1. 9710001M Kelly 9710008M Venus 9/25 & 10/2

2.  Introduction

3. § Help students read and appreciate foreign language literature § To be able to translate sentences and texts into and out of the target language § To develop students’ reading and writing skill of target language

4. § Reading and writing skill are the major focus § Use the native language in class mostly § Reading difficult texts or literature

5.  Accuracy/ Translation  Grammar is taught deductively  Teach rule first and then give examples to practice

6.  Few demands on teacher  Improve students’ reading and writing skill

7.  Creates frustration for student  Emphasize grammar rules and vocabularies too much (memorization)  Little attention on speaking (pronunciation) and listening skill  Speaking or any kind of spontaneous creative output was missing from curriculum

8.  Translation of a Literature  Reading Comprehension Questions  Antonym/ Synonyms  Fill in the blanks  Deductive Application of Rule

9. Introduction

10. To be able to communicate in the target language To be able to use the language spontaneously and orally Develop the ability to think in the target language

11.  Use the target language only  Rules of grammar are taught inductively  Speaking begin with systematic attention to pronunciation  Only everyday vocabulary and sentences are taught

12.  New teaching points are taught through modeling and practice  Both speech and listening comprehension are taught  Correct pronunciation and grammar are emphasized

13.  Use the target language communicatively  Use the realia to enhance students’ leaning motivation

14.  Less attention on the grammatical accuracy and reading skill  Students can’t apply the language communicatively in real-life situations  Teacher may not be proficient in native language  Teacher need to spend much time to prepare teaching materials

15.  Reading Aloud  Question and Answer Exercise  Student Self-Correction  Conversation Practice  Fill-in-the-blank Exercise  Dictation

16.  This approach is selected for practical and academic reasons.  For specific uses of the language in graduate or scientific studies.  The approach is for people who do not travel abroad for whom reading is the one usable skill in a foreign language.

17.  One of the most influential models of reading in recent years has been the Psycholinguistic Model described by Goodman and drawing heavily on top-down processing.  It is based on a consideration of schema theory which says that comprehension depends on the activation of schemata.  These are pictures or frameworks of a situation which help us to understand the situation.

18. Advantage  Study target language  Enhance reading and writing ability  Improve comprehension ability  Build up vocabulary  Learn some grammatical pattern Disadvantages  Minimal attention is paid to pronunciation and conversational skills.  Inaccurate linguistic analysis  Paying attention to unfamiliar words which are not relevant to the purpose of reading.

19.  It is based on behaviorist theory -- From early psychology in the 19th century, proposed by John B Watson. ---Based on the proposition that all things which organisms do -- including acting, thinking and feeling—can and should be regarded as behaviors.

20.  Language learning is a habit-formation.  This method aims at using the target language communicatively by intensive oral drilling of basic sentence.  Spoken language comes before written language.  Mistakes should be avoided.

21.  Structures are sequenced and taught one at a time.  Structural patterns are taught using repetitive drills.  Little or no grammatical explanations are provide.  Vocabulary is strictly limited and learned in context.  Everything is simply memorized and recite in form.

22. Advantage  Target language is the only language to be used in the classroom.  Enhance speaking and listening ability.  Suitable for beginning learners. Disadvantages  Teacher cantered  Short of learning motivation  Limitations of structural linguistics and vocabulary  It didn’t teach explicit grammar pattern.  Students may feel bored.(mechanical drill)

23. Introduction

24. a practical command of the four basic skills of a language accuracy in both pronunciation and grammar ability to respond quickly and accurately in speech situations

25. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form The target language is the language of the classroom New language points are introduced and practiced situationally

26. Choose the vocabulary Grammar are taught from simple to complex Reading and writing are introduced once a sufficient lexical and grammatical basis is established

27. Bring the reality situation in the classroom

28. Hard to teach the grammar rules from simple to complex Turn students into parrots Boring and reduce motivation

29. Teacher-centered Demonstrate with teaching aids Key word changed

30.  Instruction is often individualized  Vocabulary  Grammar-taught in either deductively or inductively way.  Language skills  Demands on teachers

31.  Grammar teaching should be planned and systematic  Necessary grammar instruction  Extensive exposure to instructed grammar points  Production activities  Group work and task performance

32. Advantages  Learning step by step.  Independent thinking.  Teacher provide teaching materials. Disadvantages  Teacher center.  Neglect students interest and need.

33. The name is from the words suggestion and pedagogy. Developed in the 1970s by the Bulgarian psychologist Georgi Lozanov § The emphasis on memorization to vocabulary

34.  Desuggest the psychological barriers to learn vocabulary and conversation  Deliver advanced conversational proficiency quickly

35.  Respect students’ feeling  Class atmosphere is more important than materials or methods  Peer support and interaction are viewed as necessary for learning  Learning foreign language is viewed as a self-realization experience

36.  The teacher is a counselor or facilitator  The teacher should be proficient in the target language and students’ native language

37.  Present text with music  Comfortable  Choose target language name  Colorful posters on the wall  Liberate instead of teach

38.  Increase oral proficiency  Lower classroom anxiety  Enhance students’ self-confidence and motivation

39.  Hard to facilitate learning  Unuseful for advanced-level learner  Not really useful to apply it to all subject

40.  Teacher create an optimal learning environment  Teacher trained to read dialogues by using voice quality  Musical rhythm to learning  Role playing  Putting posters containing grammatical information about the target language

42. Developed by Charles Curran and his associates in 1970s

43.  The teacher can successfully transfer his or her knowledge and proficiency in the L2 to the students; Specific purposes are not mentioned.

44.  S stands for security  A stands for attention and aggression  R stands for retention and reflection  D represents discrimination

45.  Whole person learning  Learning is dynamic and creative  Client-counselor and learner- knower relationships

46.  Translation  Group work  Recording  Transcription  Analysis  Reflection and observation  Listening  Free conversation

47.  Help students overcome their negative feeling  Build good relationship with students  Wants students to be responsible for their learning  Provide free-pressure  Emphasis of classroom interaction in cooperation, not competition

48.  Hard to control the learning process if students are too passive in learning  Hard to run the class for the relaxing environment

49.  Small group and make sentences with the new forms  Students take turns reading the transcript  Teacher puts a picture of a person on the blackboard and students ask questions of that person as if they have just met him  Students reconstruct the conversation they have created  Students create a new dialog using words they have learned to say during their conversation

51.  It was developed by James Asher, a professor of psychology at San Jose State University, California.  Based on the coordination of speech and action.  It is linked to the trace theory of memory, which holds that the more often or intensively a memory connection is traced, the stronger the memory will be.

52.  Second language learning is parallel to first language learning and should reflect the same naturalistic processes.  Listening should develop before speaking.  Children respond physically to spoken language, and adult learners learn better if they do that too.

53.  Once listening comprehension has been developed, speech develops naturally and effortlessly out of it.  Adults should use right-brain motor activities, while the left hemisphere watches and learns.  Delaying speech reduces stress.

54. Pros  Suitable for beginner  Pressure free  Develop listening ability first  Comprehension  Action feedback  Interest Cons  Time consuming  Energy costly  Lack of reading and writing

55.  The Natural Approach was developed by Tracy Terrell and Stephen Krashen, starting in 1977.  Natural Approach there is an emphasis on exposure, or input, rather than practice.  Natural approach as an example of communicative approach.

56.  Optimizing emotional preparedness for learning.  A prolonged period of attention to what the language learners hear before they try to produce language.  Willingness to use written and other materials as a source of comprehensible input.

57. Advantages  Minimize stress  Useful for beginning learners.  Enhance listening ability.  Use visual aids and realia.  Depend on learner needs. Disadvantages  Hard to learn correct forms.  Feedback of errors.

58. Introduction

59.  The goal of language teaching is learner ability to communicate in the target language

60.  Students regular work in groups or pairs to transfer meaning in situations  Students often engage in role play or dramatization  Classroom materials and activities are often authentic  Teacher’s role is primarily to facilitate communication and secondarily to correct errors  Teacher should be able to use the target language fluently and appropriately

61.  For real communication, students should know knowledge of linguistic forms, background information  Produce real language in daily life

62.  No environment of ESL  Ignore the training of reading and writing  Difficulty in evaluating students’ performance  Hard for beginning level students to express target language with foreigner

63.  Authentic materials  scrambled sentences  Language games  Picture strip story  Role play

65.  TBLL was popularized by N.Prabhu while working in Bangalore,India.  Prabhu figured out that his students could learn language just as easily with a non- linguistic problem as when they are concentrating on linguistic questions.

66.  The main focus of this approach is the task while language is the means with which they complete it.  It focuses on the use of authentic language, and to students doing meaningful tasks using the target language.  The main idea of the task should be completing a problem-solving aspect.  Assessment is primarily based on task outcome.

67. Advantages  Student-centered  Meaning communication  More interaction  More interesting  Learn how to cooperate with others.  Independent thinking Disadvantages  Hard for beginning learners.  Focus on meaning instead of form.  Students may feel stress.  Occupy too much time in the class.  Hard to manage the class.  Difficult to prepare the materials.