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Teaching Language
Any approach or
method
Theory of
Language
Objective
of any
method
Theory of
Learning
Roles
Curriculum or
syllabus
Role of students
Role of teachers
Audiolingual:
Theory
of
language:
Language is a system of rule-governed
structures hierarchically arranged. Theory of
learning: Habit formation; skills are learned
more effectively if oral proceeds written;
analogy not analysis. Objective: Control of
the structures of sound; form and order,
mastery over symbols of the language; goal;
native-speaker mastery. Syllabus: Graded
syllabus of phonology, morphology and
syntax. Contrastive analysis. Activity types:
Dialogues
and
drills,
repetition
and
memorization pattern practice. Learner
roles: Organisms that can be directed by
skilled training techniques to produce correct
responses. Teacher roles: Central and active
teacher dominated method. Provides model,
controls direction and pace. Roles of
materials: Primarily teacher oriented. Tapes
and visuals, language lab often used.
.
Introduction; The field of language learning
is indeed a complex domain of study: it can
vary according to different criteria related to
The
Natural
Approach:
Theory
of
language: The essence of language is
meaning. Vocabulary not grammar is the heart
of language. Theory of learning: There are
two ways of L2 language development
acquisition -a natural subconscious process,
and learning -a conscious process. Learning
cannot lead to acquisition.
Objective:
Designed to give beginners and intermediate
learners basic communication skills. Four broad
areas; basic personal communicative skills
(oral/written);
academic
learning
skills
(oral/written) .Syllabus: Based on a selection
of communicative activities and topics derived
from learner needs. Activity types: Activities
allowing comprehensible input, about things in
the here-and-now. Focus on meaning not form.
Learner roles: Should not try and learn
language in the usual sense, but should try and
lose
themselves
in
activities
involving
meaningful communication. Teacher roles:
The teacher is the primary source of
comprehensible input. Must create positive lowanxiety climate. Must choose and orchestrate a
rich mixture of classroom activities. Roles of
materials: Materials come from realia rather
than textbooks. Primary aim is to promote
comprehension and communication.
Suggestopedia: Theory
of
language:
Rather conventional, although memorization of
whole meaningful texts is recommended.
Theory of learning: Learning occurs through
suggestion, when learners are in a deeply
relaxed state. Baroque music is used to induce
this state. Objective: To deliver advanced
conversational competence quickly. Learners
are required to master prodigious lists of
vocabulary pairs, although the goal does
understand not memorization.
Syllabus:
Ten unit courses consisting of 1,200 word
dialogues graded by vocabulary and grammar.
Activity types: Initiatives, question and
answer, role play, listening exercises under
deep relaxation. Learner roles:
Must
maintain a passive state and allow the
materials to work on them (rather than vice
versa).Teacher roles: To create situations in
which the learner is most suggestible and
present material in a way most likely to
encourage positive reception and retention.
Must exude authority and confidence. Roles
of materials: Consists of texts, tapes,
classroom fixtures and music. Texts should
have force, literary quality and interesting
characters,.
.
Direct Method: Theory of language:
Language is primarily speech; learning
language
involves
culture.
Theory
of
learning: Acquire vocabulary by speaking full
sentences in L2; communication is purpose of
language learning. Objective: Communicate
orally and think in L2, students make direct
association
between
meaning
and
L2 .Syllabus: Based on situations and topics,
not usually linguistic. Activity types: Use L2
exclusively;
inductive
grammar;
much
speaking, T to Ss and Ss to Ss; dictation.
Learner roles: Answer and ask questions, use
L2
and
communicate
as
if
in
real
situations .Teacher roles: Direct class
activities;
demonstrate,
not
explain
or
translate; give Ss choices to correct selves
Roles of materials: Text, plays, dialogues
drive T's demonstrations of their meanings;
objects (realia) in class.
...
Interlanguage :
Interlanguage is the systemic development of
learner language reflects a mental system of L2
knowledge.
This
system
is
called
interlanguage. Here are some factors which
influence interlanguage:
- Language learning is like any other kind of
learning in that it involves habit formation.
-A habit is a stimulus-response connection. -All
behaviour could be explained in terms of
habits. -Learners imitated models of correct
language
and
received
reinforcement.
-Behaviourist accounts of L2 acquisition
emphasize only what can be directly observed
and ignore what goes on in the black box of
the learners mind. -Learning is not just a
response to external stimuli.
In the 1960s and 1970s a mentalist theory of
L1 acquisition emerged, according to this
theory:
a.Only human beings are capable of learning
language. b.The human mind is equipped with
a faculty for learning language (Language
Acquisition Device). c. faculty is the primary
determinant of language acquisition. d. Input is
needed, but only to trigger the operation of
the language acquisition device.
A learners interlanguage is a unique linguistic
system. The concept of interlanguage involves
the following premises about L2 acquisition:
a. The learner constructs a system of abstract
linguistic
rules
which
underlines
comprehension and production of the L2.
b. The learners grammar is permeable. c. The
learners grammar is transitional. d. Some
researchers have claimed that the system
learners construct contain variable rules.
..
Behaviourism ;
Origins of behaviourism lie in the Russian
psychologist, Pavlov's, work with dogs. At
about the same time as Freud was developing
his basic ideas of psychoanalysis in Vienna, an
American psychologist, John Watson, was
laying the foundations for the development of
Pavlov's and Freud's work into what was to
become a whole new - and highly influential school of psychology. Watson argued that the
Freudian approach based on self-observation
(introspection) had yielded poor results, and
that if psychology was to be considered to be
a true science, its data would have to be
both observable and measurable,
like
Pavlov's. His approach, which was later to
become known as 'behaviourism', thus
adopted the systematic study of observable
behaviour as its focus. Behaviourists argue
that nearly all behaviour is learned, and that
the main function of psychology should be to
seek to discover what the basic laws of
learning are. Largely because of the work of
the later American behavioural psychologist
B.F. Skinner during the 1950's, behaviourism
has had a tremendous influence on
educational thinking.
Behavioural psychological theory is based on
what
is
commonly
referred
to
as stimulus/response or S-R
learning.
It
assumes that learning has occurred if a
specific response is elicited from a learner
when he or she is placed in a particular
situation and is given a particular stimulus.
Learning of relatively complex behaviour can
(it is claimed) be achieved through an
appropriate
series of
stimulus-response
situations. At each stage, the learner must
actively participate by performing a set task,
after which he or she is then supplied with
immediate feedback in the form of the correct
answer.
This
is
known
as successive
reinforcement. Skinner also argued that each
successive stimulus-response step should be
small enough to ensure that the learner is
almost always correct in their response. Use
of these small steps, plus successive
reinforcement, led to what behavioural
psychologists believed was an efficient way of
'shaping behaviour'. Skinner's original work
was with animals, mostly with pigeons. His
later work, which evolved from this, was with
humans, and was largely responsible for
triggering
the
bandwagon programmed
learning movement
that
so
dominated
progressive educational thinking during the
1960's and early 1970's. This, in turn, led to
more recent developments such as open
learning, distance learning, computer-based
learningand multimedia. Although Skinner's
original behavioural model of learning has
since been rejected or at least greatly
modified by many educational psychologists,
he has probably had a greater influence on
educational
thinking
than
any
other
psychologist. Indeed, every teacher who
makes use of individualised learning methods
today owes him a very real debt.