Approach
Founder if
Any known.
Main Idea
What is
taught
Grammar translation
Structural approach
J.B. Watson (1942
Cognitive approach
Noam Chomsky
Communicative approach
Audiolingualism
Application of
methods used in
Latin and Greek to
teaching of
modern languages.
Rules of grammar,
not the language
itself, are all
important. Verb
declensions are set
out tables,
vocabulary lists to
be learned, leading
to translation from
mother tongue
into target
language and viceversa.
Little or no
attention to
pronunciation.
Assumption was
that language
consists of written
words and of
words which exist
in isolation, as
though they were
individual bricks
which could be
translated one by
one into their
STRUCTURES !
“language was like a
game of chess, a system
in which each item is
defined by its
relationship to all the
others…language is a
carefully built structure
of interwoven
elements.”(
CREATIVITY
“..the ability of human
beings to produce and
comprehend an
infinite number of
novel sentences.”
Communicative Language
Teaching
(CLT) is an approach to
the teaching of
secondandforeig language
that emphasizes
ineractionas both the
means and the ultimate
goal of learning
alanguage. It is also
referred to as
“communicative approach
to the teaching of foreign
languages” or simply the
“Communicative
Approach”
It is based on behaviorist
theory, which professes
that certain traits of living
things, and in this
case humans could be
trained through a system
of reinforcement—correct
use of a trait would
receive positive feedback
whileincorrect use of that
trait would receive
negative feedback.
Structures, The
structuralists, whose
views are related to
behavioral psychology,
see language as a finite
list of ordered elements
to which one can attach
labels. They undertake a
systematic analysis of
structure. The teacher
depends on such
structural description as
the distribution and
combination of
elements into a chain of
speech. It is based on
They look for a
universal grammar
that contains
universals relating to
the deep-seated
regularities
characterizing all
languages. For
instance, subject and
predicate, negative
and adjectival forms
are present in all
languages because
they are a universal
feature, whereas the
structuring and
, CLT also places great
emphasis on helping
students use thetarget
language in a variety of
contexts and places great
emphasis on learning
languagefunctions.
ALM, its primary focus is
on helping learners create
meaning rather than
helping them develop
perfectly grammatical
structures or acquire
native-like pronunciation.
This means that
successfully learning a
foreign language is
assessed in termsof how
well learners have
developed their
communicative
competence, which can
loosely bedefined as their
foreign
equivalents and
then assessed
according to
grammatical rules
into sentences in
the foreign
language.
How it is
taught
Through a
translation done by
students of a source
into a foreign
language or from a
foreing language
into the students first
language.
the process of
substitution, the
replacement of one unit
by another unit of the
same grammatical class.
arrangement of these
features belong to
individual languages.
The deep structure
rules are limited by
the grammar of each
particular language.
Universal grammar,
according to
Chomsky is “…a
theory of the “initial
state” of the language
faculty, prior to any
linguistic experience.”
Mimicry and imitation
To the cognitivist,
and memorisation, there children are born with
is no distinction
an innate capacity for
between the first and
language
second language
development. The
teaching. There is no
human brain is
internal process.
“ready” for language,
Stimulus and
in the sense that when
reinforcement (or
children are exposed
reward) from the input
to speech, certain
and the “verbal operant” general principles for
(or response) forms the discovering or
output.
structuring language
automatically begin to
operate, there exists a
LAD within children.
LANGUAGE
AQUSITION
DEVICE
ability to apply
knowledge of both formal
and sociolinguistic
aspects of alanguage with
adequate proficiency to
communicate.
The main objective of
CLT is to develop the
communicative
competence of the
learners.ii) Learners are
involved in the learning
process so that language
developsautomatically.All
the basic four skills get
equal emphasis.
The development of oral
proficiency in the
language through
carefully
selectedvocabularies
which form a general
service list for the learner
to use.ii)To make
students able to use the
target language
communicatively
andautomatically without
stopping to
think.Communicative
Language Teaching:i)The
main objective of CLT is
to develop the
communicative
competence of the
learners.ii) Learners are
involved in the learning
process so that language
developsautomatically.All
the basic four skills get
equal emphasis.
Main ideas
summary
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 and
there must be a
corresponding
word in the
native tongue
Speech is primary,
writing secondary, so
the habits that are
formed in language
must be speech habits.
Automatic response is
best achieved by
constant repetition.
Offshoots of this
theory are the
language laboratory,
structural drill,
imitation, and
memorization
techniques.(
can provide much
useful information
concerning verbal
responses and
reinforcement
Low translation
standard - caused
by grammatical
tends to manipulate
techniques which the language and
force learner to
disregard the content.
deduce FL
sentences 'by
selecting from a
multiplicity of
rules and
exceptions and
individualised
words.
Speech is primary,
writing secondary,
but also important
so the habits that are
formed in language
must be speech
habits.
provides much
useful information
on the basic nature
of the organism and
its internal processes
makes little or no
account of stimulusresponsereinforcement
Language as it is used in
real context should be
introduced
Fluency is much more
important than
accuracy
The teacher acts as an
advisor during
communicative activity,
a facilitator of students’
learning, a manager of
classroom activity, or a
co-communicator
Students should be given
opportunities to develop
strategies for
interpretinglanguage as
it is actually seen by
native speakers
Students are
communicators and are
actively engaged in
negotiating meaning.
Language is used a great
deal through
communicative activities
such as games,role-play,
problem solving
Language is speech
and not writing
Language is a set of
habit. Learning is
controlled through
behaviour
Language forms
occur within a
context
Teaching is directed
to provide students
with a nativespeaker-like model
Errors are carefully
avoided because they
lead to the formation
of bad habits
Positive
reinforcement helps
the student to
develop correct
habits.
Language is not seen
separated from
culture. Culture is
the everyday
behavior of people
who use the target
language
EX 1.
1. This new service will be available to all users _______ up for paid membership.
A. that signed
B. that signed it
C. which signed
D. sign
2. John Smith, _______ of economic crimes, tax evasion and fraud, is being accused of attempted murder now.
A. of that he was accused
B. that was accused
C. whom he was accused
D. who was accused
3. The police were greatly outnumbered by rioters, _______ ran into the hundreds.
A. whose figures
B. those figures
C. that its figures
D. its figures that
EX 2.
Translate the followin text into Polish.
"Show me a man or a woman alone and I'll show you a saint. Give me two and they'll fall in love. Give me three and they'll invent the charming
thing we call 'society'. Give me four and they'll build a pyramid. Give me five and they'll make one an outcast. Give me six and they'll reinvent
prejudice. Give me seven and in seven years they'll reinvent warfare. Man may have been made in the image of God, but human society was
made in the image of His opposite number, and is always trying to get back home."
EX 3.
Put the verbs into the correct tense (simple past or past progressive) and explain their usage.
1. When I (do)
w as doing
2. While Tom (play)
broke
the piano, his mother (do)
3. He (drink)
4. I (have)
the washing-up, I (break)
a plate.
the washing-up.
some juice and then he (eat)
a few chips.
dinner when I suddenly (hear)
a loud bang.
5. When my father (work)
in the garden, an old friend (pass)
by to see him.
Put the verbs into the correct tense (simple past or past progressive).
1. When I (do)
w as doing
2. While Tom (play)
broke
the piano, his mother (do)
3. He (drink)
4. I (have)
the washing-up, I (break)
a plate.
the washing-up.
some juice and then he (eat)
a few chips.
dinner when I suddenly (hear)
a loud bang.
5. When my father (work)
in the garden, an old friend (pass)
by to see him.
EX 4.
The teacher names a few thing around him/her for example (a chair, a table, a window, a door)
Then the teacher asks questions about the things pointing at them:
What is this?
This is a …. (a chair, a table, a window, a door)
What colour is this (a chair, a table, a window, a door)?
It …
And so on…
EX 5.
“Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair