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Proposer/
Crashen & Terrell/ 1977
advocato
r
Goals
Students can acquire the
target languages in a natural
and communicative situation.
Mother Tongue
No mother tongue
Merits
Limits
Communicative Language
Teaching (CLT)
?/1972
Audio-lingual Method
(ALM)
Charles Fries /1939
Be able to communicate
with others in the target
language in different
situations
Both mother tongue and
target language
1. Students have the
opportunities to express
their own thoughts and
opinions.
2. Students have the
opportunities to
communicate with each
other in the classroom.
3. Students can learn the
culture of the target
language because the
teaching materials are
related to the social
environments.
4. The communicative
situation makes students
reconstruct their
knowledge and thoughts,
so students can learn to
fluently speak the target
language more easily.
1. Its difficult for a
nonnative speaking
teacher who is not very
proficient in the target
language to teach
effectively. Teacher
training and certification
are needed.
2. Students pronunciation
and grammatical
knowledge is poor.
3. It is difficult for teachers
to evaluate students
expression in the learning
process.
Features
1. 5 important hypothesis 1.
A. the Acquisition-Learning H
Students acquire language
subconsciously in the
natural and communicative
2.
situations.
B. the Monitor H
Students may call upon
learned knowledge to
correct themselves when
they communicate, but that
conscious learning has only
3.
this function.
C. the Natural Order H
The acquisition of
grammatical structures
4.
proceeds in a predictable
order.
D. the Input (i+1) H
Students acquire language
best by understanding input
5.
that is slightly beyond their
current level of competence.
E. the Affective Filter H
6.
Student work should center
on meaningful
communication rather than
on form; input should be
7.
interesting and so contribute
to a relaxed classroom
atmosphere.
8.
------------------------------------2. The teacher was the
Language learning is
1.
learning to communicate.
The primary function of 2.
language is for
interaction and
communication.
Classroom goals are
focused on all of the
3.
components of
communicative
competence and not
4.
restricted to grammatical
or linguistic competence
Students learn to use the
appropriate language
forms in the different
5.
places.
Communicative activities
include functional
6.
communicative activities
and social interaction
activities.
Teachers are assistants,
guides, counselors and
group process managers. 7.
Students are expected to
interact with each other
rather than with the
teacher.
Learners should take the 8.
responsibility of the failed
communication.
Language is created by
the individual through
3.
4.
5.
6.
7.
Hypothesis
the Acquisition-Learning H
the Monitor H
the Natural Order H
Definition
Acquisition is a unconscious and intuitive process of constructing the
system of a language. Learning refers to a process in which conscious rules
about a language are developed. Learning cannot lead to acquisition.
Conscious learning can function only as a monitor or editor that checks and
repairs the output of the acquired system.
The acquisition of grammatical structures proceeds in a predictable order.
Errors are signs of naturalistic developmental processes and during
acquisition, similar developmental errors occur in learners, no matter what
their mother tongue is.
People acquire language best by understanding input that is slightly beyond
their current level of competence. If an acquirer is at stage or level i, the
input (s)he understands should contain i+1. Input should neither be so far
beyond their reach nor so close to their current stage.
The ability to speak fluently cannot be taught directly; it emerges
independently in time.
The learners emotional state or attitudes as an adjustable filter that freely
passes, impedes, or blocks input necessary to acquisition. Three kinds of
affective or attitudinal variables are: (1) motivation, (2) self-confidence (3)
anxiety. The best acquisition will occur in environments where anxiety is low
and defensiveness absent.
Direct Method
Natural Approach
Similarity
Difference
DM focuses on:
1. Teacher monologues
2. Direct repetition
3. Formal questions and answers
4. Accurate production of target language sentences
NA focuses on:
1. Exposure input
2. Optimizing emotional preparedness for learning
3. Listening & Reading
1.
2.
3.
4.
5.
Teaching Aids
Features
No verbal response is
necessary.
Suggestopedia / Suggestology
Lozanov/ 1978
Merits
1.
Students interact not only with teachers but 1. Students are willing and able to
also with each other.
communicate in the target language and
students learn the target language in a
relaxing atmosphere.
2. Easy grammatical explanation helps
students learn the target language more
easily.
Limits
1. Teachers must know their teaching
1. Students dont concentrate on the
objectives clearly and make use of the
language learning because eof the
teaching aids effectively.
music.
2. Students may be confused with the
2. Students speech is somewhat
symbols of the colored wooden rods.
inaccurate grammatically and
3. Students waste too much time struggling
phonologically.
with a concept that would be easily
3. All students need to share a common
clarified by the teachers direct guide.
native language.
4. It is difficult for teachers to evaluate
4. Teachers must be proficient not only in
students progress in their learning process.
the target language but also I students
native language.
5. Not all teachers are skilled in acting,
singing and choosing the appropriate
music and not all students can
appreciate the music.
Teaching Aids Cuisinere rods, phonic charts, transparencies A carpet, sofas, classic music tapes, flowers
and pictures
No mother tongue
1.
6.
Microwave Device
Stevick/1964
1.
2.
1.
2.
purposes
4.
Merits
1.
2.
3.
Limits
1.
2.
3.
1.
2.
1.
Stylized Mnemonics
Structured Tutoring
Proposer/
Lipson/1971
Harrison/1976
advocator
Goals
In order to learn the target language by
Make students learn the target language in
recalling the memory of the drawings
an individually structured course.
Mother Tongue Both mother tongue and the target language Both mother tongue and the target language
Features
1. Use translation at the outset of instruction. 1. Initially, this approach is used to teach
disadvantaged children how to read. It
2. A corpus of sentences is learned through
involved volunteer tutorsadults or
choral repetition and translation, but
peers.
drawings replace translation almost
2. It focuses on reading and writing, even
immediately.
introduces to beginners during the
3. Interesting and culturally relevant
second week of instruction.
vocabulary is combined in exotic
3. It is an informal remediable course
situations to teach the target language.
designed for the low-achievement
4. Some grammatical explanation are
students.
presented but the emphasis is on
4. The courses are well structured.
communication
Students cannot learn the next unit until
5. The situations become more and more
they reach the goals of the last unit.
involved, new combinations of language 5. Tutors spend 80 percents of their time
are constantly generated.
on grammar during seven out of the
6.
7.
Merits
1.
2.
Limits
1.
2.
3.
4.
eight units.
The tutors should be volunteers, and
their mother tongue is the target
language. Before they start to help the
students, they have to be trained.
The students who must be literate
native tongue, receive one-hour tutorial
visits a week and work four to six hours
on their own.
Students can reach the learning objects
in a short period of time.
It includes the negligible cost involved
simply administrative and material
charges.
Students get the needed help, so the
good will is generated in their hearts.
Its difficult to find volunteer nativespeaking tutors overseas.
Some experienced teachers think their
teaching skills are bound under the
tightly controlled tutorial materials.
It overemphasizes reading and writing,
students speaking competence is
part of learners.
ignored.
4. Its boring with the one-by-one
teaching.
5. Students may feel bored with the
overemphasis on the grammar teaching.
Well structured teaching materials