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Approaches to teaching additional languages March 2022

The document outlines various approaches to teaching additional languages, including the Grammar Translation Approach, Direct Method, Natural Approach, Audiolingual Method, and Communicative Approach, each with distinct focuses and methodologies. It also discusses critical language awareness, multimodal approaches, error correction strategies, and the eclectic approach that combines elements from different methods. The contrast between traditional and contemporary language teaching highlights the shift from grammar-focused instruction to communication-centered learning.

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Ntando Sandile
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13 views16 pages

Approaches to teaching additional languages March 2022

The document outlines various approaches to teaching additional languages, including the Grammar Translation Approach, Direct Method, Natural Approach, Audiolingual Method, and Communicative Approach, each with distinct focuses and methodologies. It also discusses critical language awareness, multimodal approaches, error correction strategies, and the eclectic approach that combines elements from different methods. The contrast between traditional and contemporary language teaching highlights the shift from grammar-focused instruction to communication-centered learning.

Uploaded by

Ntando Sandile
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Approaches to teaching

additional languages
• A set of correlative assumptions or theories on
how language is taught and learnt.
The Grammar translation approach
• makes use of translation and formal deductive grammar
analysis.
• The emphasis is on the thorough knowledge of
grammar.
• Texts are translated from the target to the first language
and vice versa
• Grammatical accuracy is highly valued.
• There is no emphasis on speaking and original writing
The Direct Method
• Its primary concern is the development of
communicative abilities.
• Teachers stressed the use of the spoken language.
• The learners were immersed in the target language
directly, without the mediation of translation.
• Visual aids were used to clarify the meaning of
vocabulary items.
• The teachers actively guided the conversation with
question and answer sequences.
The Natural Approach
• Krashen’s filter hypothesis provided underpinnings for the
natural approach.
• It is based on the notion that learners acquire language by
continuous exposure to real-life communication activities.
• The teacher presents comprehensible input to the learners.
• Teacher-talk dominates the situation.
• Learning is determined by the needs of the learners.
• The teacher does not give implicit grammatical
explanations.
The Audiolingual Method
• The name stems from the emphasis on listening
(‘audio’) and speaking (‘lingual’) abilities.
• associated with behaviourism.
• Language was taught by making learners repeat and
memorise certain language structures.
• Emphasis is on the teaching of speaking and listening
before reading and writing and the mother tongue is
discouraged.
• It is characterised by repetition and drilling.
Audiolingual approach (cont.)
• The approach involves engaging learners in practising
and saying linguistic forms out loud through drills and
repetition in order to establish linguistic habits.
• Drills are most effective in teaching an additional
language.
• They are effective in teaching pronunciation.
• They are also used to practise complicated sentence
structures or aspects of language are difficult to master.
Language as rules or patterns
• Deductive approach
Using a deductive approach, a teacher teaches learners
rules and they have to use them or find examples of
them.
• Inductive approach
Using an inductive approach, a teacher gives learners
lots of examples of a particular aspect of language and
asks them to find the patterns and to formulate rules
based on these patterns.
Critical language awareness

• In this approach learners are taught to read critically so


that they can understand how texts work to position us.
• It focuses on the relationship between language and
power and looks at how texts may serve the interests of
some at the expense of others.
Multimodal approaches

• In this approach a teacher uses non-verbal approaches


such as drama and role plays, drawings, photographs,
diagrams, movement and music to teach language.
Communicative approach to language
teaching (CLT)
• Communicative approach focuses on the ability to learn
the language in order to communicate.
• Role play and drama are effective methods to
implement this approach.
• Learners should practise language in meaningful
contexts to accomplish specific social purposes. For
example, learners can practise how to complain, to give
and receive compliments, to ask and give directions,
make polite requests, etc.
The Communicative Approach (cont.)
• CLT stresses the need to teach communicative competence.
• Meaning / Functions are emphasised over forms.
• Teachers design tasks that reflect communicative situations which
learners encounter in real life.
• According to Morrow communicative activities should bear the
following features:
➢ Information gap - One communicator should know what the other
does not.
➢Choice - communicators should have a choice of words that they
use in their communication.
➢Feedback – communicators should give feedback
/response/report back
Principles of CLT
• According to Richards and Rodgers (2001) CLT principles
include:
➢The communication principle
➢The task-based principle
➢The meaningfulness principle
Error correction in the CLT classroom
• When and how should errors be corrected?
• If the message is clear, language errors should be noted for
later attention.
• Errors are corrected if a learner commits errors that are
beneath her language level.
• Error correction is useful if the error interferes with the clear
understanding of the meaning.
• The correct way of error correction is using remedial
approach.
Eclecticism/ Eclectic Approach
• An approach which is a culmination of selecting from various
styles, ideas, methods.
• implies that a teacher uses features from various teaching
approaches.
• a cocktail of approaches.
• The selection of appropriate approaches is determined by the
learners, teaching context and the subject matter.
Remedial approach
• This is an approach whereby a teacher identifies
learners’ errors and teaches only the grammar that they
are getting wrong.
• A teacher can develop a worksheet or activity for each
type of error and resources to address different kinds of
errors over time.
• Remedial approach enables teachers to give activities
in accordance with each learner’s needs.
Contrasting Traditional and Contemporary
language teaching approaches
TRADITIONAL CONTEMPORARY
Focus on language as a Focus is on communication.
sequence of grammatical
patterns.
Select language items on the Select on the basis of what
basis of complexity of linguistic language items the learner
criteria. needs to know.
Language used tend to be more Genuine everyday language is
formal and bookish. emphasised.
Aim is to have students produce Aim is to have students

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