Approaches With Graphics

III. Approaches A. Audiolingual Method B. Communicative Language Teaching C. Direct Method D. Grammar Translation E. Natural Approach F. Total Physical Response

Audiolingual Method Objective: To use target language automatically by forming new habits in language. Process: Vocabulary and structures are presented in dialogues, learning through imitation and repetition. Roles: The teacher directs and controls student behavior and provides good model for imitation. Students repeat, respond quickly and accurately. Language Emphasized: Language structures emphasized and vocabulary is in dialogue. View of Language and Culture: Emphasizes everyday speech. Culture makes up language and behaviors. Role of Students’ Native Language: Students’ native language is not used. Evaluation: Discrete-point tests. Errors: Teachers predict trouble spots and tightly control what they teach students to say. Lesson Sequence Dialogue (conversation between 2 or more students) Acting out the dialogue Pattern Drills (Repetition, Substitution, Transformation) Written Practice (worksheet)

Communicative Language Teaching Objective: To become communicatively competent, use appropriate language for social context, and negotiate meaning. Process: Activities are communicative through the use of authentic materials. Speakers choose what to say and how to say it, usually working in small groups. Roles: The teacher manages activities and sets up communicative situations (not scripted). Language Emphasized: Function is emphasized over form and students work at discourse level focusing on negotiating meaning. View of Language and Culture: Culture is part of daily communication. Role of Students’ Native Language: The students’ native language does not play a role. Evaluation: Informal evaluation is part of communication. Formal evaluation includes integrative tests, which include communicative functions. Errors: Errors are natural. Students with incomplete knowledge can still succeed. Lesson Sequence: Dialogues Oral Practice Questions and Answers (oral, based on dialogue) Basic Communicative Expressions Generalizations (language/grammar) Oral Recognition/Interpretative Activities (Pictures/questions) Oral Production Activities (Practice dialogue, restate, extend and predict) Dialogue Copy Written Homework Evaluation

Direct Method Objective: To communicate in the target language, and to think in the target language. Process: Teachers use realia, pictures, and pantomime to convey meaning. Grammar rules are learned inductively. Roles: The teacher directs class activities. The teacher and student are teaching and learning together. Language Emphasized: Vocabulary and oral communication are emphasized. Pronunciation is emphasized from the beginning. Reading and writing are based on oral practice. View of Language and Culture: Language is spoken, not written. Language study includes everyday speech. Culture includes history, geography, and daily life. Role of Students’ Native Language: The students’ native language is not used in the classroom. Evaluation: Students are tested through actual use, such as interviews and written work. Errors: Self-correction is encouraged. Lesson Sequence: Reading aloud (dialogues, passages, play with realia or pictures) Questions and Answers (Teacher asks questions based on read aloud, students can ask questions) Conversation Practice (Teacher asks students questions about themselves) Fill-in-the-Blank Exercise (worksheet) Dictation (Teacher reads three times, listen, write, check) Listening Comprehension (Teacher tells students what to do) Paragraph Writing (Write about read aloud)

Grammar Translation Objective: To read literature in target language, learn grammar rules, and vocabulary. Process: Students translate reading passages. Students memorize and apply rules. Roles: Teacher is authority. Students follow instructions. Language Emphasized: Vocabulary and grammar emphasized, while speaking and listening are not. Reading and writing are primary skills. View of Language and Culture: Literary language is considered superior to spoken language. Culture is literature and fine arts. Role of Students’ Native Language: The students’ native language is used freely. Evaluation: Students are tested through translation from L1 to L2 and L2 to L1. Errors: Correct answers are emphasized and teacher gives correct answers. Lesson Sequence: Translation of Literary Passage (students translate from L2 to L1 and L1 to L2, translations are oral, written or both) Reading Comprehension Questions (worksheet with information, inference and experience questions) Antonyms/Synonyms (from passage) Cognates (from passage) Deductive Application of Rule (grammar rules are presented, students apply rules) Fill-in-the-Blank Exercises (worksheet) Memorization (words, phrases, verb paradigms) Use Words in Sentences (written) Composition (topic from reading passage)

Natural Approach Objective: To use the spoken language for natural communication. Process: High interest and low anxiety through use of objects and actions for teaching words and structures. Roles: The teacher models, guides, and simplifies speech. Students respond when ready. Language Emphasized: Speech and vocabulary emphasized little emphasize on grammar. View of Language and Culture: Learning language begins with listening and the culture is integrated with language. Role of Students’ Native Language: Response in native language is accepted. Evaluation: Students are tested through communicative activities. Grammar is assessed through self-correcting exercises. Errors: Errors are not corrected and speech is not forced. Lesson Sequence Preproduction (see TPR, pictures, personal details) Early Speech Production (Single words, short phrases) Yes and No questions Either-or questions Who, what, where, when questions Open-ended questions Open dialogues Interviews Speech Emergence (simple sentences) Games and recreation activities Content area activities Information and problem-solving activities

Total Physical Response Objective: To provide an enjoyable learning experience with a minimum of stress in learning a foreign language. Process: Commands are acted out by students. Roles: The teacher gives commands and students follow them. Later students assume directing roles. Language Emphasized: Vocabulary and grammatical structures are imbedded in commands. Aural precedes oral and oral precedes writing. View of Language and Culture: Oral modality is primary and culture is the lifestyle of native speakers of the target language. Role of Students’ Native Language: The method is introduced in the students’ native language and then rarely used. Evaluation: Students are tested through observations of actions. Formal evaluations are through performance of a series of actions. Errors: Teacher only corrects major errors. Lesson Sequence Commands (one word and full sentence commands) Lesson Sequence Review old commands New commands Role Reversal Reading and Writing Skits 1. ____________, ____________, ____________ 2. ____________, ____________, ____________ 3. ____________, ____________, ____________