1. A “METHODICAL” HISTORY OF LANGUAGE TEACHING

2. Contents Behaviorism & Cognitivism Overview Audiolingual Method
Community Language Learning
Total Physical Response

3. stimulus- response-reinforcement Learning = Habit formation
Behaviorism
Learning Process
Tabula rasa (백지상태)
stimulus- response-reinforcement
Learning = Habit formation

4. Behaviorism The Audio-lingual Method
ALM relied on the use of memorization of set dialogues and extensive repetition and drilling.
-행동주의에 입각해, 습관형성과 자극-반응-강화를 통한반복적인 기계적 학습을 통해서 언어습득이 이루어 진다고 여김.

5. Cognitivism
Discover psychological principles of organization and functioning.
Meaning, understanding and knowing are significant for learning.
Meaningful learning ! !

6. Cognitivism Cognitive Code Learning
Approach that emphasized a conscious awareness of rules and their application to second language learning.

7. Cognitivism A : What are you doing? Jane waits for you.
B : Oh! I forgot. I have to give her
Ann’s textbooks and notes.
A : Hurry. She hates waiting.
B : It is better to buy some candies for her.

8. Prior background knowledge
Cognitivism
Advanced organizer (선행 조작자)
Strong retention
New information
Prior background knowledge

9. first language, image, sound
Cognitivism
Linkword Method ( 연상단어 기억법)
Ex ) Man is mortal / I bang a door.
New word
Remember
first language, image, sound .

10. Theoretically well-informed beliefs of the nature of language.
A generalized set of classroom specifications for accomplishing linguistic objectives.
Any of wide variety of exercise, activities.
Approach
Method
technique

11. 1. The Grammar-Translation Method 5. Cognitive Code Learning
2. The Series Method
3. The Direct Method
4. The Audiolingual Method
5. Cognitive Code Learning
6. Designer Methods of 1970s
7. Functional Syllabuses

12. 1. Grammar-Translation Method
Classes are taught in the mother tongue.
Much vocabulary is taught in the form of lists of isolated words.
Long, elaborate explanations of the intricacies of grammar are given.
Instruction often focuses on the form and inflection of words.
Little attention is given to pronunciation

13. 2. Series Method
A method that taught learners directly (without translation) and conceptually (without grammatical rules and explanations) a series of connected sentences that are easy to perceive.

14. 3. Direct Method Classroom instruction was conducted
exclusively in the target language.
Only everyday vocabulary and sentences were
taught.
Grammar was taught inductively.
Both speech and listening comprehension were taught.
Correct pronunciation and grammar were
emphasized

15. 5. Cognitive Code Learning
The method was influenced by Chomsky.
An amalgamation of Audiolingual and Grammar-Ttranslation techniques.
(more deductive rule learning)

16. Total Physical Response
Community Language Learning 6.
“Designer” Methods of the Spirited 1970s
Suggestopedia
The Silent Way
Total Physical Response
The Natural Approach

17. Suggestopedia
Developed by Georgi Lozanov, Suggestopedia sees the physical surrounding and atmosphere of the classroom as of vital importance.
Music (Baroque music) is central to this method.
Relaxed states of mind lead to superlearning.

18. The Silent Way It capitalized on discovery-learning procedures.
Teacher says as little as possible rather than entering into conversation with the students.
Learner should develop independence, autonomy, and responsibility.

19. Natural Approach <Three stages of the Natural Approach>
Preproduction : development of listening
comprehension skills.
2. Early production : Students struggles with the
language, and the teacher focuses on meaning,
not on form.
3. Speech Emergence : extending production into longer stretches of discourse involving lots of activities

20. 7. Functional Syllabus
Reacting to methods that attended too strongly to grammatical form, the NFS focuses strongly on the pragmatic purposes to which we put language.

21. The Audiolingual Method (ALM)
Approach & Design
Language is a system of rule-governed structures.
Habit formation, oral expressions
Control of structures, native-speaker mastery
Teacher: directing and controlling the language behavior being a good model for imitation
Students: imitators of model speakers
respond accurately and rapidly

22. The Audiolingual Method (ALM)
Procedure
New materials in dialogue form
Mimicry, memorization, overlearning
Sequenced structures, repetitive drills, pattern practice
Little or no grammatical explanation
Limited vocabulary in context
Tapes, language labs, visual aids
Importance of pronunciation
Little use of mother tongue by teachers
Immediate reinforcement, students’ error-free utterances
(manipulating language, disregarding content)

23. The Audiolingual Method (ALM)
Demonstration
☞ Listen to the conversation and repeat.
W: Excuse me. How can I get to the
post office?
M: Go one block and turn right.
W: Go one block and turn right?
M: Yes. It’s on your left next to the bank.
W: OK. Thank you very much.

24. The Audiolingual Method (ALM)
Disadvantages
Advantages
Fail to teach long-term communicative proficiency
Difficult to apply to real situations
Students becoming less interested in language learning
Error is a key part of the acquisition process.
Accurate pronunciation
Improving daily conversation skills in limited situations
Beneficial to young, beginner level students

25. Humanistic psychology Charles Curran Counseling-Learning
Rogers
Humanistic psychology
Charles Curran Counseling-Learning
Community Language learning

26. Roger s : Humanistic psychology teacher = facilitator
Community Language Learning
Roger s : Humanistic psychology
teacher = facilitator
have trust , acceptance of the students
communicate openly with the student
Charles Curran : Counseling-Learning
classroom = not a “class” but a “group”
interact in an interpersonal relationship
non- defense learning
teacher = counselor

27. Community Language Learning
STUDENT
sitting in a circle
have interpersonal relationship
allowed to speak mother tongue
COUNSELOR (teacher)
outside of the circle
translate what the student want to say to second language

28. Community Language Learning
STUDENT
나 어때 보여?
오늘 데이트가 있거든
repeat
How do I look?
I have a date today
COUNSELOR

29. Community Language Learning
Advantages
Disadvantages
weaken affective filter
student determine the topic
reinforce intrinsic motivation
teacher could be too nondirective
reliance on only inductive strategy
can be mistranslated
student-centered
development of student autonomy

30. Total Physical Response (TPR)
Background
Principles of child language acquisition
(listening before speaking)
Trace theory
Series Method by Gouin

31. Total Physical Response (TPR)
Characteristics
Lots of listening before speaking
Listening accompanied by physical responses (stimulating right-brain function)
Reduction of stress with body movements and other fun elements
Teaching vocabulary which is related to or possible in the classroom situation

32. Total Physical Response (TPR)
Advantages
Effective for the beginning level Ss
Checking Ss’ comprehension by checking their physical responses
Easy to Draw attention to the lesson (especially from active Ss)

33. Total Physical Response (TPR)
Limitations
Appropriate for beginner & active learners
Difficult to develop four skills together (speaking, listening, reading, and writing)
Difficult to teach abstract concepts
could be isolated from real-world needs
▶TPR should be included together with other methods