Professional Documents
Culture Documents
METHOD
APPROACH
Theories on
DESIGN
a.
b.
c.
d.
e.
f.
Goal
Syllabus model
Types of learning and teaching activities
Learner roles
Teacher roles
The role of instructional materials
Goal
General
Specific
To form new habits in
the target language and
To overcome the old
habits of their native
language
To acquire structural
pattern
To overlearn the target
language
To learn to use it
automatically without
stopping to think
Syllabus Model
Based on a linguistic or structure-based
approach to language teaching.
Built on:
1. Step by step linguistic syllabus, which
contains:
. Phonology
. Morphology
. Syntax
2. Lexical syllabus of basic vocabulary.
Dialogue memorization
Backward build-up (expansion) drill
Repetition drill
Chain drill
Single-slot substitution drill
Multiple-slot substitution drill
Transformation drill
Question-and -answer drill
Use of minimal pairs
Complete the dialogue
Grammar game
Learner roles
Students are imitators of the
teacher's model.
They follow the teacher's directions
and respond as accurately and as
rapidly as possible (reactive role).
They do not initiate interactions.
Teacher roles
Central and active
like an orchestra leader, directing
and controlling the language
behavior of her students
Responsible for providing her
students with a good model for
imitation
Monitors and controls the learners
performance
PROCEDURE
Classroom techniques,
practices and behaviors
observed when the method is
used.
Brooks (1964)
The modeling of all learning by the teacher.
The subordination of the mother tongue to the
second language by rendering English inactive
while the new language is being learned.
The early and continued training of the ear and
tongue without recourse to graphic symbols.
The learning of structure through the practice of
patterns of sound, order, and form, rather than
by explanation.
The gradual substitution of graphic symbols for
sounds after sounds are thoroughly known.
References
Brown, H. D. (1980). Principles of language learning and
teaching.
Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). EnglishAs-A-Second-Language (ESL) Teaching and Learning: Pre-K-12
Classroom Applications for Students Academic Achievement
and Development.Education Review//Reseas Educativas.
Krashen, S. (1982).Principles and practice in second
language acquisition(Vol. 2). Pergamon: Oxford.
Larsen-Freeman, D. (2000).Techniques and Principles in
Language Teaching 2nd edition. Oxford university press.
McGregor, W. B. (2015).Linguistics: an introduction.
Bloomsbury Publishing.
Richards, J. C., & Rodgers, T. S. (1987).Approaches and
methods in language teaching. Cambridge University Press.