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Grammar Translation Method (Classical Method)
- focus on: translation of written literary texts, grammar and learning of vocabulary
- characteristics: Translate from English into your native language
- traditional teaching technique
- was used to teach Latin and Greek during the 16th Century
- no emphasis on speaking and listening comprehension
- linguistic perspective on language
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Direct Method (Oral Method)
- discovering the importance of speaking
- based on direct involvement of S when speaking and listening to the foreign language in common everyday situations
- lots of oral interaction
- direct connection between the language and the meaning
- only target language
- focus on: good pronunciation, with sponataneous use of everyday language, no translation and little grammar analysis
- visual aids used to teach vocab.
- attention to accuracy of pronuntiation and grammar
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Audiolingual Method (The Army Method)
- the first modern methodology
- focus on: sentence and sound patterns
- only target lang. used
- patterns elicited, repeated and tested until Ss respond automatically
- focus on sentence and sound patterns, on pronunciation
- listening and speaking drills (for learning structural patterns) only in English, with focus on intonation + memorization
- minimal grammatical explanations
- vocab. taught in context
- audiovisual aids used
- immediate positive reinforcement of correct responses
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The Silent Way (SW)
- focus on: student interaction rather than teacher
- characteristics: Teacher is silent to allow student awareness of how English works
- # humanism
- the teacher works with the learners and learners work with the language
- aims: - to grasp the spirit of the language - the ability to self-express
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Total Physical Response (TPR)
Developed by James Asher - psychologist (natural approach)- imperative drills that Ss perform
- #natural method → first and second LL - parallel processes Language Learned through physical actions Native language: not forbidden -used only for instructions, the activity itself i foreign language
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Suggestopedia
by Georgi Lozanov- the power of suggestion for acquiring language knowledge
- if students feel relaxed and comfortable, they’ll be more receptive to learning new information
- Ss relax in comfortable armchairs / sit on the floor while the T reads to them in the target language, lights are dimmed and soft music plays in the background (baroque music) to create a peaceful mood of the lesson
- Learning through life-like contexts
- Mental trips - imaginative techniques
- Dramatization
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Communicative Language Teaching (CLT)
- a result of questioning of assumptions and practices associated with SLT = Situational Language Teaching (up until 1960s the major British approach to teaching ESL), in SLT - L. taught by practising structures in meaningful situation-based activities → COMMUNICATIVE MOVEMENT in language teaching
- "strong CLT" - language is acquired through communication
- "weak CLT" - to provide Ls with situations to use their English for communicative purposes Social constructivism
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Community language learning (CLL)
Developed by Charles A. Curran
a part of more general instructional approach = Collaborative/Cooperative Learning Keywords:
- focuses on building an interactive learning environment in the classroom
- In group, but also individually
- Quiet reflection time
- Key principles - six elements = SAAARD
- Whole person learning
- Learning is a collaborative effort, topics chosen by Ss
- Prioritizes L and his specific requirements → more engaging and personalized learning atmosphere -
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The Natural Approach (Communicative Approach)
One of Traditinal approaches
By: Tracy Terell + S. Crashen
aims:
- Teaching commun. abilities by a game
- Communicative ability - to communicate the meaning Theory of:
- Lang.: Second language acquisition
- Acquisition hypothesis (osvojování): implicit, lasts longer
- Learning hypothesis (učení): explicit knowledge
- Stages of acq.:
- Pre-production
- Production stage
- Speech emergency
- Similar to Social interactionalism (Vygotsky) - ZPD
- Vocab. (Lexis) > grammar (implicit) -
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Task-Based Language Teaching (TBL)
- Task - core unit of the lesson, should be functional, two types:
- Real world - based on real needs of students
- Pedagogical - based on planned activities by teacher
- Each task has subtasks:
- Create a shopping list
- Discuss what ingredients I need
- Make a recept
- S centered
- Focus on meaning
- Scaffolding Theory of:
- Learning: Scaffolding (Vygostsky)
- Task - core unit of the lesson, should be functional, two types:
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Content and Language Integrated Learning (CLIL)
- integrates subjects and English - lang. is vehicle and aim as well
- Soft: for YL at primary school, teaching vocab. in a foreign language, but mostly in the mother tongue, dual aims
- Hard: taught only in a foreign language
- important to connect prior knowledge
- uses scaffolding: previously taught knowledge is later applied in real-like situations
- critical thinking: what Ss learnt and how they felt during it
- lang. is a vehicle through which Ss learn the content, focus on comprehension