Unit 2 test Flashcards
Grammar Translation Method
Goal: Students would get so good they would read target language classics
Died out in late 1940s because of WW2
They needed interperters and GTM learners were useless
Audio-Lingual Method (ALM)
*1950-1974
*based on behaviorism
*scientifically proven after WW2 and GTM
*use of: repetition, memorization of dialogues, rejoinders (teacher chose line, students follow up),
Backwards build-up
*language lab
*pattern drills
*figured out grammar along the war
*Harris Wintz- optimal habit reinforcement=Don’t need a techer, just tapes, books, and pictures
The Direct Method
- Made famous by Berlitz
- speak 110% of target language, never native!
- really more of an approach
- idea that inductive learning will take place
- visual aids are helpful
Communicative Language Method (approach)
*completing real world tasks
students build on skills they already have
*role plays
*using L2 is encouraged
*Grammatical accuracy is less important than task
Goes with Krashen’s hypotheses
Cognitive Code Method
- Deductive Method
- Teach broad grammar principle, then exceptions, then practice
- Rebellion against PC methods
- Almost all textbook
Total Physical Response (TPR)
- James Asher
- You can teach only concept through commands
- Students are busy, don’t know who is going to be called
- Very active
- Best to understand before speaking
- Silent Period of 10 hours
- Figure it out inductively, no grammar instruction
Delayed Oral Response Approach
- Valeria Dostovsky
- 120 hr silent period
- Write responses, no speaking
Community Language Learning
- Charles Curran
- Teacher is a facilitator
- 6-12 students in a circle, talking about whatever they want
- no structure in learning
- students signals to teacher when they want to speak, teacher whispers trasnlation
- non-threatening environment
- native language used
Silent Way
- Kaleb Gattegno
- Student is responsible for figuring it out
- Use of Cuisenaire rods
- Use of Fadela (colored words chart!)
Suggestopedia
- Georgi Lozanov
- comfortable chairs, very relaxed atmosphere
- Baroque music
- Breathing techniques/ meditation
- Teacher portrays himself as an expert, claims method is superior and makes students aware
- class starts with a review through cons, games, and skits
- New material start w/ a dialouge
- Claims vocab learning is increased, but never been replicated
- Science shoes it’s no better or worse
Lexical Approach
- Michael Lewis
- Lexicon=vocab list
- Learn Lexical chunks
- 55-80%of english language consits of prefabricated language (by the way, up-til-now, out-of-my-mind)
- critics say there are too many pre-fabricated phrases
TPRS-
old name:Total physical response story telling
new name: Teaching proficiency through reading and story telling
*Blaine Ray
*input+1
*2-5 vocab words a lesson
Rassias Method
John Rassias Very dramatic *teacher and students act *releases inhibitions (fears) *lots of influene from ALM *drills *65 responses per student per hour *never be predictable *learn language by rhythm *have them create their own stories using vocab words "Fun enhances learning"
Krashen’s 5 Hypothesis
*Big in the 80s Revolutoinizes 1)Acquisition Learning Hypothesis *Subconcious process *99% is through acquisition 2) Natural Order Hypothesis *every person is enngineered to learn language the same way *can't teach according to N.O. *Mistakes are normal, teach it right 3)Monitor Model Hypothesis *your subconscious mind knows more than your conscious mind *If you do formal learning, monitor will improve some things *You can over-use the monitor, which will make you hesitant and slow! 4) Input Hypothesis *Only acquisition *input+1 *Vygotsky's Zone of proximal Development 5)Affective Filter Hypothesis *High anxiety will negatively affect acquisition *classes should be low-anxiety
The Natural Approach
*Tracy Terrell (inspired by Krashen)
*Its goal is to develop communicative skills, and it is primarily intended to be used with beginning learners
*When we were kids, we learned our language naturally
1)Lots of comprensible input
(10 hours of input of Silent period, and TPR. Instructor just talks)
2)Early Speech production
Yes-no questions, either-or, one words responses, open dialogue, simple interviews in groups
3)Speech emerges
4)Error correction is discouraged, never correct mistakes, model the correct way
5)Massive doses of vocabulary
