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Natural Approach Communicative LanguageTeaching (CLT)

Audio-lingual Method(ALM)

 Proposer/advocato

r 

Crashen & Terrell/ 19 !/19" Charles #ries /19$9

Goals   Students can acquire the

target languages in a naturaland communicative situation.

  Be able to communicate

with others in the targetlanguage in differentsituations

  Be able to listen, speak,

read, and write in the targetlanguage, with emphasis onlistening and speaking

 Mother Tongue  No mother tongue Both mother tongue andtarget language

  Less mother tongue

 Merits 1. Students acquire the targetlanguage in a natural andeas wa.

!. "eaching materials are

designed ver well.

Students ca acquirelanguage from eas to

difficult, from simple to

comple#, and from

concrete to abstract.

1. Students have theopportunities to e#presstheir own thoughts andopinions.

!. Students have the

opportunities to

communicate with each

other in the classroom.

$. Students can learn the

culture of the target

language because the

teaching materials are

related to the social

environments.

%. "he communicative

situation makes students

reconstruct their

knowledge and thoughts,

so students can learn to

fluentl speak the target

language more easil.

1. Students can learn targetlanguage in natural order&listening'speaking' reading'writing.

!. Students can speak the

correct answers without

thinking b overlearning.

 Limits 1. Students ma use the target

language fluentl, but thecannot use it accuratel.

!. "eachers should collect

various teaching aids and

use them appropriatel.

$. Special teaching designs is

necessar for the students

with better abilities.

1. (t)s difficult for a

nonnative spea%ingteacher who is not ver proficient in the targetlanguage to teacheffectivel. Teachertraining and certiicationare needed.

!. Students) pronunciation

and grammatical

knowledge is poor.

$. (t is difficult for teachersto evaluate students)

e#pression in the learning

1. (t fails to teach the long*

term communicative proficienc.

!. Structural linguistics

didn)t tell us everthing

about language that we

needed to know.

$. (t)s impossible and

unnecessar to teach

students without using

native languages.

%. (t)s boring for students to

overlearn the drills and

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 process. it)s tiring for teachers to

teach.

Teaching Aids  +isual aids, such as pictures,maps, advertisement games

-a(nteresting and meaningfulmaterials, such as linguisticgames, role plas, and

 problem solving materials.

-b "echnolog'films,videos, "+, computers, can be

used as teaching aids.

 "e#tbooks, drills, tapes,language labs

 Features 1. 5 important h'pothesis

/. the Acuisition-Learning 0

Students acquire language

subconsciousl in the

natural and communicative

situations.

B. the Monitor 0

Students ma call upon

learned knowledge to

correct themselves when

the communicate, but that

conscious learning has onl

this function.

C. the Natural rder 0

  "he acquisition of

grammatical structures

 proceeds in a predictable

order.

. the *nput (i+1) 0

Students acquire language

 best b understanding input

that is slightl beond theircurrent level of competence.

2. the Aective #ilter 0

Student work should center

on meaningful

communication rather than

on form input should be

interesting and so contribute

to a rela#ed classroom

atmosphere.

*************************************

!. "he teacher was the

1. Language learning islearning to communicate."he primar function oflanguage is forinteraction andcommunication.

!. Classroom goals arefocused on all of the

components of

communicative

competence and not

restricted to grammatical

or linguistic competence

$. Students learn to use the

appropriate language

forms in the different

 places.

%. Communicative activities

include unctional

communicative activities

and social interaction

activities.

3. "eachers are assistants,

guides, counselors and

group process managers.

4. Students are e#pected to

interact ,ith each other

rather than with the

teacher.

5. Learners should take the

responsibilit of the failed

communication.

6. Language is created '

the individual through

1. New material is presentedin dialogue forms

!. "here)s dependence on

mimicr', memori.ation

o set phrases, and

overlearning.$. Structural patterns are

taught using repetitive

drills.

%. "here)s little or no

grammatical e#planation.

7rammar is taught b

inductive analog

e#planation.3. "here is much use of

tapes language las and

visual aids0

4. (t is based on ehaviorist

ps'cholog'. Students)

successful responses are

immediatel reinforced

and their errors are

corrected immediatel.

5. "he teaching seuences

are aural training,

 pronunciation training,

speaking, reading, and

writing.

6. Structures are sequenced

 b means of contrastive

anal'sis and taught one at

a time.

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source of the learner)s

input and the creator of

an interesting and

stimulating variet of

classroom activities.

$. Learners don)t need to saanthing during the 8silent

period9 until the feel

read to do so.

%. Start with T23  commands.

3. :se visuals, tpicall

maga;ine pictures, to

introduce new vocabular.

4. "he focus in the classroom

is on listening and

reading abilities.

5. No sentence patterns

 practice and no error

correction during the

 process of acquisition.

trial and error. Correction

o errors ma' e asent

or inreuent.

eading and

?riting can start from the

first da, if desired.

4'pothesis 5einition

the Acuisition-Learning 0 8/cquisition9 is a unconscious and intuitive process of constructing thesstem of a language. 8Learning9 refers to a process in which conscious rulesabout a language are developed. Learning cannot lead to acquisition.

the Monitor 0 Conscious learning can function onl as a monitor or editor that checks andrepairs the output of the acquired sstem.

the Natural rder 0 "he acquisition of grammatical structures proceeds in a predictable order.2rrors are signs of naturalistic developmental processes and duringacquisition, similar developmental errors occur in learners, no matter whattheir mother tongue is.

the *nput (i+1) 0 @eople acquire language best b understanding input that is slightl beondtheir current level of competence. (f an acquirer is at stage or level 8i9, the

input -she understands should contain 8iA1.9 (nput should neither be so far beond their reach nor so close to their current stage.

  "he abilit to speak fluentl cannot be taught directl it emerges

independentl in time.

the Aective #ilter 0 "he learner)s emotional state or attitudes as an adustable filter that freel passes, impedes, or blocks input necessar to acquisition. "hree kinds ofaffective or attitudinal variables are& -1 motivation, -! self*confidence -$an#iet. "he best acquisition will occur in environments where an#iet is lowand defensiveness absent.

5irect Method Natural Approach6imilarit'

1. (t emphasi;ed that the principles underling themethod were believed to conform to the principles

1. (t is believed to conform to the naturalistic principles found in successful second acquisition.

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of naturalistic language learning in oungchildren.

5ierence focuses on&

1. "eacher monologues

!. irect repetition

$. Dormal questions and answers%. /ccurate production of target language sentences

 N/ focuses on&

1. 2#posure input

!. Eptimi;ing emotional preparedness for learning

$. Listening F >eading

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Total 2h'sical 3esponse(T23)

Communit' Language Learning (CLL)

Counseling Learning Method

 Proposer/advocator 

Asher/ 1978 Curran/1971

Goals  Be able to respond phsicall to the sentencesmade in the target language.

"o get the language competence and performance b askingquestions.

 Mother Tongue  No mother tongue Both mother tongue and the target language

 Merits 1. (t provides rapid andrather permanentlanguage gains on earllevels, so students canremember the learnedvocabular for a longtime.

!. Students respond

activel and feelinterested in the learning

 processes.

$. (t)s eas for teachers to

teach students verbs.

1. 2ach student lowers the defenses that prevent openinterpersonal communication.

!. "he an#iet caused b the educational conte#t is lessened

 b means of the supportive communit.

$. "he teacher)s presence is not perceived as a threat, but as

a counselor.

 Limits 1. (t)s difficult to teach theastract content with"@> 

!. Students) pronunciation

is poor.$. "eachers have to do

ovious actions

carefull or students

would be confused and

 be misled b the

unnecessar hints.

%. "@> has been an

e#perimental model

with volunteer students

its, not useul for the

inactive students.

3. "@> is especiall

effective in the

 beginning levels of

language proficienc,

 but then loses its

distinctiveness as

learners advance in their

competence.

1. "he counselor*teacher can be too nondirective. Someintensive inductive struggle is a necessar component ofsecond language learning. Learning 8 b being told9 ismuch better.

!. "ranslation is an intricate and comple# process that is

often 8easier said then done.9 (f subtle aspects of

language are mistranslated, there could be a less than

effective understanding.

$. "he training is required for an ideal knower. -she would

have a perfect command of the foreign language and

would have to be professionall competent in both

 pscholog and linguistics.

%. (t has limitations in a large*group situation with one

teacher.

3. "here)s a need for clients who speak a common

language.

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Teaching Aids   No te#t. Bod language and practical materials.

  +arious materials for different purposes colored codedsignals tapes recorders

 Features 1. Based on $ importanthpothesis&

-/ the io-program 0

Children, in learning

their first language,appear to do a lot of

listening before the

speak, and their listening

is accomplished b

 phsical responses.

-B the rain

Laterali.ation 0

otor activit is a right*

 brain function that

should precede left*brain

language processing' 

speaking.

-C 3eduction o 6tress 0

/n important condition

for successful language

learning is the absence

of stress.

!. *mperative-祈使句

drills are the maor

classroom activit in

"@>.

$. Commands are eas

first, and then become

more and more

comple#.%. Students are listeners

and perormers. "he

do a lot of listening and

acting until the master

the commands. "he are

required to respond both

individuall and

collectivel.

3. Students respond to the

commands phsicall.

1. "he sense of belonging needed b both students andteachers.

!. Both teachers and students have the responsibilit for the

learning activit.

$. (n a good knower*client relationship, there quickldevelops a warm, smpathetic attitude of mutual trust

and respect. "he client emulates the language and person

of the knower the knower is fulfilled and enriched

through the counseling*teaching e#perience.

%. ore important to learners is the freedom and initiative

the are permitted.

3. "he most basic ingredient in CLL is a mutual interest,

respect and concern of teachers for students and students

for students.

4. / group of ideas concerning the pschological

requirements for successful learning are collected under

the acronm' 6A35. -6*securit, A*attention and

aggression, 3 *retention and reflection, 5*discrimination

5. "he teaching procedure&

-a "he students sit in a circle, and the teacher-s is-are

outside the circle.

-b uring the first stage, a tape recorder is normall used.

"he onl voices taped are those of the student*clients

when the are speaking in the target language.

-c "he students initiate the conversation in their native

language and the knower "ranslates it into the target

language. "he then repeat in the target language what

the have heard the knower said.

-d Students assist each other and the use the teacher when

there is a need. "he knower provides translation onlwhen someone signals b raising hisGher hand.

-e Color coded signals are used. (f red is flashed, an error

has been made. (f  amer, there is a more suitable idiom

and a better wa. (f green, the utterance is acceptable.

lue indicates native e#pertise.

6. Students) developmental stages&

(a) The :mr'onic 6tage; -胚胎期

  Students are totall dependent on the teacher.

() The 6el-assertion 6tage;-自我肯定

  "he student*clients begin to show some independence and

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No veral response is

necessar.

tries out the language.

(c)*The irth 6tage; -誕生期

  "he students speak independentl. "he are most likel to

resent what the feel unnecessar assistance from the knower.

-d  The 3eversal 6tage;-逆轉期

"he are secure to take correction.-e  The *ndependent 6tage;-獨立期

(nterruptions are infrequent. "he occur for enrichment

and improvement of stle.

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The 6ilent

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 Merits 1. Students interact not onl with teachers butalso with each other.

1. Students are willing and able tocommunicate in the target language andstudents learn the target language in arela#ing atmosphere.

!. 2as grammatical e#planation helps

students learn the target language more

easil.

 Limits 1. "eachers must know their teachingobectives clearl and make use of theteaching aids effectivel.

!. Students ma be confused with the

smbols of the colored wooden rods.

$. Students waste too much time struggling

with a concept that would be easil

clarified b the teachers) direct guide.

%. (t is difficult for teachers to evaluate

students) progress in their learning process.

1. Students don)t concentrate on thelanguage learning because eof themusic.

!. Students) speech is somewhat

inaccurate grammaticall and

 phonologicall.

$. /ll students need to share a common

native language.

%. "eachers must be proficient not onl in

the target language but also ( students)

native language.

3. Not all teachers are skilled in acting,

singing and choosing the appropriate

music and not all students can

appreciate the music.

Teaching Aids Cuisinere rods phonic charts, transparencies / carpet, sofas, classic music tapes, flowersand pictures

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=rammar-Translation Method (=-T) 5irect Method (Natural Method)

 Proposer/advocator 

16%=I1eading and writing are the maor

focus little or no sstematicattention is paid to speaking orlistening.

!. +ocabular is based on the reading

te#t used, and words are taught

through bilingual word lists,

dictionar stud and memori;ation.

$. "he sentence is the basic unit of

teaching and language practice.

%. /ccurac is emphasi;ed.

3. 7rammar is taught deductivel.

1. Classroom instruction is conductede#clusivel in the target language.

!. Enl everda vocabular and sentences are

taught.

$. Eral communication skills are built up in a

carefull graded progression organi;ed

around uestion and ans,er e@changes

 between teachers and students in small*

intense classes.

%. New teaching points are introduced orall

 before students see the written form.

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4. "he student)s native language is the

medium of instruction.

3. Concrete vocabular is taught through

demonstration obects and pictures abstract

vocabular is taught b association of ideas.

4. Both speech and listening comprehension

are taught.

5. Correct pronunciation and grammar areemphasi;ed grammar is taught inductivel.

6. Students have to offer the interesting

materials to draw students) curiosit to learn

the target language.

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The 6t0 Cloud Method Micro,ave 5evice

 Proposer/advocator 

JG1

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 pictures are supplement. purposes

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6ituational 3einorcement Method Aural 5iscrimination Method

 Proposer/advocator 

4all/19>

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 part of learners. ignored.

%. (t)s boring with the one*b*one

teaching.

3. Students ma feel bored with the

overemphasis on the grammar teaching.

Teaching Aids @ictures with e#planator words ?ell structured teaching materials