1. Grammar-Translation Approach:
Approach: Emphasizes grammar rules and translation between the target language and the native language.
Example Activity: Provide students with a short paragraph in the target language and ask them to translate it into their native language. Then, have them identify specific grammar rules used in the passage.
2. Direct Method Approach:
Focuses on immersive language learning (沉浸式語言學習) in the target language. (without using the learner's native language.) Vocabulary and grammar are taught in context, and oral communication is highly emphasized. Visual aids and demonstrations are common tools in this method. *The sequence and scope (順序和範圍) follow the structure, and it can be effective when instructional time is limited. Normally, it is a teacher-centered approach.
Example Activity:
(1) Using the grammar and vocabulary taught through a textbook, this approach employs them to teach a predetermined test (預定測試) or goal.
(2) In a French class, the teacher might use only French in the classroom, introducing new vocabulary and grammar through visual aids (flashcards to teach vocabulary) , gestures, and real-life objects.
3. The Natural Approach:
The Natural Approach emphasizes the importance of learning a language in a natural context, through exposure and immersion in the language. The goal is to help students learn the language in a way that is similar to how they learned their first language and foster language learning in a way that feels instinctive and effortless. *Immersion setting in 6-8 hours a day. (Input: listening, seeing). *Function is more important than form (形式) in beginning levels of instruction; therefore, learning activities in the classroom should be designed to promote communication.
Example Activity:
(1) Authentic materials: Using authentic materials such as movies or TV shows to expose students to the language and culture.
(2)Immersion Environment: Creating an environment where the target language is constantly present and used for communication. This may include using the target language for greetings, instructions, conversations, and activities throughout the class.
(3) Storytelling and Narration: Storytelling is an essential part of language acquisition. The teacher tells stories and reads books in the target language, allowing students to immerse themselves in narratives that activate their innate language processing abilities.
(4) Play-Based Learning: Language learning is integrated into play and interactive activities. Games, role-playing, and group activities are used to engage students and promote language acquisition in a fun and natural way.
(5) Create a Supportive and Encouraging Environment: The teacher fosters a positive and supportive classroom atmosphere, where students feel comfortable making mistakes and are encouraged to express themselves freely in the target language.
* Maslow's Hierarchy of needs theory: Safety needs & Love and belonging.
* Skinner's Behaviorism: Learners can be trained to learn new behaviors through positive reinforcement, negative reinforcement, or punishment.
4. Audio-Lingual Method:
Approach: Concentrates on listening and speaking skills through repetitive drills and dialogues. The goal is to create automatic responses, encouraging learners to think in the target language rather than translating from their native language, rather than to understand how the language works.
Example Activity: (1) Present a dialogue in the target language between two people, and have students practice it in pairs, taking turns playing each role.(2) Encourage them to repeat the dialogue multiple times to improve pronunciation and fluency.
5. The Silent Way:
Approach: Focuses on learners' self-discovery and problem-solving. It emphasizes the role of the teacher as a facilitator, rather than a source of knowledge. The teacher remains mostly silent and allows students to discover the language for themselves through problem-solving and exploration using visual aids and self-correction. The goal is to encourage students to become active participants in their own learning. * more students talk, less teacher talk. *The teacher avoid explicit (明確的) instruction.
Example Activities: (1) Use colored Cuisenaire rods(顏色棒) to teach basic vocabulary and sentence structures in the target language. Students build sentences with the rods to express different ideas without explicit translation. (2) In a German class, the teacher might use colored rods or charts to introduce new vocabulary and grammar structures, prompting students to figure out the language patterns without direct explanation.
6. The Total Physical Response (TPR):
Approach: It emphasizes the use of physical movement to help students learn the language. The teacher gives commands in the target language, and students respond with physical actions. The goal is to help students connect language with physical actions and increase their understanding of the language.
Example Activities: In a TPR class, the teacher might give commands such as "Stand up" or "Jump," and students respond with the appropriate action.
7. The Cognitive Approach (認知方法):
Approach: The Cognitive Approach emphasizes the mental processes involved in language acquisition, such as attention, memory, and problem-solving. It views the mind as an information-processing system, akin to a computer. The goal is to help students learn the language more effectively by understanding how their minds work.
Example Activities: In a cognitive approach class, the teacher might use activities that challenge students' problem-solving skills, such as puzzles or games. debate *organizing things, repetition, summarizing things.
8. The Community Language Learning (CLL):
Approach: CLL emphasizes building a supportive and collaborative learning community where learners feel comfortable and secure while acquiring the language. The teacher takes on the role of a "counselor," providing guidance and support, while learners are encouraged to express themselves in the target language at their own pace. CLL values the emotional aspect of learning and fosters a positive and non-threatening environment. *allow to use native languages.
Example Activity: (1) The teacher begins by discussing a topic of interest in the target language, such as a cultural event or personal experience. (2) Learners sit in a circle and take turns sharing their thoughts or feelings about the topic in the target language. (3) The teacher acts as a facilitator(協調員), helping learners with vocabulary and grammar as needed.
9. Content-based instruction (CBI):
An approach to language teaching that integrates language learning with the learning of subject matter. In a content-based language classroom, students learn a second language by studying academic subjects like science, history, or literature in that language. Here are some examples of content-based instruction activities for second language classrooms.
Example Activity:
(1)Current Events Discussions: Analyze and discuss current news articles or reports in the target language. This helps students develop their language skills while staying informed about global events.
(2)Cultural Comparisons: Compare cultural practices, traditions, and societal norms between different countries using the target language. This helps students gain insights into cultural diversity while improving language skills.
(3)Virtual Field Trips: Take virtual tours of museums, historical sites, or landmarks in countries where the target language is spoken. Describe what you see and learn in the second language.
(4)Language Through Cooking: Cook or bake traditional dishes from cultures where the target language is spoken. Follow recipes in the second language, discuss cooking techniques, and describe flavors and ingredients.
10. The Communicative Approach:
Approach: The Communicative Approach centers around real-life communication and meaningful language use. It encourages learners to engage in a conversation using the target language, practicing the functions and vocabulary in a real-life context. And focus on both accuracy and fluency, as they develop their language skills in authentic contexts. The approach values communication as the primary goal of language learning, rather than mere memorization of vocabulary or grammar rules.
*Hymes's Communicative Competence: Language learning must be situated in real-world social contexts to understanding of social context and cultural conventions.
Example Activity:
(1) Role-play: The teacher provides a scenario, and gives learners specific language functions and vocabulary related to the situation. And Learners work in pairs or small groups to role-play the scenario, taking on different roles like a customer and a waiter in the restaurant. After the role-play, the class discusses the experience, providing constructive feedback to improve communication skills.
(2) Jigsaw activity with the topic: Traveling in a Foreign Country
Step 1: Divide the Class: Divide the class into small groups, each consisting of 4 to 5 students. Assign each group a specific aspect of traveling in a foreign country to become experts on.
Group 1: Transportation - Learn and discuss key vocabulary and language functions related to using public transportation, asking for directions, etc.
Group 2: Accommodation - Focus on vocabulary and language functions for booking hotels, checking in, and addressing any issues related to accommodation.
Group 3: Dining - Study vocabulary and language functions necessary for ordering food, communicating dietary preferences, and interacting with restaurant staff.
Group 4: Cultural Etiquette - Explore cultural norms and appropriate behavior in the destination country, including greetings, gestures, and customs.
Step 2: Expert Group Formation: Within each small group, students with the same assigned aspect come together to form "expert groups." They discuss and study their respective topics in-depth, preparing to teach the information to others.
Step 3: Expert Group Discussions: Expert groups engage in discussions and role-plays to practice the specific language functions and vocabulary related to their aspect of traveling.
Step 4: Jigsaw Group Formation: After the expert group discussions, the original groups disband, and new groups are formed by bringing together one student from each expert group. Each new group now has at least one "expert" from each aspect of traveling.
Role-Play Preparation: In their jigsaw groups, students share and teach the language functions and vocabulary they learned in their expert groups. They also collaborate to create a role-play scenario for a travel situation that incorporates all aspects (transportation, accommodation, dining, and cultural etiquette).
Role-Play: Then jigsaw groups perform their role-plays, with each student taking on a different role, such as a traveler seeking directions, a hotel receptionist, a restaurant server, or a local resident providing cultural insights.
Step 5: Feedback and Discussion: After the role-plays, the class comes together for a discussion. Students share their experiences and provide constructive feedback to help each other improve their communication skills. The teacher can also guide the discussion, highlighting successful language use and addressing any common challenges or misunderstandings.
In summary, while the Audio-Lingual Method focuses on repetitive drills and encourages automatic responses, CLL emphasizes creating a supportive learning community for language acquisition, and the Communicative Approach focuses on authentic communication and meaningful language use in real-life contexts. Each approach offers a distinct perspective on language teaching, catering to diverse learner needs and goals.
Remember that these activities are just examples, and teachers can adapt them based on their students' proficiency levels, interests, and learning goals. Additionally, combining elements from different approaches can enhance language learning and cater to the diverse needs of learners.
Others:
1. Static assessment:
2. Dynamic assessment:
3. Accumulation Theory (積累理論):
4. Suggestopedia
Extra materials:
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