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Studijní materiály
Zjednodušená ukázka:
Stáhnout celý tento materiálJaroslava Nekvapilová
ZS2 – AJ/MA
Audio-lingual Method
- based on the principles of behavior psychology
- adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach
- also referred to as "The Army Method," because it was developed through a U.S. Army program called ASTP, standing for "Army Specialized Training Program."
- oral interaction was emphasized in pattern drills, and conversation practices
- language learning is a process of habit formation each line – drill – each sentence by the end
- for teachers is important to prevent students errors since errors can lead to the formation of bad habits
- grammar drill, single slock substitution drill
- students should overlearn the sentence patterns of the target language
- good students are given reinforce – reinforcement helps students to develop correct habits
- teacher always says Good
The Audiolingual Method:
- New material is presented in dialogue form.
- There is dependence on mimicry, memorization of set phrases, and overlearning.
- Structures are sequenced by means of contrastive analysis taught one at a time.
- Structural patterns are taught using repetitive drills.
- There is little or no grammatical explanation.Grammar is taught by inductive analogy rather than deductive explanation.
- Vocabulary is strictly limited to pronunciation.
- There is much use of tapes, language labs, and visual aids.
- Great importance is attached to pronunciation.
- Success responses are immediately reinforced.
- Very little use of the mother tongue by teacher is permitted
- There is great effort to get the students to produce error free utterances.
- There is a tendency to manipulate language and disregard content.
Teacherstudentsmodels the situation – uses properties
shows a dialogue (role play)
repeats the dialogue
listens to the students, corrects their mistakes, rooses the students
gives other words to be replaced in the dialogueWatch the teacher
listen to the teacher
repeat the dialogue sentence by sentence
in long sentences word by word
repeat the dialogue in pairs
know the dialogue
repeat the sentences with the word given
Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences)
c. Explain (if a simple grammatical explanation is needed)
d. Drill
Example:
“Teacher: There's a cup on the table ... repeatStudents: There's a cup on the tableTeacher: SpoonStudents: There's a spoon on the tableTeacher: BookStudents: There's a book on the tableTeacher: On the chairStudents: There's a book on the chair
Lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom. Modern day implementations are more lax on this last requirement.
COMMUNICATIVE APPROACH
The method is not highly structured. It is a number of ideas from various sources.
ORIGINS
Individual methods tend to influence one another. This resulted in a lot of sources the major of them being the audiolingual and grammar-translation methods.
Teachers thought that students were not learning realistic language. They could not use appropriate language.
The origins of this method are rooted in the 1970´s . Students learned to communicate with one another, they were encouraged to use the real authentic language. The method took into account needs of different pupils. Teachers tried to make the language useful for practical purposes.
HOW DO THE ROLES OF THE TEACHER AND STUDENT CHANGE IN
Teachers are talking less while listening more. The goal is the pupils´ performance, the teacher only sets up the exercise. The teacher's role is that one of an observer. The students do most of the speaking so there might be a danger of noise. Students take responsibility for their learning. They are the main participiants.
The Communicative Approach has proven one of the most successful in providing confident learners who are able to make themselves effectively understood in the shortest possible time. The teacher is expexted to promote communication. Originally this approach prefered communicative competence while neglecting accurate grammar. Students communicate first and then the grammar is introduced and highlighted. The very first is the communication and through it we learn.
BASIC PRINCIPALS FOR TEACHERS
- the teacher is monitoring the class rather than leading it (- but then, he or she loses his/her role as a teacher)
- grammar is hidden in the context.(this is also not quite right) The target of the lesson is usually the topic or theme e.g. “a job interview“
- the lesson should be built around authentic practical situations e.g. coplaining, requesting, giving advice, making telephone calls etc. The situation given should be purposeful and useful in everyday life. Students should see the benefit of their learning. (But they also need to be aware of some grammar as well.)
- Being understood takes precedence over correct grammar. (I absolutely do not agree with this.)
- tone for a particular situation should be emphasized
- the desired goal is the communicative competence
- Emphasis is put on correct pronunciation
- Authentic listening and reading texts are used (the teacher does not use artificial texts)
- Use of songs and games are encouraged and provide a natural environment to promote language
- Feedback and correction is usually given by the teacher after tasks have been completed (do not interrupt the flow!)
BASIC PRINCIPALS FOR LEARNERS
- Learners are often more motivated as they have an interest in what is beeing communicated (interest in the topic or theme)
- Learners are encouraged to speak and communicate
- Learners interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking time
- learners are corrected at the end of an activity so as not to interrupt their thought process
CONCLUSION
I think, students need to know that the language, they learn is not something artificial and fictitious. They must be aware of the fact that a language is something vital, alive and developing. That is why I do agree with using authentic materials (texts, songs, etc.) according to this communicative method.
But what I absolutely do not agree with is the lack of grammar. Grammar is necessary. Not too much and not too little, but some piece of grammar. We simply need some structure – grammar to be able to communicate and if we do not know at least little of this, a lot of expressions as well as meanings can be easily confused when using “bad grammar“.
The trend of now is to make everything shorter. We often say: “The shorter, the better.“ I do not share this opinion. Language can be rich and thus beautiful and we can reach this only when using grammar, vocabulary and other“parts of language“ together.
COMMUNITY LANGUAGE LEARNING
CLL is one of the so-called ‘designer’ methods which arose in the flurry of methodological experimentation in the 1970’s (along with HYPERLINK "http://www.onestopenglish.com/section.asp?docid=146498&catid=59442" \o "Link: Teaching approaches: what is the silent way?" The Silent Way, HYPERLINK "http://www.onestopenglish.com/section.asp?docid=146499&catid=59442" \o "Link: Teaching approaches: what is suggestopedia?" Suggestopoedia, HYPERLINK "http://www.onestopenglish.com/section.asp?docid=146503&catid=59442" \o "Link: Teaching approaches: total physical response" TPR etc.), which form part of the Humanistic Approach to language learning. The key features of all these innovative methodologies are that they all in some way flouted the current language teaching orthodoxy, that they all had a guru who was regarded by devotees of the method with something approaching religious awe, and they all developed from outside language teaching, they were all fairly rigidly-prescriptive, and they all emphasised the learners’ responsibility for their own learning.
One of the key ideas is that it is the students who determine what is to be learned, so that the role of the teacher is that of a facilitator and support. In the basic form of CLL, students (8 to 12 maximum) sit in a circle. There is a small portable tape recorder inside the circle. The teacher (who is termed the ‘Knower’ ) stands outside the circle. When a student has decided on something they want to say in the foreign language, they call the Knower over and whisper what they want to say, in their mother tongue. The teacher, also in a whisper, then offers the equivalent utterance in English (or the target language). The student attempts to repeat the utterance, with encouragement and shaping from the Knower, with the rest of the group eavesdropping. When the Knower is satisfied, the utterance is recorded by the student. Another student then repeats the process, till there is a kind of dialogue recorded. The Knower then replays the recording, and transcribes it on the board. This is followed by analysis, and questions from students. In a subsequent session, the Knower may suggest activities springing from the dialogue. Gradually, the students spin a web of language.
SHAPE \* MERGEFORMAT
Essentially, the learner is supposed to move from a stage of total dependence on the Knower at the beginning to a stage of independent autonomy at the end, passing through 5 developmental stages along the way. It is the Knower’s job to provide the supportive and secure environment for learners, and to encourage a whole-person approach to the learning.
There are clearly some major problems with CLL. It can only be done with small numbers of students. The students have to share a single mother tongue. The teacher (Knower) has to be highly proficient in the target language and in the language of the students. The teacher also has to have enormous reserves of energy – both physical and psychic. (I have used CLL to teach French and Italian in the beginner stages, and I can assure you I was like a wrung-out rag after each session!) Arguably, too, it is unwise to undertake CLL as a teacher without some counselling training.
It has also been pointed out that this is a methodology exclusively suitable for adult learners, not for children. Also, that most descriptions of it in action focus on the early stages of learning the new language. What do teachers do after that? As for many methods, it gets more difficult to distinguish between one method and another the more advanced the learner becomes.
Perhaps the enduring value of CLL has been its emphasis on whole-person learning; the role of a supportive, non-judgmental teacher; the passing of responsibility for learning to the learners (where it belongs); and the abolition of a pre-planned syllabus.
TECHNIQUES
1) Build relationship 2) Explain procedure 3) Set time limit 4) Language for communication 5) Human Computer a- teacher stands behind students b- teacher repeats , doesn’t correct c- interaction among students d- students feel in control / responsible 6) Native language + translation 7) Reflect on experience , talk about feelings 8) Teacher = counselor => he understands, he listens 9) Accepting , non-threatening atmosphere, Non-defensive learning => security, involvement, attention, reflection, retention, discrimination 10) One task at a time 11) Cooperation , no competition 12) Language Experience Approach : create a story after an experience , feelings are the main focus 13) Teacher-student centered : both are decision-makers 14) Syllabus designed by students at the beginning 15) Creative thinking + self-evaluation 16) Integrative Test : Paragraph writing or oral interviewPRINCIPLES
1) Tape Recording 2) Transcription 3) Reflection on Experience 4) Reflective Listening 5) Human Computer a- teacher stands behind students b- teacher repeats , doesn’t correct c- interaction among students d- students feel in control / responsible 6) Small Group Tasks
FOUNDER
CLL takes its principle from Counseling-Learning approach, whose founder Charles A. Curran studied adult learning for many years. He discovered that adults often feel threatened by a new learning situation. He believed that a way to deal with the fears of students is for teachers to become "language counsellors" – a skillful understander.
TEACHER
Teachers want their students to learn how to use the target language communicatively. They want their students to take responsibility for own learning in nondefensive manner.
LEARNER
Initially the learner is dependent upon the teacher. During a stage the roles switch and the learner does not need the sense of security.
ELEMENTS FOR NONDEFENSIVE LEARNING
Security ( Aggression (opportunity to assert themselves) ( Attention (one task at time) ( Reflection ( retention (the integration of the new material that takes place within your whole self) ( Discrimination (sorting out the differences: Human Computer T.M.)
LANGUAGE SKILLS
In the early stages, the students design the syllabus. Particular grammar points, pronunciation patterns and vocabulary are worked with. The most important skills are understanding and speaking the language.
reflection
analysis
investment
The direct method
not new, but popular
learning how to use a foreign language to communicate
basic rule – no translation is allowed (meaning is to be connected directly with the target language)
Principles:
purpose of language = communication
no use of native language
the syllabus is based on topics or situations
Lessons should contain conversational activity – use of language in real contexts. Students should speak as much as possible.
Objects in the class (e. g. pictures, realia) present in the classroom should help students to understand the meaning.
Reading should be taught from the beginning, but the reading skill will be developed
through practice with speaking.
Vocabulary is acquired naturally – students use words in full sentences (rather than memorizing word list).
Pronunciation should be worked on right from the beginning.
Grammar- student’s self correction, it should be taught inductively (not an explicit grammar rule to be given)
Writing should be developed right from the beginning.
Goals of teacher; roles of the teacher, student:
to teach students to communicate in the target language
teacher should demonstrate, not explain or translate
students learn to think in the target language
the teacher and the students are more like partners.
Student-teacher interaction:
both ways – from teacher to students and the other way round. Students also communicate with each other.
Characteristics of the teaching/learning process:
Students need to associate meaning and the target language directly = when the teacher introduces new language word or phrase, he/she demonstrates its meaning through the use of realia, pictures, pantomime;
The syllabus of the direct method is based upon real situations or topics.
Grammar – students are presented with examples and they figure out the rule or generalization. New vocabulary is practised by using new words in complete sentences.
How is the language and culture viewed?
studying common everyday speech, culture - consisting of history, geography, daily lives of the speakers of the language
What is emphasized?
Vocabulary is emphasized over grammar. Although all working skills (reading, writing, speaking, listening) are used from the start, oral communication is a base.
Students’ native language?
Should not be used at all.
How does the teacher respond to mistakes?
Students should try to self-correct.
Reviewing the techniques:
- Reading aloud
- Question and answer exercise
- Getting students to self-correct (the teacher asks students to make a choice between what they said and an alternate answer)
- Conversation practice
- Fill-in-the-blank exercise
- Dictation (read 3times – 1. normal speed (only listening), 2. each phrase separate (writing down), 3. normal speed (checking))
- Map drawing (when studying the geography)
- Paragraph writing
the Grammar-Translation Method
called classical method (since it was first used in teaching Latin and Greek – classical languages, helping students to read and appreciate foreign language literature)
studying grammar of a foreign language = also good mental exercise + learning grammar of our native language (good way to understand your native language better)
Fundamental purpose of learning a foreign language:
to be able to read literature written in the target language
Goal for students
be able to translate each languag
Vloženo: 15.12.2009
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