An Overview of Teaching Approach
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Prepared by:Prepared by:AbdulAbdul ManafManaf Bin AhmadBin Ahmad BustamanBustaman
MohdMohd AmirulAmirul AmzarAmzar BinBin NorazmanNorazman
ZaharahZaharah AidaAida BintiBinti MdMd YunusYunus
MohamadMohamad FaizFaiz BinBin AbAb AzisAzis
NurulNurul AdawiyahAdawiyah BintiBinti RifliRifli
TOPIC 3 : An Overview ofTOPIC 3 : An Overview of
Teaching Approaches,Teaching Approaches,
Methods and TechniquesMethods and Techniques
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The GrammarThe Grammar
TranslationTranslationMethodMethod
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The GrammarThe Grammar
Translation Method
Translation Method
The grammarThe grammar--translation method of foreigntranslation method of foreignlanguage teaching is one of the most traditionallanguage teaching is one of the most traditionalmethodsmethods..
AtAt one time it was called Classicalone time it was called Classical
Method,since it was first used in the teachingMethod,since it was first used in the teachingof the classical languages,Latin and Greek.of the classical languages,Latin and Greek.
It usesIt uses deductivedeductive method of languagemethod of languageteaching, based on classical studies ofteaching, based on classical studies ofdeaddeadlanguages, and oftenlanguages, and often ignores theignores the
communicative aspectcommunicative aspect of language use.of language use. Earlier in this century,it was used for theEarlier in this century,it was used for the
purpose of helping students read andpurpose of helping students read andappreciate foreign language literature.appreciate foreign language literature.
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The GrammarThe Grammar
Translation Method
Translation Method
Classes aretaught in thestudentsd
mother
tongue,with littleactive use of thetarget language
Vocabulary istaught in the form
of isolated wordlists
Elaborateexplanations of
grammar arealways provided
Reading of difficulttext is begun early
in the course ofstudy
Little attention is paid tothe content of text,which
are treated as exercises ingrammatical analysis.
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CharacteristicsCharacteristics
A focus on learning the rules of grammar
and their application in translation
passages from one language into the other.
Vocabulary in the target language is
learned through direct translation from thenative language, it is taught in the form of
isolated word lists. e.g. with vocabulary
tests such as:
the house : rumah itu
the mouse : tikus itu
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Very little teaching is done in the target
language. Instead, readings in the target
language are translated directly and thendiscussed in the native language. Little or no
attention is given to pronunciation.
Grammar is taught with extensive
explanations in the native language, and onlylater applied in the production of sentences
through translation from one language to the
other. eg:
Do you have my book? : Adakah kamumempunyai buku saya?
I don't know where your book is : Saya
tidak tahu dimana buku awak.
Very little teaching is done in the target
language. Instead, readings in the target
language are translated directly and thendiscussed in the native language. Little or no
attention is given to pronunciation.
Grammar is taught with extensive
explanations in the native language, and onlylater applied in the production of sentences
through translation from one language to the
other. eg:
Do you have my book? : Adakah kamumempunyai buku saya?
I don't know where your book is : Saya
tidak tahu dimana buku awak.
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PrinciplesPrinciples Literary language is superior to the spoken
language.
Translating each language into each other is
an important goal for learners.
The authority in the classroom is the teacher. To be able to communicate with target
languages speakers is not among the goals.
The primary skills to be improved are reading
and writing.
Its focus is on accuracy and not fluency.
Error correction: If a students answer of a
question is incorrect, the teacher selects a
different student to give the correct answer or
s/he replies himself/herself.
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1. Classes are taught in the mother tongue, with
little active use of the target language.
2. Much vocabulary is taught in the form of lists of
isolated words.
3. Long elaborate explanations of the intricacies ofgrammar are given.
4. Grammar provides the rule for putting words
together, and instruction often focuses on the form
and inflection of words.
5. Reading of difficult classical texts is begun early.6. Little attention is paid to the content of texts,
which are treated as exercises in grammatical
analysis.
AA classclass workingworking withwith thethe
GrammarGrammarTranslationTranslation MethodMethod
lookslooks likelike thisthis::
AA classclass workingworking withwith thethe
GrammarGrammarTranslationTranslation MethodMethod
lookslooks likelike thisthis::
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This method gives pupils the wrong
idea of what language is and of the
relationship between languages.Language is seen as a collection or
words which are isolated and
independent.
Worst effect of this method is on pupil's
motivation. Because (s)he cannot
succeed - leads to frustration, boredom
and indiscipline.
Disadvantages
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It seemed there was no need forstudents to master the four skills
ofEnglish (listening, speaking,
reading, and writing)
The grammar-translation method
is the easiest for a teacher to
employ. It doesn't require a
teacher to speak good English ormake good lesson preparations.
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Exercises of a class using this
method
Exercises of a class using this
method
1. Translation of a Literary Passage
Students translate a reading passage from the target
language into their native language.
2. Reading Comprehension Questions
Students answer questions in the target language
based on their understanding of the reading passage.
3. Antonym/synonyms
Students are given one set of words and are asked to
find antonyms in the reading passage.
4. Fill-in-the-blanks
Students are given a series of sentences with wordsmissing.
5. Deductive Application of Rule
Grammar rules are presented with examples. Once
students understand a rule, they are asked to apply it
to some different example.
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The Direct MethodThe Direct Method
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The Direct MethodThe Direct Method
The appearance of the "DirectThe appearance of the "DirectMethod" thus coincided with aMethod" thus coincided with a
new school of thinking thatnew school of thinking thatdictated that all foreign languagedictated that all foreign languageteaching should occur in theteaching should occur in thetarget language only, with notarget language only, with notranslation and an emphasis ontranslation and an emphasis onlinkinglinking meaningmeaningto the languageto the languagebeing learned.being learned.
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The method became very popularThe method became very popularduring the first quarter of the 20thduring the first quarter of the 20thcentury, especially in private languagecentury, especially in private languageschools in Europe where highlyschools in Europe where highly
motivated students could study newmotivated students could study newlanguages and not need to travel far inlanguages and not need to travel far inorder to try them out and apply themorder to try them out and apply themcommunicatively.communicatively.
One of the most famous advocates ofOne of the most famous advocates of
the Direct Method was the Germanthe Direct Method was the GermanCharlesCharles BerlitzBerlitz, whose schools and, whose schools andBerlitzBerlitz Method are now worldMethod are now world--renownedrenowned
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KEY FEATURESKEY FEATURES
Richards and Rodgers (Richards and Rodgers (19861986::99--1010) summarize the) summarize thekey features of the Direct Method thus:key features of the Direct Method thus:
((11)) Classroom instruction is conducted exclusively inClassroom instruction is conducted exclusively inthe target language.the target language.
((22)) Only everyday vocabulary and sentences areOnly everyday vocabulary and sentences aretaught.taught.
((33)) Oral communication skills are built up in aOral communication skills are built up in a
carefully traded progression organized aroundcarefully traded progression organized aroundquestionquestion--andand--answer exchanges betweenanswer exchanges between
teachers and students in small, intensive classes.teachers and students in small, intensive classes.
((44)) Grammar is taught inductively.Grammar is taught inductively.
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((55)) New teaching points are taughtNew teaching points are taughtthrough modeling and practice.through modeling and practice.
((66)) Concrete vocabulary is taught throughConcrete vocabulary is taught throughdemonstration, objects, and pictures;demonstration, objects, and pictures;
abstract vocabularyabstract vocabulary
is taught by association of ideas.is taught by association of ideas.
((77)) Both speech and listeningBoth speech and listeningcomprehension are taught.comprehension are taught.
((88)) Correct pronunciation and grammarCorrect pronunciation and grammarare emphasized.are emphasized.
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TThehe AudiolingualAudiolingualMethodMethod
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AudiolingualAudiolingual MethodMethod
AudiolingualAudiolingual approachapproach
It is based on theIt is based on the behavioristbehaviorist theory oftheory oflanguage learning and assumes that languagelanguage learning and assumes that languagelearning can be broken down into a series oflearning can be broken down into a series of
individualindividual habitshabits, which can be formed by, which can be formed byreinforcement of correct responsereinforcement of correct response..
It emphasizesIt emphasizes habit formationhabit formation through thethrough thepracticepractice (e.g., pattern drilling),(e.g., pattern drilling), memorizationmemorization,,andand rote repetitionrote repetition of grammatical structuresof grammatical structuresand lexical items usually in isolation fromand lexical items usually in isolation from
contexts of meaningful use.contexts of meaningful use. It places emphasis on theIt places emphasis on the orderingordering of the fourof the four
skillsskills listening, speaking, reading, writinglistening, speaking, reading, writing and the need forand the need formaximum error preventionmaximum error prevention..
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AudiolingualAudiolingual MethodMethod
AudioAudio--lingual methodology owes itslingual methodology owes its
existence to theexistence to the BehaviouristBehaviourist modelsmodels ofof
learning using the Stimuluslearning using the Stimulus--ResponseResponse--
Reinforcement model, it attempted, throughReinforcement model, it attempted, through
a continuous process of such positivea continuous process of such positive
reinforcement, to engender good habits inreinforcement, to engender good habits in
language learners.language learners.
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AudioAudio--lingual method reliedlingual method reliedheavily on drills like substitutionheavily on drills like substitutionto form these habits.to form these habits.
HabitHabit--forming drills haveforming drills haveremained popular amongremained popular amongteachers and students, andteachers and students, and
teachers who feel confident withteachers who feel confident withthe linguistic restriction of suchthe linguistic restriction of suchprocedures.procedures.
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TotalTotal
PhysicalPhysicalResponseResponse
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Total Physical ResponseTotal Physical Response
Total physical responseTotal physical response (TPR)(TPR)
In TPR class, students (children or adults)In TPR class, students (children or adults)
participate in activities in which they hear aparticipate in activities in which they hear a
series of commands in the TL. They simplyseries of commands in the TL. They simply
listen and show their comprehension by theirlisten and show their comprehension by theiractions but are not required to say anything.actions but are not required to say anything.
The vocabulary and structures are carefullyThe vocabulary and structures are carefully
graded and organized so that learners dealgraded and organized so that learners deal
with material which gradually increases inwith material which gradually increases in
complexity and each new lesson builds on thecomplexity and each new lesson builds on theones before. This position differs fromones before. This position differs from
KrashensKrashens input hypothesis.input hypothesis.
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The originator ofTPR, James Asher,The originator ofTPR, James Asher,worked from the premise that adultworked from the premise that adultsecond language learning could havesecond language learning could havesimilar developmental patterns to that ofsimilar developmental patterns to that ofchild acquisition.child acquisition.
Chlidren learn language from their speechChlidren learn language from their speechthrough the forms of commands, thenthrough the forms of commands, thenadults will learn best in that way too.adults will learn best in that way too.
In responding to commands students getIn responding to commands students geta lot of comprehensible input, and ina lot of comprehensible input, and inperforming physical actions they seem toperforming physical actions they seem toecho the claims of Neuroecho the claims of Neuro--linguisticlinguisticprogramming that certain people benefitprogramming that certain people benefit
greatly from kinaestheticgreatly from kinaesthetic activity.activity.
Total Physical Response (TPR)
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Total physical responseTotal physical response (TPR)(TPR) Research showed that students canResearch showed that students can
develop quite advanced levels ofdevelop quite advanced levels ofcomprehension in the TL without engagingcomprehension in the TL without engagingin oral practice.in oral practice.
When students begin to speak, they takeWhen students begin to speak, they takeover the role of the teacher and giveover the role of the teacher and givecommands as well as following them.commands as well as following them.However, the kind of language students canHowever, the kind of language students canlearn in such an environment is quite limited.learn in such an environment is quite limited.
This approach gives learners a good start. It
This approach gives learners a good start. Itallows them to build up a considerableallows them to build up a considerable
knowledge of the language without feelingknowledge of the language without feelingthe nervousness that often accompaniesthe nervousness that often accompaniesthe attempts to speak the TL.the attempts to speak the TL.
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CommunityCommunity
LanguageLanguageLearningLearning
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Community Language LearningCommunity Language Learning
In the early seventies, CharlesIn the early seventies, Charles
Curran developed a new educationCurran developed a new education
model he called "Counselingmodel he called "Counseling--Learning".Learning".
This was essentially an example ofThis was essentially an example of
an innovative model that primarilyan innovative model that primarilyconsidered affective factors asconsidered affective factors as
paramount in the learning process.paramount in the learning process.
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Community Language LearningCommunity Language Learning
In the early seventies, CharlesIn the early seventies, CharlesCurran developed a new educationCurran developed a new educationmodel he called "Counselingmodel he called "Counseling--Learning".Learning".
This was essentially an example ofThis was essentially an example ofan innovative model that primarilyan innovative model that primarilyconsidered affective factors asconsidered affective factors asparamount in the learning process.paramount in the learning process.
Drawing on Carl Rogers' view thatDrawing on Carl Rogers' view that
learners were to be considered notlearners were to be considered notas aas a classclass,but,but as aas a groupgroup, Curran's, Curran'sphilosophy dictated that studentsphilosophy dictated that studentswere to be thought of as "clients"were to be thought of as "clients"
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Key FeaturesKey Features
The Community Language Learning method involvesThe Community Language Learning method involvessome of the following features:some of the following features:
((11)) Students are to be considered as "learnerStudents are to be considered as "learner--clients"clients"and the teacher as a "teacherand the teacher as a "teacher--councellorcouncellor".".
((22)) A relationship of mutual trust and support isA relationship of mutual trust and support isconsidered essential to the learning process.considered essential to the learning process.
((33)) Students are permitted to use their nativeStudents are permitted to use their nativelanguage, and are provided with translations fromlanguage, and are provided with translations from
the teacher which they then attempt to apply.the teacher which they then attempt to apply.
((44)) Grammar and vocabulary are taught inductively.Grammar and vocabulary are taught inductively.
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((55)) "Chunks" of target language produced by the"Chunks" of target language produced by thestudents are recorded and later listened tostudents are recorded and later listened to --
theythey are also transcribed with native languageare also transcribed with native languageequivalents to become texts the students workequivalents to become texts the students workwith.with.
((66)) Students apply the target languageStudents apply the target languageindependently and without translation when theyindependently and without translation when they
feel inclined/feel inclined/ confident enough to do so.confident enough to do so.
((77)) Students are encouraged to express not onlyStudents are encouraged to express not onlyhow they feel about the language, but how theyhow they feel about the language, but how they
feel about the learning process, to which thefeel about the learning process, to which theteacher expresses empathy and understanding.teacher expresses empathy and understanding.
((88)) A variety of activities can be included (forA variety of activities can be included (forexample, focusing on a particular grammarexample, focusing on a particular grammar
oror pronunciation point, or creating newpronunciation point, or creating newsentences based on the recordings/transcripts).sentences based on the recordings/transcripts).
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SuggestopaediaSuggestopaedia
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SuggestopaediaSuggestopaedia
Desuggestopedia/suggestopedia, theDesuggestopedia/suggestopedia, theapplication of suggestion to pedagogy, hasapplication of suggestion to pedagogy, hasbeen developed to help students eliminate thebeen developed to help students eliminate thefeeling that they cannot be successful or thefeeling that they cannot be successful or thenegative association they may have towardnegative association they may have toward
studying and, thus, help them overcome thestudying and, thus, help them overcome thebarriers to learning.barriers to learning.
One of the ways the studentsOne of the ways the students mentalmentalcapacitiescapacities are stimulated is through integrationare stimulated is through integrationof the fine artsof the fine arts..
parentparent--children (teacherchildren (teacher--student) relationshipstudent) relationship
three main parts: oral review, presentation andthree main parts: oral review, presentation anddiscussion, concert session (listening to classicdiscussion, concert session (listening to classicmusic)music)
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SuggestopaediaSuggestopaedia TechniquesTechniques
CLASSROOM SETCLASSROOM SET--UPUP the challenge for thethe challenge for theteacher is to create a classroom enivronment whichteacher is to create a classroom enivronment whichis bright and cheerful. (The teacher should try tois bright and cheerful. (The teacher should try toprovide as positive environment as possible.)provide as positive environment as possible.)
PERIPHERAL LEARNINGPERIPHERAL LEARNING this technique isthis technique is
based upon that we percieve much more in ourbased upon that we percieve much more in ourenvironment than that to which we consciouslyenvironment than that to which we consciouslyattend. It is claimed that, by putting posterattend. It is claimed that, by putting postercontaining grammatical information about the targetcontaining grammatical information about the targetlanguage on the classroom walls, students willlanguage on the classroom walls, students willabsorb the necessary facts effortlessly.absorb the necessary facts effortlessly.
POSITIVESUGGESTIONPOSITIVESUGGESTION its the teacherits the teacher
resposibility to orchestrate the suggestive factors inresposibility to orchestrate the suggestive factors ina learning situation, thereby helping students breaka learning situation, thereby helping students breakdown the barriers to learning that they bring withdown the barriers to learning that they bring withthem. Teachers can do this through direct andthem. Teachers can do this through direct andindirect means.indirect means.
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OtherOtherTechiqueTechique
BAROQUE MUSICBAROQUE MUSIC it has ait has a
specific rhythm anspecific rhythm andd a pattern of 60a pattern of 60
beats per minute, and Lozanovbeats per minute, and Lozanov
believed it created a level of relaxedbelieved it created a level of relaxedconcentration that facilitated theconcentration that facilitated the
intake and retention of hugeintake and retention of huge
quantities of materialquantities of material..
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TheS
ilentTheS
ilentWayWay
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The Silent WayThe Silent Way
TheThe Silent WaySilent Way is ais a language teachinglanguage teaching
methodmethod created bycreated by CalebCaleb GattegnoGattegno thatthat
makes extensive use ofmakes extensive use ofsilencesilence asas
aa teaching techniqueteaching technique. It is not usually. It is not usually
consideredconsidered aamainstreammainstream methodmethod
inin language educationlanguage education..
It was first introduced inIt was first introduced in Gattegno'sGattegno's
bookbook Teaching Foreign Languages inTeaching Foreign Languages in
Schools: The Silent WaySchools: The Silent Wayinin 19721972.Gattegno.Gattegnowas skeptical of the mainstream languagewas skeptical of the mainstream language
education of the time, and conceived of theeducation of the time, and conceived of the
method as a special case of his generalmethod as a special case of his general
theories oftheories ofeducationeducation..
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The teacher uses silence for multipleThe teacher uses silence for multiple
purposes in the Silent Way. It is used topurposes in the Silent Way. It is used to
focus students'focus students' attentionattention, to elicit student, to elicit student
responses, and to encourage them toresponses, and to encourage them to
correct their own errors.correct their own errors.
Even though teachers are often silent,Even though teachers are often silent,
they are still active; they will commonly usethey are still active; they will commonly use
techniques such astechniques such as mouthingmouthing words andwords and
using hand gestures to help the studentsusing hand gestures to help the studentswith their pronunciation. Teachers will alsowith their pronunciation. Teachers will also
encourage students to help their peers.encourage students to help their peers.
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Silent Way teachers use someSilent Way teachers use some
specializedspecialized teaching materialsteaching materials. One of the. One of thehallmarks of the method is the usehallmarks of the method is the use
ofofCuisenaire rodsCuisenaire rods, which can be used for, which can be used for
anything from introducinganything from introducing
simplesimple commandscommands to representing abstractto representing abstract
objects such asobjects such as clocksclocks andand floor plansfloor plans..
The method also makes use of colorThe method also makes use of color
association to help teach pronunciation;association to help teach pronunciation;
there is a soundthere is a sound--color chart which is usedcolor chart which is used
to teach theto teach the language soundslanguage sounds,,coloredcolored word chartsword charts which are used towhich are used to
teachteach sentencessentences, and colored Fidel charts, and colored Fidel charts
which are used to teachwhich are used to teach spellingspelling..
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CommunicativeCommunicativeApproachApproach
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The CommunicativeThe Communicative
ApproachApproach
The communicative approachThe communicative approachor Communicative Languageor Communicative Language
Teaching (CLT) is the nameTeaching (CLT) is the namewhich was given to a set ofwhich was given to a set ofbeliefs which included not onlybeliefs which included not onlya rea re--examination of whatexamination of what
aspects of language to teachaspects of language to teachbut also a shift in emphasis onbut also a shift in emphasis onhow to teach!how to teach!
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Communicative language teachingCommunicative language teaching
(CLT) approaches(CLT) approaches argue thatargue that Language isLanguage is notnot learned by thelearned by the gradualgradual
accumulationaccumulation of one item after another.of one item after another.
ErrorsErrors are aare a naturalnatural andand valuablevaluable partpart
of the language learning process.of the language learning process. TheThe motivationmotivation of learners is oftenof learners is often
stifledstifled by anby an insistence oninsistence oncorrectnesscorrectness and byand by rote learningrote learning..
It is better to encourage learners toIt is better to encourage learners to
developdevelop fluencyfluency before accuracy. Theybefore accuracy. Theyneed to developneed to develop communicativecommunicativeabilitiesabilities right from the beginning.right from the beginning.
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Limitation ofLimitation ofCommunicative languageCommunicative language
teaching (CLT) approachesteaching (CLT) approaches::
Allowing learners too much freedomAllowing learners too much freedom
without correction and explicitwithout correction and explicit
instructioninstruction is likely to lead to earlyis likely to lead to early
fossilization of errorsfossilization of errors..
However, little research has been done toHowever, little research has been done to
test the hypothesis thattest the hypothesis that formform--basedbased
instruction in theinstruction in the earlyearly stages of Lstages of L22learning will, in the long run, lead to higherlearning will, in the long run, lead to higher
levels of linguistic performance andlevels of linguistic performance and
knowledge thanknowledge than meaningmeaning--basedbased
instruction in theinstruction in the earlyearly stages.stages.
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NonNon--communicativecommunicative activitiesactivities CommunicativeCommunicative activitiesactivities
TheThe Communicative Language Teaching (CLT)Communicative Language Teaching (CLT)
No communicative desire
No communicative purpose
Form not content
One language item only
Teacher intervention
Materials control
A desire to communicate
A communicative purpose
Content not form
Variety of language
No teacher intervention
No materials control
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Thank you!Thank you!