EFL Anthony’s model: Approach Method Technique EFL Anthony’s model: Approach Method Technique .In 1986 Richards and Rodgers revised Anthony’s model Approach Design Procedure

Approach: Is defined as a theory of the nature of language and the nature of language learning. Approaches to the nature of the language : 1. The traditional App. 2. The structural App. .3. The generative App 4. The functional App.

1. The traditional approach: * Its origin in the study of Latin And Greek(the languages of religion, literature and philosophy of the time.) * Analysis of formal written language and ignore spoken communication. * The formulated the standards of correctness.

2. The structural approach: * At the end of the 19 century attention was on spoken language and emphases was on pronunciation *the analysis of sentence structure and the sequence in which elements in a sentence could occur.

3. The generative approach: * In this approach a distinction is made between linguistic competence (knowledge of the language in the speaker’s mind) and linguistic performance( how a speaker uses this knowledge in producing sentences.) In 1957 Noam Chomsky rejected the structural approach. because the structural approach only emphasized the performance . * He believed that with in a limited number of rules a speaker is able to create an infinite number of sentences.

There are two types of rules in this approach : 1. Generative or PSR 2 * There are two types of rules in this approach : 1. Generative or PSR 2. transformational rules Forms the deep structure changes the deep st.to surface.st Chomsky argued that human beings possess a Language Acquisition Device (LAD) *UG: many aspects of grammar are common to many languages

4. The functional approach: *In the late 1920s attentions were drown to the social aspects of language. *Language was an instrument of social interactions. *In 1962 it was proved that Chomsky’s idea of competence did not account for the social and functional rules of the language . *the study of sociolinguistics aspects of language.

Approaches to language learning: Faculty psychology : Believed in exercising the mind to make it develop by necessary mind training exercises such as: memorization of the vocabulary and grammatical rules, huge amount of transition to. 2. Behavioristic psychology: attempts to discover the rules that govern the formation of the relationships between stimuli and responses (condition responses)

3. Cognitive psychology: This model distinguishes three types of information storage: Sensory memory , short term memory and long term memory in order to let the learners acquire, process, store , and retrieve information. Deductive and inductive learning: Deductive learning: Moving from rules and principles and then applying the rules to examples. Inductive learning: Arriving at rules and principles by studying examples.

4. Humanistic psychology : 4. Humanistic psychology : * concern with human’s worth , individuals right to determine personal needs , interests and actions. * Relationship with other learners * Emphasize on feeling and thinking

Methods: GTM:(Grammar Translation Method) LA: traditional LLA faculty psychology Main purpose: reading, writing and translation Materials: reading passages, literary textes Memorizing the vocabulary with there equivalents in there mother tongue. Knowing parts of speech and rules of word formation.

Activities: Making sentences with given words Emphasis on grammar which is taught deductively Translation provides useful mental exercise No practice on listening and speaking Activities: Making sentences with given words Answering comprehensions questions Writing dictations Writing summaries about reading passages Writing compositions

Teachers in GTM: Supervise all the class activities Teaching grammatical rules deductively Providing L1 definitions Correcting the learner’s written work Having accurate knowledge of L1 and L2

The reform movement:(1889-1892) Language as a means for communication rather than a tool of the access to literature Pay special attention to pronunciation and spoken language This movement paved the way for a lot of new methods

DM( direct method)1892 LA : The structural approach LLA: behavioristic psychology * Training language learners to communicate in the target language * Having an acceptable pronunciation * Being familiar with the culture of the target community Material : in the form of dialogs and reading passages about a situation or topic including the vocabulary and structure used in every day language. Presented in context graded from simple to complex

No transition and native language *No transition and native language *target language should be learnt in the same way the first language is acquired *grammar is taught inductively *emphasize on oral work *learners imitate and practice until they become fluent *they learn to think in the target language *teacher: Make the meaning clear with the help of gestures, pictures, drawings an demonstrations . Encourages students to ask questions from him and from each other

ALM(audiolingual method)1950s LA: structural approach LLA: behavioristic psychology *During world war II gaining a high degree of oral skill *The sequence of skills : listening, speaking, reading and writing( the order children aquaria their L1. *Grammar: inductively *Over learning by memorization and repetition *Imitating the teacher and tapes as a model

*Activities: repetition , substitution , backward build up ,game and chain drill