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Overview of language teaching approaches

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Breda Kenny

on 2 May 2013

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Transcript of Overview of language teaching approaches

Nativist / innatist approach

Chomsky - LAD from a finite number of rules an infinite number of sentences are generated
competence / performance
reacts against structuralism which doesn't explain creativity of language Structuralism Grammar translation classical languages / modern languages C19th
to explore literature
grammar learned deductively
lists of vocabulary
translation Cognitive approach Social interactionist approach Vygotsky - ZPD
Bruner - LASS An overview of language teaching approaches Direct method late 19th century - a reaction to GT model ( Berlitz)
no L1 in the classroom - all input in target language
grammar learned inductively
no translation scientific approach to language - it is broken down to component parts - morphemes, phonemes ... Behaviourism stimulus - response - reinforcement
habit formation Audiolingual method the active learner is at the centre of the learning process
feedback Piaget - stages of development
Lenneberg - CPH Comprenhension approach: Cognitive Approach: Language is rule-governed cognitive behavior (not habit formation). Affective-Humanistic Approach: Learning a foreign language is a process of self-realization
and of relating to other people. Communicative Approach: The purpose of language (and thus the goal of language teaching)
is communication Language acquisition occurs if the learner comprehends meaningful input
Learners should begin by listening to meaningful speech and by responding nonverbally before producing language
meaningful input just one step beyond
current level of competence.
Error correction is seen as unnecessary Krashen community language learning Functional / notional approach http://www.cdpeak.net/pdf/halliday_functions_of_language.pdf Halliday TPR Silent way Asher Communicative approach suggestopedia the content of a language course will include semantic notions and social functions, not just linguistic structures.
work in groups or pairs doing information gap activities
role-play for different social contexts.
authentic materials to reflect real-life situations
.integrated skills
The teacher's role - facilitate communication
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