Name : Gohil Umaba B
Roll No : 16
Email id : umabagohil123@gmail.com
Topic: Various Approches in Language Learning
Paper : 12 ELT
Submitted By: Smt S.B.Gardi maharaja Krishnakumarsinhji Bhavnagar university
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Various Approches in language learning
An Approach
An
approach is a theory about language learning or even a philosophy
of how people learn in general . They can be psychologically
focused such asbehavorisom or cognitivism .they can also be based
on older philosophieses of scholasticism, faculty of psychology or
evenperennialism. Each
the branch of these philosophies encouraged the development of the
mind in the way of a muscle . Train the
brain and a person would be able to do many different things .
These philosophieses have impacted some methods of language
teaching as we see below
Importance
of Language
The Study of Language approaches and
methods provides teachers with a view of how the field of language
teaching involved.
Approaches and methods can be studied not
as prescription for how to teach but as a source of well-used
practice, which teachers can adopt or implement based on their own
needs.
In order
to understand language teaching. It’s important to conceptualize
the notion of approach and method. Edward Anthony identified three
levels of conceptualization and organization.
1.
Approaches 2. techniques 3. methods
An Approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic matter to be taught.
Method is an overall plan for the orderly presentation of language material, no part of which is axiomatic based upon, the selected.
Anthony says that approaches is the level at which assumptions and beliefs about language and language learning are specified. Method is the level at which theory is put into practice and at which choice are made about the particular skill to be taught, the content to be taught, and the order in which the content will be presented.
So, let’s have look upon the various approaches of language teaching. There are four main approaches of language learning.
The Oral & Situational language teaching
The Lexical approach
The Natural approach
These are the approaches of language teaching. So, let’s have look upon in detail.
1) There was a general consensus among language teaching specialist, such as palmer, that vocabulary was one of the most important aspect of foreign language learning.
2) A second influence was the increased emphasis on reading skills as the goal of foreign language study in some countries.
Vocabulary was seen as an essential component of reading proficiency this led to the development of principle of vocabulary control, which have major practical impact on teaching of English The leterion report on vocabulary selection, it is based on frequency as well as other criteria. This basic efforts to introduce a scientific and rational basis for choosing the vocabulary content of language course represent the first attempt to establish principle of syllabus design in language.
Gramasimar control
Its basic focus on grammatical content of language course. Palmar had drawn attention to the problems of grammar for research in English teaching from 1922 with until world war second. His views are different from grammar translation method palmar, Hornly and other British applied linguists analyzed English and classified it’s major grammatical structure into sentence patterns it can be used to internalize the rules of English sentence structure.
In learning languages , a distinction is usually made between toungues, second language and foreign languages. A mother toungue is first language or languages one learns as a child. When immigrants come to a new country and the learn the language of that country and learn the language of that country, they are learning second language.
1 Lexical approach
based
on the assertion that language consists of pre fabricated
chunks.Focus on teaching pharases which show words in
combination.valuable for developing a lexis / lexicon.
2
A task based larning activity
step
1 pre-task : introduce topic
and task pre-teach vocabulary and expressions.
Step
2 task cycle ; performance of
task with little guidence.
step
3 language focus ; Analyze
performance practice language.
Language
is used to accomplish a concrete task . Necessary vocabulary,
expressions , and grammatical structure are often pre taught
.translation may be used, if appropriate. Linguistic variation is a
central concept in material and methodology . Sequences is not solely
based on principle of linguistic complexity but also through
consideration of function , meaning and content.intrinsic motivation
is maintained by what is being communicated. Contextualization is a
basic premise . Language learning to communicate not learning about a
language. Comprehensible pronounciation is sought not a false ideal.
Drilling is used but not to ensure memorization without context.
CLT
starts from theory of language as acommunication.CLT draws on michale
hailliday's (1970) account of language as 'functional' e.g
instrumental function (using language to get things) representational
function (using language to communicate information)
4.
total physical responses (TPR)
understanding
the spoken language before develping the skills of
speaking.tmperatives are the main structures to transfer or
communicate information. The student is not forced to speak. But is
allowed to spontaneously begin to speak. Combines information and
skills through the use of the kinesthetic senseory system.
5
A Substitution Activity
Audio-
lingualism
change
the following verbs to their-'ing forms so you can say what you like
to doing
example
i like -------- skiing---- (ski)
i
like ----------- (swim)
i
like ------------(draw)
i
like ------------(watch)
6
presentation, practice, and production (PPP)
Begins
with the teacher presenting or demonstating language to be
taught.student then practice the language , often by repeating after
the teacher in chorus. Finally students produced the language, by
answering questions orally and doing written exercise.
7.
Audio – lingualism
Grammar
teaching is inductive rather than deductive.
The
meaning of words can be learned only in a linguistic and cultural
context.
input
is highly refined.
it
is teacher centered.
Relieses
heavily on drills.
Based
on behaviorism.
The
audiolingual approach which was very popular from the 1940 through
the 1960s , is the based in structural linguistics (sructuralism) and
behavioristic psychology (skinner 's behaviorism), and places heavy
emphasis on spoken rather than written language, and on the grammer
of particular language , stressing habit formation as a mode of
learning. Rote memorization,role playing and structure drilling are
the predominant activities. Audiolingual approches do not depends so
much on the instructors creative ability and do not require excellent
proficiency in the language , being always railed t0 sets of lessons
and books. Therefore, they are easy to implemented, cheap to be
maintained and are still use by many packaged laguage courses.
8.
Direct Method
Classroom
instruction was conducted exclusively in the target language. Only
everyday vocabulary and sentences were taught. Greater focus oral
communication: skills were built up around question and answer
exchanges between teachers and students. Grammer taught
inductively.concrete vocabulary was taught through demonstration,
objects, and pictures.
the
goal is to be learn a language in order to read its litreature or
benefit from the intellectual development that results from foregin
language study.grammer is taught deductively, by presentation and
study of grammer rules , which are then practised through translation
exercises. The students native language is the medium of instruction.
Focus on reading and writing.
Grammer
translation method is an early method based on the assumptions that
language is primarily graphic, that the main purpose of second
language either as a tool for literary reserch and translation or for
the development of the learners logical powers and that the process
of second language learning must be deductive, requires efforts ,
and must be carried out with constant reference to the learner's
native language.
now
get together with two other peoples and out of your three lists, make
a lists of 5 items that the three of you would take and
priorities. You have 3 miniutes for this activity . While you are
carrying out the activity think about the language skills you need.
11.
Terminology
method
'a
method is the practical realisation of an approach hamer'
procedure
an
ordered sequence of techiniques
Approach
.....
describes how people acquire theire knowledge of the language and
makes statements about the conditions which will promote sucessful
language learning.... 'harmer'
12
CLT
Communicative
language teaching
CLT
takes pedalogical ideas from a wide range of methodological
approaches and it is therefore adaptable to a range of different
learner needs and styles.
‘The structure of language’
Conclusion:-
By concluding we can say that approach is different from methods.
Ciatation:-
www.s.k.com
https://educationalreserchtechniques
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