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*Their contribution consists of the design of a curriculum beginning with the good grammar and the effective discourse (rhetoric).
*They culminated the development of dialectic -
It was the first method used in the teaching of Latin and Greek Characteristics:
* The interaction in the teaching process is based on the student-teacher relation
*Teacher is the authority in the classroom
*This approach was focused on the ability of analyzing language but not the ability to use it
*The language that is used is the student’s native language and the meanings of the new words are made clear by translation -
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This emphasized exposure to oral language with listening and speaking as primary skills Characteristics:
* The meaning was related directly to the target language without TRANSLATION
* Teaching concepts and vocabulary were taught through pantomiming visual materials and real life objects
*It was focused on question answer patterns
*The native language shouldn't be used in the classroom
*The teacher should demonstrate but s/he shoudn't translate
* Grammar should be taught inductively -
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This method was created by Michael West (UK)
* Its main goal is to increase learners' exposure through reading
Characteristics:
* This method attempted to expose students to the language by promoting reading vocabulary managment *This method and the way it focused on vocabulary was part of a greater method called
“THE GENERAL SERVICE LIST OF ENGLISH WORDS”
*The last 3 methods continued to hold until World War II -
This method belongs to the cognitive approach of language teaching.
it was developed in United States during World War II.
Its goal is to enable students the target language communicatively
-Principles:
*The teacher directs and controls the language behavior of her/ his students
*The target language is used in the classroom not the students’ native language
*Oral skills receive most of the attention
*New vocabulary and structures are presented through dialogues as imitation and repetition -
*It´s a theory in linguistics credited to Noam Chomsky
*It proposes that grammar is directly related to the brain
*Language is assumed as governed by cognitive factors (set of rules which were assumed to be innate)
*Development of language must involve three factors
1) Genetic endowment
2) External data
3) Principles not specific to the foreign language -
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Hymes added this concept to emphasize that language competence consists of more than being able to from grammatically correct sentences.
-Characteristics:
*It was a reaction against Noam Chomsky distinction between competence and performance.
*This competence is referred to a language user’s grammatical knowledge of syntax, morphology phonology as well as social knowledge
*Hymes states that grammar isn’t the main point in language but knowing how to use sentences and to whom. -
It’s a form of grammatical description originated by Michael Halliday -Characteristics:
*This approach highlights the communicative and dynamic nature of the language
*it defines language as a network of systems or interrelated sets of options for making communication possible, it is a mean of functioning in society -
This approach is based on semantic categories
-It’s also known as a set of materials to be learned by students of a second language -Characteristics:
*Students practice language structures while learning to perform communicative activities
*It confirms that the language structures are organized to express different interactions or functions that are possible for different effects. They can express sympathy disagreement or c concern
*This involves on inventory of student’s roles as commu -
More than a methodology it was a defined set of classroom practices
It has as a main assumption that learners would acquire a second language using the subject matter content -Characteristics:
*An emphasis on learning to communicate through intonation in the target language
*The introduction of authentic texts into the learning situation
*An enhancement of the learner´s own personal experiences as important contributing elements to classroom learning -
This theory posited that a second language was mainly unconsciously acquired through exposure to comprehensible Input (affective filter) Characteristics or hypotheses:
*The acquisition of the language is a product of a subconscious process and learning is the production of formal instructions
-Monitor hypotheses
-The input hypothesis
- The natural order hypotheses
-Affective filter hypotheses -
At this time language pedagogy and language assessment advanced ,before the tests were evaluated according to three main criteria
* validity
* reality
* practicality
Messick (1989) argued that tests couldn't be considered as valid or invalid based on the following factors :
-What reasonable inferences could be derived from the scores
-For what kind of examinee was the test suitable
- This method changed the way we see tests today now -
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Technology had the greatest impact on applied linguistics
*It facilitated the incorporation of audio and video input into learning programs
*This method was defined as the search for and study of applications of the computer in language teaching and learning *It had three historical phases:
-Behavioristic :1960 s and 1970 s
-Communicative:1970 s and 1980 s
-Integrative: 1990 s -2000 onwards
