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SecondandForeignLanguageTeachingMethods|MoraModules
http://moramodules.com/ALMMethods.htm
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This approach was historically used in teaching Greek and Latin. The
approach was generalized to teaching modern languages.
Classes are taught in the students' mother tongue, with little active
use of the target language.Vocabulary is taught in the form of
isolated word lists.Elaborate explanations of grammar are always
provided.Grammar instruction provides the rules for putting words
together; instruction often focuses on the form and inection of
words.Reading of dicult texts is begun early in the course of
study.Little attention is paid to the content of texts, which are
treated as exercises in grammatical analysis.Often the only drills are
exercises in translating disconnected sentences from the target
language into the mother tongue, and vice versa.Little or no
attention is given to pronunciation.
The Direct Approach
This approach was developed initially as a reaction to the grammartranslation approach in an attempt to integrate more use of the
target language in instruction.
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a. a context
b. gestures and other body language cues
c. a message to be comprehended
d. a knowledge of the meaning of key lexical items in the
utterance
Stages of language acquisition in the communicative approach
1. Comprehension or pre-production
a. Total physical response
b. Answer with namesobjects, students, pictures
2. Early speech production
a. Yes-no questions
b. Either-or questions
c. Single/two-word answers
d. Open-ended questions
e. Open dialogs
f. Interviews
3. Speech emerges
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the rule.
4. Theinputhypothesis
Language is acquired through comprehensible input. If an L2 learner
is at a certain stage in language acquisition and he/she understands
something that includes a structure at the next stage, this helps
him/her to acquire that structure. Thus, the i+1 concept, where i=
the stage of acquisition.
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5. Theaectivehypothesis
People with certain personalities and certain motivations perform
better in L2 acquisition. Learners with high self-esteem and high
levels of self-condence acquire L2 faster. Also, certain low-anxiety
pleasant situations are more conducive to L2 acquisition.
6. Thelterhypothesis
There exists anaective lteror "mental block" that can prevent
input from "getting in." Pedagogically, the more that is done to lower
the lter, the more acquisition can take place. A low lter is achieved
through low-anxiety, relaxation, non-defensiveness.
7. Theaptitudehypothesis
There is such a thing as a language learning aptitude. This aptitude
can be measured and is highly correlated with general learning
aptitude. However, aptitude relates more tolearningwhile attitude
relates more toacquisition.
8. Therst languagehypothesis
The L2 learner will naturally substitute competence in L1 for
competence in L2. Learners should not be forced to use the L1 to
generate L2 performance. A silent period and insertion of L1 into L2
utterances should be expected and tolerated.
9.The textualityhypothesis
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BulletinBoard
La Cosecha 2016
Nov/13/2016
La Cosecha 2016 Jill Kerper Mora Thank you to Dual Language
ATDLE 2016
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Jun/28/2016
Thank you for attending Dr. Moras presentations at ATDLE 20
La Cosecha 2015
Mar/11/2015
Thank you to Dual Language Education of New Mexico for hosti
ATDLE 2015 Presentations
Mar/02/2015
ATDLE 2015 Click here to view Dr. Mora's Presenta
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