Approach Grammar Translation (1880) Deductive Grammar Speaking Deemphasized Direct Approach (1910) Inductive Grammar Speaking Emphasized Reading Approach (1930) Deductive Grammar Speaking Deemphasized Audio-­­lingual Approach (1940) Inductive Grammar Speaking Emphasized Purpose (Why/Who) Content (What) Practice (How) • to teach aristocracy, often rich • classical books, such as Homer young men, how to read Latin and and the Bible Greek • Long passages of text • to teach culture and morality • different genres: poetry, short • language for its own sake…as story, and novel an intellectual exercise • translation and “back” translation • deductive grammar instruction • reading comprehension questions • fill in the blanks • memorization of vocabulary • compositions (writing essays) • to teach students who want to study or visit other countries • to travel • to experience culture: not just classic literature, but geography, history, and people • • • • • dialogues and conversations • passages about how other cultures live (geography, politics, culture) • maps, visual aids (objects and pictures) inductive grammar instruction reading aloud conversation practice map drawing and information gaps • question and answer • self-correction, when possible • • readings that are leveled to the to teach students who will learners’ knowledge most likely never leave the • vocabulary words from those country readings • to teach a practical skill • grammatical items from those students might actually use readings • to teach by using teachers who are not native language speakers • • • • • to teach soldiers how to speak • dialogues so they can communicate with • language mimicry (without a enemies and allies focus on meaning) • to teach anyone who needs to • visual aids (objects and communicate orally/aurally pictures) • habit formation drills: backward build-up, chain, single and multi-slot substitution, transformation • dialog memorization • use of minimal pairs • grammar games • overlearning deductive grammar instruction memorization of vocabulary translation oral proficiency not emphasized • evaluative performance through testing is emphasized Cognitive Approach (1960) Deductive Grammar Speaking Deemphasized Affective Humanistic (1970) Inductive Grammar Speaking Emphasized • to understand how languages work • to research and publish • to recognize the unique properties of the human mind • to respect student feelings as they learn a language • ‐to increase the speed of learning NOT TRULY A CLASSROOM APPROACH…A WAY OF UNDERSTANDING A LEARNER • bright colors and pictures, posters everywhere • music and fine art • dialogues • games Comprehension Approach (1980) • to help make meaning clear (to • classroom objects: a door, a clock, a chair, etc. make input comprehensible) • observable actions: jump, sit, Inductive/Deductive Grammar • to help learners gain walk, run confidence so that they are Speaking Deemphasized • chunks of language in novel willing to produce language combinations Communicative Approach (1980) Inductive/Deductive Grammar Speaking/Writing Emphasized • to connect people together in order to create opportunity and awareness. • to love other cultures and places • to use a language • carefully leveled books with high interest themes books often • books often contain four “skills”: reading, writing, listening and speaking • books also contain excerpts on pronunciation, grammar culture, learner strategies, speech acts, and vocabulary learner strategies, speech acts, and vocabulary Instead of techniques, experts focused on characteristics of the leaners’ brains and strategies they can use to improve their learning. • positive reinforcement • choosing a new identity • multiple concerts: reading a dialogue with music in the background and playing it multiple times • spontaneous, creative thought through dramatic interpretations, games, singing and dancing singing and dancing • use of commands • role reversal (now YOU are the teacher) • action sequence • • • • • • use of authentic materials picture strips (comics) information gap exercises language games group and pair work activities that meet “diverse needs”
