1. 3. Nine-Twentieth-Century Approaches to Language Teaching
From Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle

2. Nine-Twentieth-Century Approaches to Linguistic Teaching
1. Grammar-Translation
2. Direct
3. Reading
4. Audiolingualism (United States)
5. Oral-Situational (Britain)
6. Cognitive
7. Affective-Humanistic
8. Comprehension-Based
9. Communicative

3. 1. Grammar-Translation Approach
a. native language use
b. little use of L2
c. focus on grammatical parsing
d. early reading
e. translate L2 into L1 (vice versa)
f. inability for communication
g. teachers doesn't need to be able to
speak L2

4. 2. Direct Approach a. no use of L1
b. dialogues and anecdotes in conversational style
c. actions and pictures to make meanings clear
d. grammar inductively
e. literary texts for pleasure, not analyzing grammatically
f. target culture inductively
g. the teacher must be native speaker or native-like proficiency

5. 3. Reading Approach
a. only grammar useful for reading comprehension is taught
b. vocabulary is controlled and then expanded
c. translation is more respectable
d. reading comprehension is emphasized
e. the teacher doesn't need to have good oral proficiency in L2

6. 4. Audiolingualism a. Dialogues
b. Mimicry and memorization for habit formation
c. grammatical structures are sequenced and rules are taught inductively
d. sequenced skills - listening, speaking, reading, writing

7. 4. Audiolingualism e. pronunciation is stressed
f. vocabulary is limited
g. prevent learner errors
h. language is manipulated regardless of meaning or context
I. the teacher be proficient in structures, vocabulary

8. 5. Oral-Situational Approach
a. spoken language primary
b. practiced orally before written form (reading /writing after oral base in lexical & grammatical forms established)
c. Only L2 in classroom
d. the most general and useful lexical items are presented
e. grammatical structures from simple to complex
f. Learn new items situationally

9. 6. Cognitive Approach a. language learning as rule acquisition
b. Individualized instruction
c. Grammar taught deductively and/or inductively
d. pronunciation is de-emphasized; perfection is unrealistic
e. reading and writing as important as listening and speaking

10. 6. Cognitive Approach
f. Vocabulary instruction at intermediate and advanced levels
g. Errors are inevitable and used constructively in learning process
h. The teacher having proficiency and analyzing ability in L2

11. 7. Affective-Humanistic Approach
a. respect for individual and feelings
b. meaningful communication
c. work in pairs and small groups
d. class atmosphere more important than materials or methods

12. 7. Affective-Humanistic Approach
e. peer support and interaction are necessary
f. learning foreign language as a self-realization experience
g. The teacher is counselor or facilitator
h. The teacher proficient in L2 and S's native language to help them at ease

13. 8. Comprehension-Based Approach
a. Listening comprehension is basic skill that allows speaking, reading and writing to develop spontaneously
b. begin by listening in meaningful ways before producing
c. not speak until ready; better pronunciation than speaking immediately
d. meaningful input beyond level of competence

14. 8. Comprehension-Based Approach
e. rule learning helps monitor, not aid acquisition or use of L2
f. error correction unnecessary; learner's self-correction
g. appropriate materials of audiotapes and videotapes available unless teacher is not a native speaker

15. 9. Communicative Approach
a. goal of language teaching to communicate in L2
b. content include semantic notions and social functions, not linguistic
structures
c. work in groups or pairs to transfer meaning in situation
d. engage in role play or dramatization adjusting to different social contexts

16. 9. Communicative Approach
e. authentic classroom materials and activities
f. 4 skills integrated
g. teacher facilitating communication and correcting errors
h. teacher use L2 fluently and appropriately

17. Cognitive Approach: Language is rule-governed cognitive behavior (not habit-
formation)
Affective-Humanistic Approach: Learning a foreign language is a process of self
realization and of relating to other people
Comprehension Approach: Language acquisition occurs if and only if the learner
comprehends meaningful input
Communicative Approach: The purpose of language (and thus the goal of language
teaching) is communication