Prepared By: Le Quang Dung. MAL

ETH 341
Prepared by Le Quang Dung. MAL.
Technical terms
Approach: a set of correlative assumptions dealing with the nature of language, language teaching and learning Method: an overall plan for the orderly presentation of language material, no part of which contradicts, all of which is based upon the selected approach Techniques: the implementation, what actually takes place in a classroom
Approach
Theory of language & language learning
3 theoretical views of language.

Structural view Functional view Interactional view
Structural view
A system of structurally related elements for the coding of meaning the target of language learning is the mastery of elements of this system
Functional view
Language is a vehicle for expression of functional meaning. Emphasizes the semantic & communicative dimension rather than grammatical characteristic of language
Interactional view
Language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. Language is the tool for the creation and maintenance of social relation
Theories of language learning

Process-oriented theories: build on learning process such as: habit formation, induction, inferencing, hypothesis testing, generalization Condition-oriented theories: emphasize the nature of the human and physical context in which learning takes place
Design
What the objectives of a method are How language content is selected and organized: the syllabus Types of learning tasks & teaching activities The roles of learners The roles of teachers The roles of instructional materials
Procedures
The use of teaching activities ( drills, dialogues, information gap ) to present new language The ways in which particular teaching activities are used for practicing language The procedures and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences
History of Language Teaching
Why?
Key to the understanding of the way things are and why they are that way Teachers may better comprehend the forces that influence their profession
Grammar Translation (1850s-1950s)

An extension of the approach used to teach classical languages to the teaching of modern languages
Characteristics

Grammar was taught as a set of rules Practice was done through written exercises Medium of instruction was L1 Vocab. was learnt via translated list Written text was seen as real language Speaking & listening were seen less important Accuracy was emphasized
The Direct Method (Natural method) 1890s
A reaction to the grammar-translation approach and its failure to produce learners who could use the language they have been studying
Characteristics
Classroom instruction was conducted in TL (target language) Only everyday vocab. and sentence were taught Oral communication skills were built-up in a carefully graded progression organized around Q-A exchanges between Ts and Sts in small, intensive classes
Grammar was taught inductively New teaching points were introduced orally Concrete vocab. was taught through demonstration, objects and picture, abstract vocab. was taught by association of ideas Both speech and listening comprehension were taught Correct pronunciation and grammar were emphasized
NEVER principles
1. 2. 3. 4. 5. 6. 7. 8. 9.
Never translate: demonstrate Never explain: act Never make speech: ask questions Never imitate mistakes: correct Never speak with single words: use sentence Never speak too much: make sts speak much. Never use the book: use lesson plan Never be impatient: take it easy Never speak too slowly, too quickly, loudly: speak naturally
Drawbacks
It requires teachers who were native or native-like fluency in the foreign language It was largely dependent on teachers skills rather than on a textbook Hard to adhere the principles of the method
Reading Approach (1930s)
A reaction to the impracticality of the direct method; reading was viewed as the most usable skill to have in foreign language .
Characteristics
Only the grammar useful for reading comprehension is taught Vocab. is controlled at first Translation is once more a respectable classroom procedure Reading comprehension is the only language skill emphasized The teacher does not need to have good oral proficiency in the target language
The Audio-lingual Method (1940s-1960s)
A reaction to the Reading Approach and its lack of emphasis on oral-aural skills. It takes much from Direct Approach but adds features from structural linguistics and behavioral psychology
Characteristics

Lessons begin with dialogues Mimicry and memorization are used Grammar structures are taught inductively Skills are sequenced: L-S/, R&W postponed Pronunciation is stressed from the beginning Vocab is severely limited in initial stage A great effort is made to prevent errors Language is manipulated without regard to meaning or context
Situational Language Teaching Approach (1940s-1960s)
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 Grammar structures are graded from simple to complex Reading & writing are introduced once a sufficient lexical & grammatical basis is established
Cognitive Approach
A reaction to the behaviorist features of the audiolingual approach
Characteristics

Language learning is viewed as rule acquisition, not habit formation Instruction is often individualized; learners are responsible for their own learning Grammar must be taught but it can be taught deductively or inductively Pronunciation is de-emphasized; perfection is viewed as unrealistic Reading & writing are as important as listening & speaking Errors are viewed as inevitable
Affective-humanistic App

Respect is emphasized for the individual Communication that is meaningful to the learners is emphasized Instruction involve much work in pairs and small groups Classroom atmosphere is more important than materials and methods Learning a foreign language is viewed as a self-realization experience The teacher is viewed as counselor or facilitator
Comprehension-based App.
An outgrowth of research in first language acquisition, which led some language methodologists to assume that second language learning is similar to first language acquisition.
Characteristics
Listening comprehension is very important and is viewed as the basic skill that will allow speaking, reading and writing Learners should begin by listening to meaningful speech and by responding nonverbally in meaningful ways before they produce any language themselves. Learners should not speak until they feel ready to do so. This results in better pronunciation than when they are forced to speak immediately.
Communicative Approach 1970s - now

It assumes that the goal of language teaching is learners ability to communicate in the target language The content of a language course will include semantic notions and social functions, not just linguistic structures Sts engaged in role-play or dramatization to adjust their use of TL to different social context Materials & activities are authentic Skills are integrated Teachers role is primarily facilitate communication and secondarily to correct errors Teacher should be able to use TL fluently and appropriately.

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ETH 341

Prepared by Le Quang Dung. MAL.

Theory of language & language learning

3 theoretical views of language.

Theories of language learning

History of Language Teaching

Grammar Translation (1850s-1950s)

The Direct Method (Natural method) 1890s

Reading Approach (1930s)

The Audio-lingual Method (1940s-1960s)

Situational Language Teaching Approach (1940s-1960s)

A reaction to the behaviorist features of the audiolingual approach

Communicative Approach 1970s - now

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