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Need to talk and understand
Plato - Aristotle -
_The medium of instruction was the mother tongue
_vocabulary was learnt via translated lists, often related to the comprehension of written texts; written text was seen as the ‘real’
language, superior to the spoken version; written texts were translated and composition in L2. -
Students learn:
_ Sequences of strictly-chosen.
_Grammatical phrases by listening and repetition
_Grammar ‘rules’ were avoided, and replaced by phrases.
_Vocabulary was learnt either incidentally, as part of the
phrases being taught, or via lists grouped under types of situation. -
_Speech was primary.
_Writing 2nd
_Stimulusc- Response - Reinforcement
_ Behaviour + Repetition = Habit -
_ Noam Chosky "Grammar allows creativity"
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A ‘scientificised’ version of the direct method; the new science of linguistics suggested that language was a set of ‘structures’. Grammar rules were an illusion, so it was more important to focus on these ‘structures’; vocabulary was seen as an adjunct to the structures; speaking and listening were the most important skills.
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This was a pragmatic version of audio-lingualism; the key difference from the audiolingual approach was that the language presentation and practice was situationalised and so was
always given social meaning; speaking and listening were the most important skills; this approach gave rise to the idea of PPP (presentation, practice, production) -
No prepared material.
A ‘knower’ stands outside a circle of students and helps students say what they want by translating, suggesting or amending the students’ utterances. - Charles Curran -
This movement was based on the assumption that language classes were places of fear for language learners; specifically associated with: the Silent Way, Community Language Learning, Suggestopaedia, and Total Physical Response.
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The first tranche of the communicative 'revolution' was based on the idea of grouping bits of language according to communicative functions (in the USA called ‘speech acts’) like apologising, requesting, and advising.
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Learnes sholud develop independence, autonomy and responsability. The teacher is silent most of the time coloured rods and charts - Caleb Gattegno
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Communicative Language Teaching – CLT
The goal of language teaching is to develop “communicative competence”.
A person who develops communicative competence develops both knowledge and ability for language use -
It capitalizes on relaxed states of mind for maximum retention of material. Music is central to this method. _Georgi Lozanov
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The key principle was the separation of classroom work into ‘accuracy’ work and ‘fluency’ work; accuracy work was for concentrating on learning new bits of language
(grammar patterns, functional exponents, vocabulary, etc); fluency work was for getting the students to speak freely (say in discussions); -
It is a language teaching method built around the
coordination of speech and action through
commands .
No verbal response is necessary at the beginning. - James Asher -
It sees communication as the primary function of language.
Importance of input Two ways of developing competence: _Acquisition: unconscious process of understanding and using language for meaningful purposes.
_Learning: process in which conscious rules about the language are developed. Stephen Krashen – Tracy Terrell -
This Was an inventive variation of traditional PPP, but also adaptable to grammar points and lexis; the students are given a task, such as a roleplay, without any prior teaching of the relevant language points, and this is the first TEST phase; if the students have problems and make mistakes, the teacher knows that they have to TEACH the biggest errors, and this teaching is followed by the students doing practice exercises of these items, which is the 2nd TEST phase.
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Task-Based Approach
These tasks require them to ask the teacher to ‘give’
them whatever language bits they might need in
order to fulfill the task. -
Based on the principle that we first find out what students want and test them to find out what they need, and then negotiate the syllabus with them; it is especially good when the syllabus is emerging and flexible and is being negotiated on a regular basis during the whole course.
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It is a methodological idea which attempts to get away from PPP altogether; students are not taught language points in advance, but rather are given communicative ‘tasks’ to prepare for; these tasks require them to ask the teacher to ‘give’ them whatever language bits they might need in order to fulfil the task.
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The Lexical View of Language has become a central plank of
both Business and General English teaching; it particularly affects what we teach lexical chunks rather than single items of vocabulary, (e.g. to make an appointment, to do business with, to penetrate the market, healthy competition, an absolute disaster, etc) and, some
have argued, lexical chunks in place of grammar (e.g. should infinitive is seen by some as a lexical chunk not as a piece of grammar). -
Based on the idea of an immersive bath of communication from which useful language focus then arises. if we simply set our students off in authentic communicative activities in the
classroom, we can use the ensuing language ‘output’ as data for feedback (or ‘reformulation’); this feedback is one form of language focus, and can take many forms such as individualised feedback sheets, overhead slides full of errors for class discussion, full-scale remedial presentations, etc. -
Some studies showed that there is little relationship between what the teacher teaches in one lesson and what students learn in that lesson as conscious learning; William Rutherford put forward the idea of that when we do presentation and practice work with students on any language item, all we are actually doing is raising the noticeability of that language in the minds of the students.
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Very much in the noticing mould, there has been a growth of interest in classroom tasks which help the student to see grammar in its global, and truly communicative context. Using this principle, schools have dispensed with grammar, and give the title ‘lexis’ to many language ‘bits’ which once might have been called grammar; as for language exercises, we can use global text exercises in which the 'grammar' has been taken out and which the students have then to put back,
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We use:
_ translation when it is quick and efficient
_Grammar
-.Drilling (e.g. listen-repeat)
_Practice exercises (e.g. gap-fills)
_Focus on functional expressions
_Information gaps
_Personalisaton (students are practising language, preparing for a role-play, or reading the newspaper)
_Task-based approach
_Output-feedback
_Test-teach-test
_Noticing activities
_Grammaticisation activities
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