Approaches to Language Teaching

By Fabiola Fajardo

Grammar rules are presented with examples.

Monitoring is actively promoted.

Exercises are designed to provide practice of

grammatical rules and vocabulary.

Learning needs to precede acquisition. This assumption

necessitates that all target structures be introduced and

explained.

Requirements for optimal input

Comprehensible

The sentences used in the

exercises may be

comprehensible

Relevant

Provide topics of interest in the

reading selection

Not grammatically

sequenced

The majority of texts begin from

easy rules to complex rules

Quantity

The small amount of input is supplemented by the teacher

Affective letter level

Encourage a low filter

Tools for conversational

management

Grammar-translation do not

help students manage

conversations

New vocabulary and structural patterns are presented

through dialogs.

Dialogs are learned through imitation and repetition.

Drills are conducted based upon the patterns present in

the dialog.

Learning process is inductive.

Requirements for optimal input

Comprehensible

The dialogues and pattern practice are

understandable by students

Relevant

The dialogue contain useful

language

Not grammatically

sequenced

Sequenced is based on linguistic simplicity

Quantity

Teaching is capable of filling an entire class hour with aural-oral language.

Affective letter level

Early states may also add to

anxiety

Tools for conversational

management

Conversational management

may be limited

Help the student in all four skills, speaking and listening

in addition to reading and writing.

Exercises are followed by activities labelled

"communicative competence".

Re

qu

ire

me

nts

fo

r o

ptim

al in

pu

t

ComprehensibleThe communicative input is diminished

by the rule of the day

RelevantDepend on the activities chosen for the

communicative competence.

Not grammatically sequencedSequenced is dominated by the structure

of the day.

Quantity.Present comprehensible input focus on

the message

Affective letter level Production will be accurate

Tools for conversational

management

Some activities in the communicative competence will provide some tools

Teacher use the target language all the time.

Grammar is taught inductively

Conscious control is necessary for acquisition

Requir

em

ents

for

optim

al in

put

ComprehensibleProvides a great deal of comprehensible input

Relevant Discussion is always meaningful

Not grammatically sequenced Sequenced is strictly

QuantityThe entire hour have comprehensible input

Affective letter levelGrammatical accurate at very early

stages may cause anxiety.

Tools for conversational

management

The tools for interaction in the classroom in target language

Classtime is devoted primarily to providing input for acquisition

The language is seen as a vehicle for communicating meanings and messages.

The Natural Approach makes a deliberate effort to fit all

requirements for both Learning and acquisition.

Direct dialogue in children consists mainly in commands,

to which the child responds physically, before producing

the verbal responses.

The teacher has the responsibility to use the language

as good as possible so that students acquire the basic

rules of the language itself.

Stresses the importance of relaxation during the process

of language learning.

New material is introduced in the form of dialogues

based on situations familiar to the students.

Desuggest limitations, are, in our terms, conditions that

lower the affective filter and that allow the subconscious

language acquisition.

Requirements for optimal input

ComprehensibleProcedures are designed

to aid comprehensible input

RelevantDialogue take into

account student’s need and interest

Not grammatically sequenced

A rigid sequenced is follow

QuantityVariety of language

dominated the session.

Filter levelStudents should feel safe,

comfortable and not threatened.

Tools for conversational

management

Give the students tools that need to converse with

more competent speakers.