• Author / Uploaded
• Hernán Ariza

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Page 1

FEM

19/09/2018

SECOND LANGUAGE TEACHING METHODS & APPROACHES COMPARATIVE CHART Main features Methods or approaches

GRAMMARTRANSLATION METHOD

INNOVATIONS (This is part of some individual efforts, not properly called methods or approaches)

THE REFORM MOVEMENT (as a consequence of some changes. It’s neither a method nor an approach. This provided the theoretical foundations for an approach)

THE DIRECT METHOD

Aim Learn a language to read its literature or in order to benefit from the mental discipline and intellectual development resulting from L2 study

Theories of language & language learning

Structural

Syllabus model

Role of teachers

It sequenced grammar points throughout a text. It attempted to present grammar in an organized and systematic way

Corrects mistakes. Demands accuracy. Covers all lessons comprised in a book.

Classroom procedures & techniques

Role of learners

Materials

No student centred. Absorbs info and reproduces it to satisfy the teacher.

Books with academic and unreal language. The sentence is the basic unit of teaching and language practice. L1/L2 vocab. lists

Learning vocab lists by heart. Direct and inverse accurate translations performance. Lots of testing. Reading & writing are the focus.

Role of L1 & attitude to errors Serves as reference to contrast L2. Medium of instruction. Errors are not accepted and corrected with punishment.

Child language learning Learn a language as a model. for communication Meaning is important in learning

The most basic structural patterns occurring in the language are to be taught

Sequences of sentences related to activities.

New teaching items are presented in contexts. Speaking proficiency over reading

Change views on language teaching. Improve the teaching of modern languages.

Speech, rather than the written word is the primary form of language.

There must be careful selection, grading and limit on what is to be taught.

They are graded from simple to complex. Words should be presented in sentences in context.

Phonetics must be used. Grammar must be taught inductively. More emphasis on speaking than on reading.

Translation should be avoided. Although L1 could be used to explain new words or check comprehension.

Learn the language of everyday life to speak.

Functional (Innatist theory of learning) L2 can be learnt without translation or the use of L1 if meaning is conveyed directly through demonstration and action. A language could be best taught by using it actively in the classroom.

The teacher replaced the textbook in the early stages of learning. Objects, pictures, sketches, etc. to relate meaning to word in L2.

Exercises to correct pronunciation (using IPA) and grammar inductively.

L1 is not used at all. Accurate pronunciation and grammar emphasized.

Speaking is presented first. Everyday vocab and sentences are presented.

Build up communication skills by asking. Use resources to make meaning clear without L1. Introduce new teaching points orally

Infer meaning. Imitate patterns. Learn words and phrases for objects and actions. Get used to sounds and intonation

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THE READING METHOD

FEM Product-oriented. Read L2 with direct apprehension of meaning but without a conscious effort to translate

ORAL APPROACH OR SITUATIONAL APPROACH

THE AUDIOLINGUAL METHOD

COGNITIVE CODE LEARNING OR COGNITIVE APPROACH TOTAL PHYSICAL RESPONSE SILENT WAY LEARNING

COMMUNITY LANGUAGE LEARNING SUGGESTOPEDIA THE NATURAL APPROACH LEXICAL APPROACH

Product-oriented

Structural. Study of grammar is directed to the needs of the reader. Learner’s will use the same techniques they used when learning to read in L1.

Reading text. Comprehension questions. Linguistically focused. Pronunciation.

Structural

Linguistically focused. List of grammatical items and constructions. List of vocabulary items Situations Linguistically focused List of grammatical items and constructions. List of vocabulary items. Structures

Structural Behaviourism

Structural

Lexico-grammatical

Structural Learners need to feel secure about learning and to assume conscious control of learning

Lexico-grammatical

19/09/2018

Supervisors as sts read. Evaluators of comprehension. Identify the learner’s needs to have him exercise and excel there.

Imitators Understand texts and the vocabulary in it

Intensive and extensive readings with questions.

Question-answer based on texts. Sts read texts Writing was limited to structures and vocabulary already seen in texts.

Seen as source of L2 and its learning

Stimulusresponse mechanisms

Coloured rods and special charts

Dialogue and pattern practice. Interactive games for motivation and to provide a change of pace from patternpractice drills.

Depends on training and methodological initiation

Problem-solving activities

No use of L1. Flaws corrected by the t in a correctway repetition

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TASK-BASED LEARNING COMMUNICATIVE LANGUAGE TEACHING

FEM

Process oriented

Interactional

Task-based

Functional

Notional/Functional

19/09/2018

Information gap and information transfer