Methods of Teaching Foreign Languages

Grammar-translation Method

-Oldest

-Cognitive & academic

-Forward approach

Cognitive Approach

-Listening, speaking, reading, writing

Audio-lingual Method

-Listen & memorize

-Grammar drills

-B.F. Skinner

-Listen to conversations on tape, memorize responses

Suggestopedia

-Low stress environment

-Small classes

Silent Way

-Students produce and self-correct

-Nonverbal cues

-Teacher never models language

-Small, focused groups

Natural/Communicative Approach

-Terrell & Krashen

-Acquisition focused approach

-Focus on communicating a message rather than being grammatically correct

-Parent/child approach

-Student centered approach

Community Language Learning

-SARD: Security, Attention/Aggression, Retention/Reflection, Discrimination

-Feature language from student interactions

Total Physical Response

-Delayed speech until students feel comfortable

Chomsky

-"Language Acquisition Device"-born with it, enables language processing

-concept of Universal Grammar

-Differentiated between competence and performance

-Not concerned with context in which language is learned or used

-Implication: knowing how language works as a system

Hymes-Communicative Competence

-Discourse: arrangement of words to express complete ideas

-Sociolinguistic: nonverbal knowledge of what's appropriate

-Strategic: strategies that can make up for linguistics or other competencies (circumlocution, connector words to buy time, etc.)

Krashen's Input Hypothesis

-Acquisition-learning hypothesis: subconscious vs conscious

-Monitor hypothesis: learners can monitor output if circumstances allow like typing a paper

-Natural Order hypothesis: predictable learning sequence, language like a math formula

-Input hypothesis: optimal comprehensible input

-Affective filter hypothesis: low anxiety

Binding

Connection made between form and meaning

Long's Negotiation of Meaning

-Seek clarification

-Check comprehension

-Request confirmation

Swain's Output Hypothesis

-Need input and output

-Gap between knowledge and what you want to say

Interlanguage

-The language learners use as they are becoming proficient. It is the language between no language and proficient language.

Input Processing

-Input: if simplified then learners are able to make connections between form/meaning and covert input to intake

-Intake: language learners understand and use to develop their linguistic system

-Output: language learners produce

Sociocultural Theory

-Vygotsky

-Development linked to cultural, institutional and historical settings

-What the learner is able to accomplish with others is greater than what he or she can do alone

-ZPD: potential today is tomorrow's actual

BICS

-Basic Interpersonal Communicative Skills

-context embedded

CALP

-Cognitive Academic Language Proficiency

-context reduced

Bloom's Taxonomy

-Convergent thinking: Apply, understand, remember

-Divergent thinking- Create, evaluate, analyze; interpersonal negotiation of meaning and production