14-05-2015_19-15-42 / AНСМОВА_ПДРУЧНИК

Grammar-translation

Direct method

Audio-lingual

Theory of language

Language as a system of rules

No single theory

structuralism

Theory of learning

Deductive; ‗jug & mug‘ theory

Natural, like a child learning L1

Behaviorism, ‗stimulus-response‘,

learning through repetition &

reinforcement

Goals

Academic knowledge, learning about

Rapid, practical command of a

To master the whole language, to

the language, literature, etc.

language

present students with an accurate

model of the language

Main skills focus

Reading, writing, translating

Listening, speaking

Listening, speaking, grammatically

correct sentences

Typical exercise types

translation of unconnected sentences,

Drills, repetition, imitation

Mechanical drills, substitution tables,

memorizing paradigms

imitation, transformation, sound

discrimination, memorization of

dialogues

Typical forms of

T –St; T -Cl

T –St; T –Cl; St -St

T –St; T –Cl; St –St; Ind(+ tape

interaction

recorder)

Role of teacher

Dominant, source of information,

Drill-master, highly competent

Prover of stimuli & reinforcement,

ultimate authority

speaker

drill-master, the authority in the

classroom

Attitude to error

Negative, must be immediately

Negative, mistakes should be

All attempts to avoid mistakes

corrected

avoided

Table 13 (to chapter 1.5)

COMMUNICATIVE APPROACH

Theory 0f language

Sociological view of language, language as a means of

communication, notions and functions

Theory of learning

Cognitive code theory, learning by doing (using language

communicatively)

Goals

Communicative competence, social appropriacy,

acceptability

Main skills focus

Integrated approach to all the four skills development, focus

depends on learner's needs

Typical exercise types

Information-gap activities, problem-solving tasks, role play,

simulations

Typical forms of interaction

Group work, pair work

Role of teacher

Facilitator, informant, consultant, manager

Attitude to use of mother tongue

Occasional use of mother tongue when it is necessary, cost-

effective

Attitude to error

Learners are encouraged to take risks, errors are inevitable,

they are learning steps

Strengths

Weaknesses

Good academic knowledge about the language;

Little, if any experience of speaking;

Accuracy;

Lack of communicative skills.

Development of memory.

Opportunities

Threats

Access to literature (classics);

Boring, mechanical exercises;

Knowledge of history of the country.

Meaning not important;

Demotivating for learners.

Strengths

Weaknesses

Practical goals;

Underestimated role of reading and writing ;

Immersion into foreign language environment;

Counterproductive prohibition of using mother

Focus on speaking and listening.

tongue.

Opportunities

Threats

Authentic input facilitates language acquisition;

Time and effort consuming;

Activating all channels of perception.

Misinterpretations due to lack of explicit rules.

Strengths

Weaknesses

Authentic materials;

Meaning is often irrelevant;

Language items presented in dialogues, not in

Lack of flexibility;

isolation;

Overestimated role of drilling.

Natural order of skills presentation: listening,

speaking, reading, writing.

Opportunities

Threats

Authentic input facilitates language acquisition;

Boredom;

Good pronunciation and good ear through some

No challenge for learners;

useful types of phonetic exercises;

Misinterpretations due to lack of explicit rules.

Prediction of learners‘ difficulties through

comparative analysis of structures.

Strengths

Weaknesses

Teaching language through using it as a means of

Lack of accuracy due to the focus on fluency.

communication;

Integration of skills;

Language items presented and practised in

meaningful context;

Focus on learners‘ needs;

Appropriate use of learners‘ mother tongue.

Opportunities

Threats

Cooperative atmosphere in the classroom facilitates

Difficulties in course design because of variety of

communication and learning;

learners‘ needs;

Higher motivation to learn;

High demand on teacher‘s communicative

Classroom learning is useful in real life

proficiency.

communication;

Variety of classroom interaction.