1. Language learning Approaches & key theorists

2. Historical language approaches 1 Grammar/translation Formalised end 19 th C. Mind consisting of separate powers – memory, reasoning, accuracy, etc English to Latin seen as strengthening reasoning Vocab and grammar as strengthening memory Difficulty of Classical languages strengthening perseverance Language - source of syntactic structures rather than means of communicating ideas Critique? Time spent analysing reduces amount of reading All Lat/Gr translated so difficult to understand without translating first ?

3. 2 Word order method Understood from order in which words occur Requires comprehension before translation - can occur without translation Meaning grasped in whole units (sentences, clauses) Little importance attached to English to Latin/Greek Teacher’s function – to structure insight by phrasing and intonation skeleton frameworks of sentences colour-coding, eg of main and subordinate clauses, etc Critique?

4. 3 Oral method Oral! Comprehension does not involve English Medium of instruction mainly ‘target language’ Oral work unhindered by written word, books, etc One version – the Direct method no English at all, behaviourist stimulus- response Comprehension includes miming, drawing, questions and answers in Latin/Greek Progress in vocabulary and language – relatively quick Critique?

5. 4 Structural approach Premises: All languages have different systems to express meaning A language can be described by analysing its structures – ie how the lang is E.g. Latin expresses itself in morphology, syntax, word order, intonation Little agreement as to how best to present structures Practice - emphasis on: basic structure presented then Q&A then drilled – student ultimately knows structural meaning first, then needs lexical meaning Emphasis on original lang from the start, eg mottoes, sentences from authors, inscriptions Emphasis on using language – active knowledge only acquired through using language Emphasis on contrast with English – areas where there is greatest contrast dealt with more extensively.

6. More recent influences CHOMSKY KRASHEN [ROBERT PATRICK]

7. Chomsky How children learn, use and create their L1 – impressive Earliest communication – non-verbal Assumption of innate disposition to learn language (Language Acquisition Device) Generative system of rules underlies language production Generative grammar is language user has internalised, ie subconscious knowledge Difference between surface and deep structures Grammatical transformations occur at deep structure level John is easy to please John is eager to please

8. Nature or nurture? CHOMSKY? SKINNER? VYGOTSKY? PIAGET?

9. Selection of historical approaches to language teaching & learning Grammar-translation Focus on parsing and translating Direct Method Focus on ‘target’ language use Visuals and actions to support understanding Inductive approach Reading approach Grammar for reading Vocab based on frequency and usefulness (initially) Reading comprehension skill is focus Comprehension-based approach Listening comprehension important Exposure to meaningful language Speak only when ready Error correction not necessary Communicative approach Language for communicative purpose

10. Learning/Acquisition? Processes of language learning & acquisition – debated Innate processes v external behaviours What is language? Interrelating series of systems of sounds, grammatical patterns and meanings Involves brain in neurological connections Cognitive skills Social enterprise At least partially culturally constructed ‘Meaningful’ learning said to involve insight, internalisation, transfer

11. KRASHEN’S FIVE HYPOTHESES ACQUISITION-LEARNING HYPOTHESIS Learning & acquisition – separate processes NATURAL ORDER HYPOTHESIS Acquisition of a FL has a natural, largely predictable order MONITOR HYPOTHESIS Only useful to monitor if focused on form, e.g. for written language, or for audience INPUT HYPOTHESIS Acquirer needs input at i+1 – ‘roughly-tuned input’ AFFECTIVE FILTER HYPOTHESIS Accounts for attitudinal variables, suggests high attitude helps in acquisition, high aptitude helps in grammar-based classroom

12. POINTS TO CONSIDER Characteristic variables – age, maturity, environment, aptitude, motivation, etc Inductive & deductive theories Declarative and procedural knowledge Metalinguistic skills – ‘language awareness’ Role of memory & retention Learner needs access to range of learning strategies

13. QUESTIONS Your perception or ‘model’ of language and its impact on way you (will) teach? Which theories will be useful in the classroom? What are the constraints of the classroom? How can you ensure language is embedded in culture? COURSE BOOKS CLC I & OLC I Which theories and approaches seem to underpin the first stage or chapter?