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This Concept Map, created with IHMC CmapTools, has information related to: 2nd language teaching methodologies.cmap, Communicative Language Teaching Brown's Summary of CLT(2007) 1. Classroom goals are focused on all of the components of CC and not restricted to grammatical or linguistic competence 2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational lagnague forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes. 3. Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. 4. In the communicative classroom, studetns ultimately have to use the language, productively and receptively, in unrehearsed contexts., Audio-Lingual Method Army Method -U.S. Military provided special, intensive language courses that focused on the aural/oral skills, Communicative Language Teaching Improved Task-Based Instruction, Natural Approach -Based on Krashen's SLA theories -Adults should acquire a SL just as children do -NA advocated the use of TPR at the beginning level, when "Comprehensible Input" is essential for triggering the acquisition of language. Tenets -Emphasizes listening and reading as sources of second language acquisition -Aimed at the goal of basic interpersonal communication skills. -Students do not do anything in their "Silent Period" but accepting input from teacher -Allows students to respond in any way that shows they have comprehended the input. Grammar is generally taught incidentally., Second language Teaching Methodologies 16-19C Grammar-Translation Method, Audio-Lingual Method Tenets -Emphasizes listening and speaking -Focuses on oral language as it is used by native speakers -Sequences grammar according to similarities and differences with the native language (CA) -Uses memorized dialogues and pattern drills -Encourages students to internalize language patterens within little or no grammatical explanation -Requires well-pronounced, grammatically correct, full-sentence responses from students, Community Language Learning -Students and teacher join together to faciliate learning in a context of valuing and prizing each individual in the group. -Teach is a "counselor" -Seat in a circle, students speak in L1, and teacher translates in the beginning. As they move on, students get independent. -The counselor-teacher can become too nondirective. -Translation could be wrong and misinterpreted. Opposite Audio-Lingual Method, Natural Approach -Based on Krashen's SLA theories -Adults should acquire a SL just as children do -NA advocated the use of TPR at the beginning level, when "Comprehensible Input" is essential for triggering the acquisition of language. ???? Critics Richards & Rodgers (2001) -The delay of oral production can be pushed too far and that at an early stage it is important for the teachers to step in and encourage students to talk. -Determining "comprehensible" is exceedingly difficult, Audio-Lingual Method Background theories -Structural linguistics(1940-50s) Fries(1945)"Scientific descriptive analysis of various languages) -Behavioristic psychology, Grammar-Translation Method Critics -No communicative aspects involved -No relevant background theories, Second language Teaching Methodologies Early 2000s Task-Based Instruction, Grammar-Translation Method teacher it requires few specialized skills -why so popular?, Second language Teaching Methodologies 1983, Krashen & Terrell Natural Approach -Based on Krashen's SLA theories -Adults should acquire a SL just as children do -NA advocated the use of TPR at the beginning level, when "Comprehensible Input" is essential for triggering the acquisition of language., Grammar-Translation Method Classical Method To study Latin/Greek for adequate higher education, Second language Teaching Methodologies 1970s Communicative Language Teaching, Second language Teaching Methodologies 1900s Direct Method, Grammar-Translation Method Tenets (Celce-Murcia, 1979) 1. Classes taught in the mother tongue; little use of the L2. 2. Much vocabulary taught in the form of lists of isolated words. 3. Elaborate explanations of the intricacies of grammar. 4. Reading of difficult classical texts begun early. 5. Texts treated as exercises in grammatical analysis. 6. Occasional drills and exercises in translating sentences from L1 to L2. 7. Little or no attention to pronunciation., Second language Teaching Methodologies Recent..? Content-Based Instruction, Second language Teaching Methodologies 1970s Inspired by Carl Rogers(1951) Community Language Learning -Students and teacher join together to faciliate learning in a context of valuing and prizing each individual in the group. -Teach is a "counselor" -Seat in a circle, students speak in L1, and teacher translates in the beginning. As they move on, students get independent. -The counselor-teacher can become too nondirective. -Translation could be wrong and misinterpreted., Grammar-Translation Method focus -focus on grammatical rules -memorization of vocabulary -Translation of texts, doing written exercies