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Second Language Teaching Approaches
Jul 27, 2024
Second Language Teaching Approaches
Grammar Translation Method (GTM)
Origin
: Late 19th and early 20th centuries
Purpose
: Enrich literature and reading proficiency in classical languages (e.g., Latin, Greek)
Goals
:
Enable reading and translation of target language literature
Enhance general intellectual development
Characteristics
:
Classes taught in mother tongue
Translation of literary extracts
Vocabulary taught in isolated word lists
Emphasis on synonyms and antonyms
Little/no attention to pronunciation
Early focus on reading difficult texts
Emphasis on grammar explanations
Writing in target language
Memorization of vocabulary and grammar rules
Teacher Use
:
Focus on grammar and sentence structure
Easy construction of grammar tests
Not reliant on verbal teaching
Suitable for teachers fluent in students' primary language
SWOT Analysis of GTM
Strengths
:
Vocabulary acquisition
Reading and writing skills improvement
Develops mental and intellectual abilities
Easier for teachers with fewer specialized skills
Literature enriches multiple potentials of learners
Weaknesses
:
Poor listening and speaking skills
Unnatural pronunciation
Lack of communication
Less engaging
Opportunities
:
Learning new languages via textbooks
Bilingual vocabulary learning
Threats
:
Lack of interaction and Student Talking Time (STT)
Audiolingualism
Focus
: Learning grammatical and phonological structure for speaking and listening
Theoretical Basis
: Behaviorism and structural linguistics
Characteristics
:
Emphasis on repetition and mechanical drills
Error correction
Mastering building blocks of language
Stimulus-response-reinforcement pattern
Spoken language prioritized over written
Accurate pronunciation and structure control
Cognitive Approach
Focus
: Mental processes like memory, problem solving
Influence
: Reaction to behaviorism
Teacher Role
: Facilitator of learning
Adapts foreign language structure to learner needs
Acknowledges role of mistakes
Learner Focus
: Understanding language structure over usage facility
Advantages
:
Revival of grammar in classrooms
Emphasis on guided discovery of rules
Rejection of habit formation
Learning requires cognitive processing
Creative language use
Disadvantages
:
Theoretical rather than pedagogical
Limited use of authentic materials
Time-intensive for teachers
Overemphasis on cognitive processes
Ignores individual personalities and cultural factors
Chomsky's Influence
Rejected behaviorism and structuralism
Proposed the theory of universal grammar (UG)
Introduced concept of Language Acquisition Device (LAD)
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