; abstract vocabulary is taught by
association of ideas.
6.
Both speech and listening comprehension are
taught.
7.
Correct pronunciation and grammar are
emphasized; grammar is taught inductively.
8.
Students have to offer the interesting
materials to draw students’ curiosity to learn the target language.
|
source: scribd
MD: will update soon...
terbaikkk aok..
ReplyDeletehehehe..tq
DeleteSuch a good information there. Thank you for sharing :)
ReplyDeletewelcome ^__^
Deletethanks... you save my day
ReplyDelete