SLA

• Approaches to Language Teaching

  • Grammar Translation
  • Audio-lingualism
  • Cognitive-code
  • Direct Method
  • Natural Approach
• Matrix to Analyze the Approaches

  • Requirements for optimal input
  • Learning
  • Summary
• Requirements for optimal input

  • a. Comprehensible
  • b. Interesting/Relevant
  • c. Not grammatically sequenced
  • d. Quantity
  • e. Affective filter level
  • f. Tools for Conversational Management
• Grammar Translation


  Most grammar-translation classes are designed for foreign language instruction and are taught in the student's first language
• Audio-lingualism


  The lesson typically begins with a dialogue, which contains the structures and vocabulary of the lesson. The student is expected to mimic the dialogue and eventually memorize it (termed "mim-mem"). Often, the class practices the dialogue as a group, and then in smaller groups. The dialogue is followed by pattern drill on the structures introduced in the dialogue. The aim of the drill is to "strengthen habits", to make the pattern "automatic".

  Following drill, some audio-lingual classes provide explanation. According to proponents of audio-lingualism, the explanation is a description of what was practiced, not a prescription of what to say. The "rules" presented are therefore not to be considered instructions on how to perform. The explanation section is considered optional, since, in our terms, it is "language appreciation".
• Approaches to Language Teaching

  • Grammar Translation
  • Audio-lingualism
  • Cognitive-code
  • Direct Method
  • Natural Approach
• Matrix to Analyze the Approaches

  • Requirements for optimal input
  • Learning
  • Summary
• Requirements for optimal input

  • a. Comprehensible
  • b. Interesting/Relevant
  • c. Not grammatically sequenced
  • d. Quantity
  • e. Affective filter level
  • f. Tools for Conversational Management
• Grammar Translation


  Most grammar-translation classes are designed for foreign language instruction and are taught in the student's first language
• Audio-lingualism


  The lesson typically begins with a dialogue, which contains the structures and vocabulary of the lesson. The student is expected to mimic the dialogue and eventually memorize it (termed "mim-mem"). Often, the class practices the dialogue as a group, and then in smaller groups. The dialogue is followed by pattern drill on the structures introduced in the dialogue. The aim of the drill is to "strengthen habits", to make the pattern "automatic".

  Following drill, some audio-lingual classes provide explanation. According to proponents of audio-lingualism, the explanation is a description of what was practiced, not a prescription of what to say. The "rules" presented are therefore not to be considered instructions on how to perform. The explanation section is considered optional, since, in our terms, it is "language appreciation".
• Grammar Translation
• Grammar-translation classes


  Designed for foreign language instruction and are taught in the student's first language
• Requirements for optimal input

  • Comprehensible
  • Interesting/relevant
  • Not grammatically sequenced
  • Quantity
  • Affective filter level
  • Tools for conversational management
• Grammar-translation provides scraps of comprehensible input
• The model sentences are usually understandable, but the focus is entirely on form, and not meaning
• Students are forced to read word by word, and consequently rarely focus completely on the message
• The sentences used in the exercises may be comprehensible, but they are designed to focus the students on form
• There is usually an attempt, especially in recent years, to provide topics of interest in the reading selection, but the usual topics fall far short of the Forgetting Principle
• The method generally does not provide information that most high school and college students are eager to obtain
• Grammar-translation is, of course, grammatically sequenced, the majority of texts attempting to proceed from what the author considers easy rules to more complex rules
• Each lesson introduces certain rules, and these rules dominate the lesson
• Grammar-translation violates nearly every component of the Input Hypothesis, and it is therefore predicted that this method will have the effect of putting the student "on the defensive"
• Students are expected to be able to produce immediately, and are expected to be fully accurate
• Anxiety level is also raised for some students who are less inclined toward grammar study (under-users)
• Grammar-translation makes no attempt, explicitly or implicitly, to help students manage conversations with native speakers
• Grammar-translation fails to provide a great deal of comprehensible input
• The small amount of comprehensible input in the model sentences, the readings, and exercises is, moreover, rarely supplemented by teacher talk in the target language