qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwertyuiopas APPROACHES IN LANGUAGE TEACHING dfghjklzxcvbnmqwertyuiopasdfghjklzx BY: KAREN CUEVAS DE LUNA cvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuio

pasdfghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvbnmrty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc

ESCUELA NORMAL SUPERIOR PROFR. MOISS SENZ GARZA MODALIDAD ESCOLARIZADA AGOSTO 2013-ENERO 2014 PROFRA. MARA DEL ROBLE AGUILAR ENGLISH III
LENGUA EXTRANJERA 5o SEMESTRE 27/08/2013

APPROACHES
Direct/natural Aural-oral skills Rejected l1 Reading and writing deferred = written symbol would confuse learners in use of sounds. Intensive immersion in l2 Emphasize effective language use. Procedures accompanied language use with appropriate actions (vocabulary introduced by demonstration). Grammar = inductive, no explanation. ORAL/AURAL 1st spoken language, then written Vocabulary selection Items are graded Speech regarded as basis of language Structure = heart of speaking activity Teachers: models, manipulators [corrected, revised, etc.], looked for errors. Visual aids [wall charts, flashcards, etc.] GRAMMAR-TRANSLATION From teaching of Latin Concerned with written language of literature. Taught in L1. Texts accompanied by list of vocabulary with L1 translation. Gives basic foundation to build communicative skills later. AUDIOLINGUALISM (Comeback of Direct Method) USA in WWII, to train personnel Small groups; highly motivated Language = mastering building blocks and rules by which these elements combine from sound to sentence. Language is behaviour [S - R - R] Mechanical habit formation through repetition. Dialogues and drills. Mimicry and memorization. Accurate pronunciation and control of structure = paramount. T.P.R. (Total Physical Response) Based on LISTENING. Physical actions reinforce comprehension of basic items. Carry out instructions physically performing. If environment fun, activities can be motivating and fun Asher = it should be used with other methods Many learners respond well to kinaesthetic activities Activities can serve as memory aid NOTIONAL-FUNCTIONAL D.A. Wilkins [72] = work with communicative meanings needed to express and understand effectively. Language categorized:

notions and functions Communicative focus allows use of complex structures. Examples: introducing yourself, making requests, offering, apologizing. COMMUNICATIVE Engage in more meaningful, authentic language use. [opposite to AUDIOLINGUALISM] Activities where learners communicated and where tasks are completed by interaction with other students [rather than accurate use of form] More communicative focus to begin communicating in English from first class Reduces teacher talking time and maximizes opportunities for communication. Emphasis on more authentic contexts with communicative value. Students use the language a great deal through communicative activities such as games, role-plays, and problem-solving tasks. Activities that are truly communicative, according to Morrow (in Johnson and morrow 1981), have three features: information gap, choice, and feedback. An information gap exists when one person in an exchange knows something that the other person doesnt. True communication is purposeful. A speaker can thus evaluate whether or not her purpose has been achieved based upon the information she receives from her listener. The teacher is the initiator of the activities, but he does not always himself interact with the students. Sometimes he is a co-communicator, but more often he establishes situations that prompt communication between and among the students. Also, teachers give students an opportunity to express their individuality by having them share their ideas and opinions on a regular basis. Finally, student security is enhanced by the many opportunities for cooperative interactions with their fellow students and the teacher. LEXICAL APPROACH Lots in common with communicative approach. Examines how lexical phrases, play important role in producing fluent speech. First coined by Michael Lewis Fundamental principle: "language consists of grammaticalized lexis, not lexicalized grammar: far more language generative power.