approaches and methods for teaching a second language

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aim, content and tendency of methodology. plan: chapter 1 - research methodology and research method 1.1.aim content and tendency of methodology. 1.2.the methods of teaching foreign language chapter 2.structural/linguistic approach 2.1.the grammar-translation approach 2.2.the direct approach 2.3.community language learning conclusion used literature introduction this module provides a description of the basic principles and procedures of the most recognized and commonly used approaches and methods for teaching a second or foreign language. each approach or method has an articulated theoretical orientation and a collection of strategies and learning activities designed to reach the specified goals and achieve the learning 1. structural/linguistic: based on beliefs about the structure of language and descriptive or contrastive linguistics. involves isolation of grammatical and syntactic elements of l2 taught either deductively or inductively in a predetermined sequence. often involves much meta-linguistic content or "learning about the language" in order to learn the language. 2. cognitive: based …

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cative act, with language structures selected according to their utility in achieving a communicative purpose. instruction is concerned with the input students receive, comprehension of the "message" of language and student involvement at the students' level of competence. chapter 1 - research methodology and research method 1.1.aim content and tendency of methodology. the direct approach this approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. lessons begin with a dialogue using a modern conversational style in the target language. material is first presented orally with actions or pictures. the mother tongue is never, never used. there is no translation. the preferred type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative. questions are answered in the target language. grammar is taught inductively–rules are generalized from …

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versational skills in the target language. from the beginning, a great amount of reading is done in l2, both in and out of class. the vocabulary of the early reading passages and texts is strictly controlled for difficulty. vocabulary is expanded as quickly as possible, since the acquisition of vocabulary is considered more important that grammatical skill.translation reappears in this approach as a respectable classroom procedure related to comprehension of the written text. the audiolingual method this method is based on the principles of behavior psychology. it 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. new material is presented in the form of a dialogue. based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. structures are sequenced and taught …

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ed pattern. for example, the use of the aux verb have should not suddenly switch to have as a main verb. 2. drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system. 3. ignore all but gross errors of pronunciation when drilling for grammar practice. 4. use of shortcuts to keep the pace o drills at a maximum. use hand motions, signal cards, notes, etc. to cue response. you are a choir director. 5. use normal english stress, intonation, and juncture patterns conscientiously. 6. drill material should always be meaningful. if the content words are not known, teach their meanings. 7. intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom. 8. introduce the drill in this way: a. focus (by writing on the board, for example) b. exemplify (by speaking model sentences) c. …

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culiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. consequently, the learner is not thought of as a student but as a client. the native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors. fernandez-santiago (2011) and gonzález and barbero (2013) analysed the different teaching methodologies that could be effectively implemented in clil environments. the former is a descriptive study that states that teaching methodologies should be related to language skills, training learners on academic reading comprehension, speaking for formal presentation of scientific content, writing academic articles in a formal and objective style and listening comprehension of specific and relevant information. the latter is an exploratory study in which the researchers state that clil teaching methodologies should include communication, scaffolding, a reference lexical corpus per …

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aim, content and tendency of methodology. plan: chapter 1 - research methodology and research method 1.1.aim content and tendency of methodology. 1.2.the methods of teaching foreign language chapter 2.structural/linguistic approach 2.1.the grammar-translation approach 2.2.the direct approach 2.3.community language learning conclusion used literature introduction this module provides a description of the basic principles and procedures of the most recognized and commonly used approaches and methods for teaching a second or foreign language. each approach or method has an articulated theoretical orientation and a collection of strategies and learning activities designed to reach the specified goals and achieve the learning 1. structural/linguistic: based on beliefs about the structure of lan...

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