|
Eclectic Approach
Eclectic approach is a method of language education that combines various approaches and methodologies to teach language depending on the aims of the lesson and the abilities of the learners. Different teaching methods are borrowed and adapted to suit the requirement of the learners. It breaks the monotony of the class. In addition, It is a conceptual approach that does not merely include one paradigm or a set of assumptions. Instead, eclecticism adheres to or is constituted from several theories, styles, and ideas in order to gain a thorough insight about the subject, and draws upon different theories in different cases. ‘Eclecticism’ is common in many fields of study such as psychology, martial arts, philosophy, teaching, religion and drama Approaches and methods There are varied approaches and methods used for language teaching. In eclectic approach, the teacher can choose from these different methods and approaches: * Grammar-translation Method: It is a method of teaching ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language Education
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies. Need Increasing globalization has created a great need for people in the workforce who can communicate in multiple languages. Common languages are used in areas such as trade, tourism, diplomacy, technology, media, translation, interpretation and science. Many countries such as Korea (Kim Yeong-seo, 2009), Japan (Kubota, 1998) and China (Kirkpatrick & Zhichang, 2002) frame education policies to teach at least one foreign language at the primary and secondary school levels. However, some countries such as India, Singapore, Malaysia, Pakistan, and the Philippines use a second official language in their governments. According to GAO (2010), China ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Direct Method (education)
The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language. It was established in England around 1900 and contrasts with the grammar–translation method and other traditional approaches, as well as with C.J. Dodson's bilingual method. It was adopted by key international language schools such as Berlitz, Alliance Française and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012. In general, teaching focuses on the development of oral skills. Characteristic features of the direct method are: * teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials * teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in th ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Audio-lingual Method
The audio-lingual method, Army Method, or New Key,Wilfried Decoo,. ''Speech'' November 8, 2001. is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students should be taught a language directly, without using the students' native language to explain new words or grammar in target language. However, unlike the direct method, the audio-lingual method did not focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar. Applied to language instruction, and often within the context of the language lab, it means that ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Audio-lingual Method
The audio-lingual method, Army Method, or New Key,Wilfried Decoo,. ''Speech'' November 8, 2001. is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students should be taught a language directly, without using the students' native language to explain new words or grammar in target language. However, unlike the direct method, the audio-lingual method did not focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar. Applied to language instruction, and often within the context of the language lab, it means that ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Bilingual Method
The bilingual method of foreign language teaching was developed by C.J. Dodson (1967) as a counterpart of the audiovisual method. In both methods the preferred basic texts are dialogues accompanied by a picture strip. The bilingual method, however, advocates two revolutionary principles based on the results of scientifically controlled experiments in primary and secondary schools. In contrast to the audiovisual method and the direct method, the printed text is made available from the very beginning and presented simultaneously with the spoken sentence to allow learners to see the shape of individual words. Also, from the outset meanings are conveyed bilingually as utterance equivalents in the manner of the sandwich technique, thus avoiding meaningless and hence tedious parroting of the learning input. The pictures are seen primarily as an aid to recall and practice of the related dialogue sentences rather than as conveyors of meaning. The mother tongue is again used in the oral ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Communicative Language Teaching
Communicative language teaching (CLT), or the communicative approach (CA), is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language. According to CLT, the goal of language education is the ability to communicat ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Caleb Gattegno
Caleb Gattegno (1911–1988) was an Egyptian educator, psychologist, and mathematician. He is considered one of the most influential and prolific mathematics educators of the twentieth century. He is best known for introducing new approaches to teaching and learning mathematics (Visible & Tangible Math), foreign languages (The Silent Way) and reading ( Words in Color). Gattegno also developed pedagogical materials for each of these approaches, and was the author of more than 120 books and hundreds of articles largely on the topics of education and human development. Background Gattegno was born November 11, 1911, in Alexandria, Egypt. His parents, Menachem Gattegno, a Spanish merchant, and his wife, Bchora, had nine children. Because of poverty, Gattegno and his siblings had to work starting from a young age. The future mathematician had no formal education until he started to learn on his own at the age of 14. He took external examinations when he was 20 years old and obtained ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
