Methods - I-Shou University



Approach |Rationale |Advantage |Disadvantage | |

|Grammar-translation (classical) |emphasize translation & grammar |improve reading and writing skills |heavy emphasis on rule memorization |

|approach |to read literature written in the target |learn grammar rules and vocabulary |less attention to speaking and |

| |language |few demands on teachers (teachers speak|listening |

| |deductive learning: give rules first & |L1) |less motivation |

| |practice later by using examples | | |

| |use ss’ native language in class mostly | | |

| |intensive reading (read difficult texts) | | |

|Reading approach |emphasize reading skills |read extensively based on learners’ |fail to use communication in real |

| |focus on extensive reading (reading for |correct level and interest |life situations |

| |content rather than intensive |not easy to forget the content of text |hard to control individual ss’ needs |

| |reading/grammatical analysis) |learn grammar inductively |& levels |

| |acquire vocabulary from the context |expand vocabulary quickly | |

| | |train ss to get main points | |

| | |build up confidence | |

| | |critical thinking | |

| | |get a lot of information | |

| | |speed up reading | |

| | |train to form reading habit | |

|Direct approach/psychological |emphasize oral skills |emphasize situations and topics in |may confuse beginning level students |

|approach/series approach/phonetic |no use of ss’ native language |class |teachers may not be proficient in FL |

|approach |directly use visual aids, realia, pictures, |focus on communicative purposes |spend too much time preparing for the|

| |actions, gestures, situations, etc. |practically use the knowledge due to |materials |

| |teach grammar inductively |using realia | |

| |accurate production | | |

|Audiolingual approach |Emphasize oral skills before reading & |grammar is learned inductively (rule |wrong spelling due to no use of |

|(Behaviorism) |writing |summaries) |printed materials |

| |focus on situational-based dialogues and |improve pronunciation |slow rate for form habit |

| |pattern drills |useful for beginning level students due|inductive learning is not suited for |

| |cognitive/conscious learning via practice |to building confidence & guiding them |all learners |

| |intensive communicative training (see p. 14) |appropriate patterns to follow |just repeat the patterns without |

| |learn dialogue through imitation and | |understanding |

| |repetition based on patterns given | |less creativity due to focusing on |

| |habit formation | |forms |

| |mistakes should be avoided | |not real communication, just |

| | | |memorization |

| | | |turn ss into parrots |

| | | |boring and reduce motivation |

|Oral-situational approach |Emphasize oral skills before reading & |Useful for those general and useful |Hard to teach grammar from simple to |

| |writing |topics |complex |

| |Teacher-centered |Scheduled progress |Similar with audiolingual method |

| |Only use target language in class | | |

| |Teach/grade grammar from simple to complex | | |

| |(systematic planning) | | |

| |Practice situational topics (e.g., at the | | |

| |post office, at the bank, etc.) | | |

|Cognitive approach |Learn language by rule acquisition, not habit|Learners can determine their own |Hard for ss to manage their own |

| |formation (meaningful practice) |learning pace |learning |

| |Individualized learning |Ss don’t feel ashamed if corrected |Teachers’ pressure to be good models |

| |Teach grammar deductively or inductively |directly | |

| |depending on individual ss) |Build confidence | |

| |Use L2 in class | | |

| |Not emphasize perfect pronunciation | | |

| |Extensive grammar teaching | | |

| |Correct errors constructively in the learning| | |

| |process | | |

| |Teachers should be good models and have good | | |

| |proficiency | | |

|Suggestopedia |respect ss’ feelings |increase ss’ mental powers by |if too relaxed and comfortable, hard |

|(Affective-humanistic approach) |decrease ss’ negative feelings toward |decreasing barriers in learning |to facilitate learning |

| |learning |bright and cheerful classroom by doing |unuseful for advanced-level adults |

| |integrate fine arts, music, posters |role playing, songs, games |not really useful to apply it to all |

| |infantilization |enhance ss’ self-confidence & |subjects |

| | |motivation | |

|Community language learning |emphasize “whole-person” learning (intellect,|understand ss’ fears and help to |hard to control the learning process |

| |feeling, physical reactions, etc) |overcome their negative feelings |if ss are too passive in learning |

| |“counseling-learning approach” |build good relationship with ss |hard to run the class for the |

| |Teacher’s role is counselor |want ss to be responsible for their own|relaxing environment |

| |Humanistic approach |learning | |

| |Client-counselor and learner-knower |provide free-pressure environment in | |

| |relationships |learning | |

|Total physical response (TPR) |focus on listening comprehension |develop basic communication skills, |hard to control the appropriate time |

| |similar with Natural approach |listening and vocabulary through |to give ss modeling and commands |

| |emphasize “meaning” not “form” |comprehensible messages |hard to judge ss’ learning due to |

| | |more interesting to use realia & |different personalities |

| | |pictures |lack of reading & writing training |

| | |allow silent period | |

| | |no requirement for many preparations on| |

| | |materials | |

|Comprehension-based approach |Similar to L1 acquisition |Useful for beginning learners |Hard to judge ss’ performance if they|

|(Natural approach) |Emphasize listening comprehension |Silent period is acceptable to decrease|are not ready for output |

| |Get comprehensible/ |anxiety |Hard to learn correct forms |

| |meaningful inputs (i+1) | |Hard to prepare for the teaching |

| |Don’t push output if not ready | |materials |

| |Unnecessary to correct errors | | |

|Communicative approach |Use language for real communication (more |for real communication, ss should know |hard for beginning level ss to |

| |open-ended answers) |knowledge of linguistic forms, meaning,|express target language with |

| |Not necessary to use exercise and drills |functions, background information |foreigners |

| |Use authentic materials (e.g., real newspaper|produce real language in daily life |ignore the training of reading & |

| |article, listen to a live radio, CNN news, | |writing |

| |ICRT) | |no environment of ESL |

| | | |difficulty in evaluating ss’ |

| | | |performance |

|Task-based approach |for functional purpose |Make functional use of the lg |hard for beginning level ss |

| |“Listen and do” sth based on the information |immediately |focus on meaning, instead of form |

| |received |Develop higher cognitive & | |

| |Consciousness-raising |metacognitive (manage own learning) | |

| | |strategies | |

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