DM1 notes 11.14 theories and approaches

a. Chunking theory

b. Behaviourist theory

This theory views language as essentially habit formation. The child learns through imitation and reward (like the proverbial Pavlov’s dog). Correct utterances are positively reinforced when the child realizes the value of being able to communicate.

c. Emergentist theory

d. Social interactionist theory

e. Innatist theory

f. Statistical learning theory

Grammar Translation Method

Direct Method

This approach put oral proficiency at the top of the agenda. All teaching was done in L2 (in imitation of the experience we have in learning our first languages as infants), no use of L1 was allowed in the classroom and the focus was on speaking and listening in everyday contexts.

The aim of the Direct Method was to re-create a ‘direct way’ into the world of the second language through relating experience to language and its intention was that students should learn to converse in L2. No translation and no overt teaching of grammar rules was allowed. Lessons consisted very largely of question and answer exercises in L2 and students were encouraged to talk with the teacher and each other in L2.

While we can see that many of its ideas have been influential, the weakness in the Direct Method as such was its underlying assumption that a second language can be learnt in exactly the same way as a first when in fact the conditions under which a second language is learnt are normally very different. 

Audio-Lingual Method

Situational Method

Communicative Approach

The Silent Way

Community Language

Learning

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Total Physical Response (TPR)

Natural Approach

Immersion Teaching

Content and Language Integrated Learning

(CLIL)

Task-Based Learning

The Lexical Approach

Principled Eclecticism