Grammar Translation Method 1800s to 1960s.
Students are usually taught in their first language students analyze and learn grammar rules and use this
... [Show More] knowledge to translate texts into and from the target language popular in the past but not generally used by tefl teachers today!
Direct Method 1880s - 1930s
Based on the idea that students will learn best if only English is used in the classroom. New points of language are introduced orally with vocabulary taught through gestures and the teachers explanations accuracy including correct pronunciation and grammar are not emphasized grammar is tough indirectly and explicitly popular from of teaching which is used by the Berlitz language school chain
Audio-Lingual Method 1940s to 1960s.
Based on the idea that humans learn best through a series of habit forming exercises. Use drilling Students listening to a model then repeating what they hear focus is on the use of grammatical structures rather then grammar itself widely used around the world e.g. in language labs where rows of students listen to recordings and repeat the language they hear.
The Silent Way
Based on the idea that the teacher should remain as silent as possible in the classroom with students encouraged to produce language themselves students aim to learn by associating language with physical objects they use problem solving to help their learning. Involves use of cuisenaire rods: colored rods developed by George cuisnenaire to teach mathematics fairly uncommon approach to language teaching
Total Physical Response tpr 1965 to 1980
aims to teach oral profiency to beginners the teacher gives instructions which the students follow using physical actions as the students develop a vocabulary the teacher can begin to use different combinations of words. only usually used with beginners and children it is normally combined with other methodologies
Community language learning CLL
Developed in the 1970s the students feelings are a priority there is no specific course as the students decide what the lessons will be about the classes develop meaningfully and naturally. the teacher stands outside the circle of students a student decides what they want to say and whispers it back in english and the student whispers it back inenglish and the student repaeats it to the group teachers using this method need to be familiar with counseling skills and have specific training.
suggestopedia 1970s to 1980s
a humanistic approach to teaching in which learners are in a relaxed state of comfortable chairs, classical music and a parent child relationship with the teacher the teacher typically reads aloud long texts with a classical musicla accompaint students have often found the whole situation ridiculous with the background music described as annoying however musicand relaxed settings can be very effective in classrooms if used appropriately.
communicative approach 1975 to 1985
Emphasis interaction and aims to reflection on what will happen in real life situations with a focus on functions ( such as agreeing) inviting suggestions etc... as opposed to relying only on grammar and vocubulary the basis of learning is seen as communication rather then activities such as translation or learning grammar rules can have a positive effect on student motivation as their desire to communicate is given prime position.
Natural Approach
Tries to mirror the process of learning a first language where learners are exposed to meaningful language and not forced to speak until they are ready. Minimal error correction.Emphasis is on communication, rather than conscious study of grammar.Learning is based around students' needs and uses activities that are likely to be relevant / stimulating for them.
Focus on maximising learner self-confidence and reduction of stress, therefore can be described as a humanistic teaching practice.An example of the Communicative Approach, which usually also borrows from other methods.
Teaching and Learning
The first language or mother tongue learned by a child is called the L1. Any other language learnt after this is known as the second language or L2. Once the L1 is established, Second Language Acquisition (SLA) is the process of learning an additional language.
Teaching and Learning
Language Acquisition often means acquiring the language with very little formal training or explicit "learning". The process is natural, such as if you go on holiday and pick up the language by copying the words and phrases you hear.
Teaching and Learning
Second Language Acquisition is a combination of theories about how people become proficient in a second language.
This includes understanding
What learning and teaching are
Knowledge of how children learn a first language
Differences between adults and children learning a first and second language
The learner's personality, learning style and connection with the second language culture
5 key stages
It is believed that in second language acquisition, there are 5 key stages.
The Silent / Receptive Stage: here, students learn new words, phrases or structures and practise pronunciation but do not communicate with fluency or understanding. It might not be the case that the student is entirely 'silent' as speech is the key to acquiring language. This stage might last from a matter of hours to months.
Early Production Stage: students learn the first 1000 words in the new language and begin to form short phrases, which may not always be grammatically accurate.
Speech Emergence Stage: students acquire a vocabulary of around 3000 words and can begin to form longer sentences and questions. There is a focus on comprehension, such as understanding what they hear and read. Students begin to write in the language.
Intermediate Fluency Stage: a vocabulary of around 6000 words means students can use more complex structures. Students begin to think in their second language, which increases proficiency.
Continued Language Development Stage: it may take two years to reach this level and up to 10 years to reach full proficiency in a second language. Students need practice and the opportunity to express themselves.
Input Hypothesis (Krashen)
In the 1970s and 1980s, the linguist Stephen Krashen developed the Input Hypothesis. This theory deals with comprehensible input, e.g. learners will make the most progress when they come into contact with language that is slightly more advanced than their current level. This can be seen as i+1, where i=the learner's language level and +1 is the next stage in their language acquisition. Krashen also believed that students are affected by an Affective Filter; that language learning will be damaged if they feel anxious, worried or under pressure.
The study of SLA and its many theories is wide-ranging [Show Less]