Language teaching approaches , Language teaching approaches .

2. Introduction

3. To be able to communicate in the
target language
 To be able to use the language
spontaneously and orally
 Develop the ability to think in the
target language


4. 



Use the target language only
Rules of grammar are taught inductively
Speaking begin with systematic
attention to pronunciation
Only everyday vocabulary and
sentences are taught

5. 


New teaching points are
taught through modeling and
practice
Both speech and listening
comprehension are taught
Correct pronunciation and
grammar are emphasized

6. 

Use the target language
communicatively
Use the realia to enhance
students’ leaning motivation

7. 



Less attention on the grammatical
accuracy and reading skill
Students can’t apply the language
communicatively in real-life situations
Teacher may not be proficient in native
language
Teacher need to spend much time to
prepare teaching materials

8. 
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Reading Aloud
Question and Answer Exercise
Student Self-Correction
Conversation Practice
Fill-in-the-blank Exercise
Dictation

9. 
This approach is selected for practical and
academic reasons.

For specific uses of the language in graduate
or scientific studies.

The approach is for people who do not travel
abroad for whom reading is the one usable
skill in a foreign language.

10. 
One of the most influential models of reading
in recent years has been the Psycholinguistic
Model described by Goodman and drawing
heavily on top-down processing.

It is based on a consideration of schema
theory which says that comprehension
depends on the activation of schemata.

These are pictures or frameworks of a
situation which help us to understand the
situation.

11. 
Advantage
Study target language
Disadvantages




Minimal attention is paid
to pronunciation and
conversational skills.
Inaccurate linguistic
Enhance reading and
writing ability
analysis
Improve comprehension
ability


Build up vocabulary

Learn some grammatical
pattern
Paying attention to
unfamiliar words which
are not relevant to the
purpose of reading
.

12. 
It is based on behaviorist theory -- From early
psychology in the 19th century , proposed by
John B Watson.
---Based on the proposition that all things which
organisms do -- including acting, thinking and
feeling—can and should be regarded as
behaviors.

13. 
Language learning is a habit-formation.

This method aims at using the target
language communicatively by intensive oral
drilling of basic sentence.

Spoken language comes before written
language.

Mistakes should be avoided.

14. 
Structures are sequenced and taught one at a
time.

Structural patterns are taught using
repetitive drills.

Little or no grammatical explanations are
provide.

Vocabulary is strictly limited and learned in
context.

Everything is simply memorized and recite in
form.

15. Advantage



Disadvantages
Target language is the  Teacher cantered
only language to be used  Short of learning
in the classroom.
motivation
 Limitations of
structural linguistics
Enhance speaking and
and vocabulary
listening ability.
 It didn’t teach
explicit grammar
Suitable for beginning
pattern.
learners.
 Students may feel
bored.(mechanical
drill)

16. Introduction

17. a
practical command of the four
basic skills of a language
accuracy in both pronunciation
and grammar
ability to respond quickly and
accurately in speech situations

18. Language teaching begins with the
spoken language. Material is taught
orally before it is presented in
written form
 The target language is the language
of the classroom
 New language points are introduced
and practiced situationally


19. Choose
the vocabulary
Grammar are taught from
simple to complex
Reading and writing are
introduced once a sufficient
lexical and grammatical basis
is established

20. 
Bring the reality situation in
the classroom

21. 
Hard to teach the grammar rules
from simple to complex

Turn students into parrots

Boring and reduce motivation

22. 
Teacher-centered
Demonstrate with teaching
aids


Key word changed

23. 
Instruction is often individualized

Vocabulary

Grammar-taught in either deductively or
inductively way.

Language skills

Demands on teachers

24. 
Grammar teaching should be planned and
systematic

Necessary grammar instruction

Extensive exposure to instructed grammar
points

Production activities

Group work and task performance

25. Advantages

Independent
thinking.

Teacher provide
teaching
materials.

Teacher center.


Learning step by
step.
Disadvantages
Neglect students
interest and need.

26. Developed by Charles Curran and his
associates in 1970s

27. 
The teacher can successfully
transfer his or her knowledge
and proficiency in the L2 to the
students; Specific purposes are
not mentioned.

28. 


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S stands for security
A stands for attention and
aggression
R stands for retention and
reflection
D represents discrimination

29. 
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Whole person learning
Learning is dynamic and
creative
Client-counselor and learnerknower relationships

30. 
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Translation
Group work
Recording
Transcription
Analysis
Reflection and observation
Listening
Free conversation

31. 
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Help students overcome their negative
feeling
Build good relationship with students
Wants students to be responsible for their
learning
Provide free-pressure
Emphasis of classroom interaction in
cooperation, not competition

32. 

Hard to control the learning
process if students are too
passive in learning
Hard to run the class for the
relaxing environment

33. 



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Small group and make sentences with the new
forms
Students take turns reading the transcript
Teacher puts a picture of a person on the
blackboard and students ask questions of
that person as if they have just met him
Students reconstruct the conversation they
have created
Students create a new dialog using words they
have learned to say during their conversation

34. 
It was developed by James Asher, a
professor of psychology at San Jose State
University, California.

Based on the coordination of speech and
action.

It is linked to the trace theory of memory,
which holds that the more often or
intensively a memory connection is traced,
the stronger the memory will be.

35. 
Second language learning is parallel to first
language learning and should reflect the same
naturalistic processes.

Listening should develop before speaking.

Children respond physically to spoken
language, and adult learners learn better if they
do that too.

36. 
Once listening comprehension has been
developed, speech develops naturally and
effortlessly out of it.

Adults should use right-brain motor activities,
while the left hemisphere watches and learns .

Delaying speech reduces stress.

37. Pros


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Suitable for
beginner
Pressure free
Develop listening
ability first
Comprehension
Action feedback
Interest
Cons



Time consuming
Energy costly
Lack of reading and
writing

38. 
The Natural Approach was developed by Tracy
Terrell and Stephen Krashen, starting in 1977.

Natural Approach there is an emphasis on
exposure, or input, rather than practice .

Natural approach as an example of
communicative approach.

39. 
Optimizing emotional preparedness for learning
.

A prolonged period of attention to what the
language learners hear before they try to
produce language .

Willingness to use written and other materials as
a source of comprehensible input.

40. Advantages





Minimize stress
Useful for beginning
learners.
Enhance listening
ability.
Use visual aids and
realia.
Depend on learner
needs.
Disadvantages


Hard to learn
correct forms.
Feedback of errors.

41. Introduction

42. 
The goal of language teaching
is learner ability to
communicate in the target
language

43. 




Students regular work in groups or pairs to
transfer meaning in situations
Students often engage in role play or
dramatization
Classroom materials and activities are often
authentic
Teacher’s role is primarily to facilitate
communication and secondarily to correct errors
Teacher should be able to use the target language
fluently and appropriately

44. 

For real communication,
students should know knowledge
of linguistic forms, background
information
Produce real language in daily
life

45. 
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No environment of ESL
Ignore the training of reading and
writing
Difficulty in evaluating students’
performance
Hard for beginning level students to
express target language with foreigner

46. 
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Authentic materials
scrambled sentences
Language games
Picture strip story
Role play

47. 
TBLL was popularized by N.Prabhu while
working in Bangalore,India.

Prabhu figured out that his students could
learn language just as easily with a nonlinguistic problem as when they are
concentrating on linguistic questions.

48. 
The main focus of this approach is the task
while language is the means with which they
complete it.

It focuses on the use of authentic language,
and to students doing meaningful tasks using
the target language .

The main idea of the task should be
completing a problem-solving aspect.

Assessment is primarily based on task
outcome .

49. Disadvantages
Advantages

Student-centered

Hard for beginning learners.

Meaning
communication

Focus on meaning instead
of form.

More interaction

Students may feel stress.

More interesting

Occupy too much time in
the class.

Learn how to cooperate
with others.

Hard to manage the class.

Independent thinking

Difficult to prepare the
materials.