20th CENTURY APPROACHES TO LANGUAGE LEARNING

محافظة القاهرة

إدارة شرق مدينة نصر التعليمة

مدرسة طابا الإعدادية بنات

20th CENTURY APPROACHES TO LANGUAGE LEARNING

Prepared by
Mrs. Dalia Mohammed

Introduction

English is the principal international language of diplomacy, trade , and tourism. Thus ,it has a dominant position in international media , in science , and in modern technology .A high percentage of world publication in science ,technology and commerce are published in English. That is why learning English as a foreign language is assuming an increasing importance in Egypt Both within and outside the school system.

20th CENTURY APPROACHES TO LANGUAGE LEARNING

Approach to language teaching is something that reflects a certain model ,research paradigm or theory. The broadest term of the three.

Method is a set of procedures, i.e. a system that spells out rather precisely how to teach a language. Methods are more specific than approaches.

Technique is a classroom device or activity and thus represents the narrowest term of the three concepts.

A) Grammar Translation Approach :

1. Instruction is given in native language

2. Little use of target language

3. Focus on grammar (the form and inflection of words)

4. Early reading of difficult texts

5. Translation from target language into mother tongue

6. There may be inability to use language for communication

7. Teacher doesn’t have to be able to speak the target language

B) Direct Approach :

1. No use of mother tongue

2. Lesson begins with dialogs and anecdotes in modern conversational style

3. Literary works are read for pleasure and there is no grammatical analyze

4. The target culture is also read inductively

5. Actions and pictures are used for meaning

6. Grammar is learned inductively

7. Teacher must be native speaker or have native like proficiency

C) Reading Approach approach)

1. Grammar useful for reading comprehension is taught

2. Vocabulary is controlled first, then expanded

3. Translation is intensive

4. Reading is the only language skill emphasized

5. Teacher doesn’t need to have oral proficiency

D) Audiolingualism approach

1. Lessons begin with dialogs

2. Mimicry and memorization for habit formation

3. Grammatical structures are sequenced and rule are taught inductively

4. Skills are sequenced (listen, speak, read, writing postponed)

5. Pronunciation at the beginning

6. Vocabulary is limited at the beginning

7. Preventing from learner errors

8. Language use without regard to context meaning

9. Teacher must be proficient in the structures, vocabulary

E) Situational Approach :

1. Spoken language is primary

2. Language is practiced orally. After an oral base in lexical and grammatical forms reading and writing comes.

3. Target language should be used

4. Most general and useful lexical items are to be ensured.

5. Grammatical structures are graded from simple to difficult

6. Lexical and grammatical items should be given in situations (i.e. at the bank, etc.)

F) Cognitive Approach :

1. Rule acquisition not habit formation

2. Individualized instruction

3. Grammar must be taught but it can be both deductively (rules first practice later) and inductively (rules after practice)

4. Pronunciation is emphasized a little

5. Read and write as well as listen and speak

6. Vocabulary instruction is important especially in intermediate and advanced levels

7. Errors are inevitable and useful for learning

8. Teacher must have general proficiency and analyzing ability of target language

G) Affective Humanistic Approach :

1. Individual feelings of each student and teacher

2. Meaningful communication

3. Instruction in pairs and small groups

4. Class atmosphere is more important than materials or methods

5. Peer support and interaction

6. Learning a foreign language is a self realization

7. Teacher is counselor or facilitator

8. Teacher must be proficient both in target and student’s native language since translation may be used for student’s good feeling

H) Comprehension Based Approach :

1. Listening comprehension is very important. It develops speaking, reading and writing.

2. Listening meaningful speech and respond nonverbally

3. Not speaking until being ready

4. Meaningful input

5. Error correction is unnecessary, understanding is most important

6. Teacher must be native (or near native) speaker. If not audiotapes or videotapes.

I) Communicative Approach :

1. The goal is learner ability to communicate

2. Content of language not just linguistic structures but semantic nations and social functions

3. To transfer meaning work in pairs and groups

4. Adjusting the use of target language in different social contexts by role plays and dramatizations

5. Authentic materials

6. All skills from the beginning for learners are dedicated and literate

7. Teacher primarily facilitate the communication secondarily correct errors

8. Teacher uses the target language fluently and appropriately

Resources

http://www.clubaspirin.net/box/syll2.doc

http://www.educationalquestions.com/qa24.htm)

http://edweb.sdsu.edu/people/jmora