- •3.Implementing collaborative learning.
- •2.Storytelling. The goal, characteristics, advantages and disadvantages.
- •Interlanguage
- •1 Teaching English Grammar
- •3. Motivation. Types of motivation.
- •1 Teaching English Speaking
- •2 Effective Reading Comprehension
- •3 Writing Activities
- •The value of the teaching of culture together with the language.
- •Traditional and modern methods in foreign language teaching and learning.
- •The grammar-translation method. The goal, characteristics, advantages and disadvantages.
- •Grammar tests
- •Language and culture and their interpretation in the course of a foreign language.
- •The audio-lingual method. The goal, characteristics, advantages and disadvantages.
- •3. Reading Activities and their objectives.
- •Situational language teaching. The goal, characteristics, advantages and disadvantages.
- •The Most Common Difficulties in Assimilating English Grammar.
- •Characteristics of The Good Language Learner
- •1)Interactive methods
- •2)Teaching writing
- •3) Communicative language teaching (clt),
- •Intensification of learning a foreign language using computer technology
- •Audio-Lingual Method
- •Advantages And Disadvantages Of Pair And Group Work
- •Natural approach. The goal, characteristics, advantages and disadvantages
- •Components of communicative competence.
- •3. Written correction techniques: direct feedback, indirect feedback.
- •Suggestopedia. The goal, characteristics, advantages and disadvantages.
- •2. Some General Principles of Grammar Teaching.
- •Language immersion
- •The Importance Of English Grammar
- •Effects of pre-questioning on the reading comprehension achievement of the second grade students
- •Total physical response
- •Teaching culture in the foreign language
- •The importance of teaching culture in the foreign language classroom.
- •Authentic materials in teaching. Types of authentic materials.
- •Theory of the communicative language teaching.
- •Ppp paradigm versus tbl paradigm.
- •Authentic materials in teaching. Types of authentic materials.
- •1. The development of different foreign language teaching methods and approaches.
- •2.The Audio-Lingual Method
Natural approach. The goal, characteristics, advantages and disadvantages
The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasises communication, and places decreased importance on conscious grammar study and explicit correction of student errors. Efforts are also made to make the learning environment as stress-free as possible. In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.
The natural approach has become closely associated with Krashen's monitor model, and it is often seen as an application of the theory to language teaching. Despite this perception, there are some differences, particularly Terrell's view that some degree of conscious grammar study can be beneficial. The syllabus focuses on activities which Terrell sees as promoting subconscious language acquisition. He divides these activities into four main areas: content activities, such as learning a new subject in the target language; activities which focus on personalizing language, such as students sharing their favorite music; games; and problem-solving activities.
Overview In the Natural Approach the teacher speaks only the target language and class time is committed to providing input for acquisition.
Students may use either thelanguage being taught or their firstlanguage. Errors in speech are notcorrected; however homework mayinclude grammar exercises that willbe corrected.
Goals for the class emphasizethe students being able use thelanguage "to talk about ideas,perform tasks, and solve problems."This approach aims to fulfill therequirements for learning andacquisition, and does a great job indoing it.
Its main weakness is that allclassroom teaching is to somedegree limited in its ability to beinteresting and relevant to allstudents.
Components of communicative competence.
Communicative competence is concerned not only with how grammar/lexis is managed but also with the socio-cultural rules of appropriate language use.
Communicative competence was further defined in terms of four components:
1. Linguistic competence knowing how to use the grammar, syntax and vocabulary of a language.
2. Sociolinguistic competence knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating.
3. Discourse competence knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole.
4. Strategic competence knowing how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language, and how to learn more about the language in the context.
Linguistic competence knowing how to use the grammar, syntax and vocabulary of a language.Linguistic competence asks:What words do I use?How do I put them into phrases andsentences?
2. Sociolinguistic competenceknowing how to use and respond tolanguage appropriately, given the setting,the topic and the relationships among thepeople communicating.Sociolinguistic competence asks:Which words and phrases fit this setting andthis topic? How can I express a specific attitude(courtesy, authority, friendliness, respect) whenI need to?How do I know what attitude another person isexpressing?
3. Discourse competenceknowing how to interpret the largercontext and how to construct longerstretches of language so that the partsmake up a coherent whole.Discourse competence asks:How are words, phrases and sentences puttogether to create conversations,speeches, email messages, newspaperarticles?
4. Strategic competenceknowing how to recognize and repair communicationbreakdowns, how to work around gaps in one’sknowledge of the language, and how to learn moreabout the language in the context.Strategic competence asks:How do I know when I’ve misunderstood or whensomeone has misunderstood me? What do I saythen? How can I express my ideas if I don’t knowthe name of something or the right verb form touse?