Give definition of the term “Approach” in Foreign Languages Teaching and Learning. Speak about the notions that are attributed to it

Following Anthony, approach refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching. We will examine the linguistic and psycholinguistic aspects of approach in turn.

Theory of language

At least three different theoretical views of language and the nature of language proficiency explicitly or implicitly inform current approaches and methods in language teaching. The first, and the most traditional of the three, is the structural view, the view that language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units (e.g., pho­nemes), grammatical units (e.g., clauses, phrases, sentences), grammat­ical operations (e.g., adding, shifting, joining, or transforming elements), and lexical items (e.g., function words and structure words). As we see in Chapter 4, the Audiolingual Method embodies this particular view of language, as do such contemporary methods as Total Physical Re­sponse (Chapter 6) and the Silent Way (Chapter 7).

The second view of language is the functional view, the view that language is a vehicle for the expression of functional meaning. The communicative movement in language teaching subscribes to this view of language (see Chapter 9). This theory emphasizes the semantic and communicative dimension rather than merely the grammatical charac­teristics of language, and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar. Wilkins's Notional Sylla­buses (1976) is an attempt to spell out the implications of this view of language for syllabus design. A notional syllabus would include not only elements of grammar and lexis but also specify the topics, notions, and concepts the learner needs to communicate about. The English for spe­cific purposes (ESP) movement likewise begins not from a structural theory of language but from a functional account of learner needs (Ro­binson 1980.)

The third view of language can be called the interactional view. It sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. Language is seen as a tool for the creation and maintenance of social relations. Areas of inquiry being drawn on in the development of interactional approaches to language teaching include interaction analysis, conver­sation analysis, and ethnomethodology. Interactional theories focus on the patterns of moves, acts, negotiation, and interaction found in con­versational exchanges. Language teaching content, according to this view, may be specified and organized by patterns of exchange and interaction or may be left unspecified, to be shaped by the inclinations of learners as interactors.

Structural, functional, or interactional models of language (or varia­tions on them) provide the axioms and theoretical framework that may motivate a particular teaching method, such as Audiolingualism. But in themselves they are incomplete and need to be complemented by theories of language learning. It is to this dimension that we now turn Theory of language learning

Although specific theories of the nature of language may provide the basis for a particular teaching method, other methods derive primarily from a theory of language learning. A learning theory underlying an approach or method responds to two questions: (a) What are the psycholinguistic and cognitive processes involved in language learning? and (b) What are the conditions that need to be met in order for these learning processes to be activated? Learning theories associated with a method at the level of approach may emphasize either one or both of these dimensions. Process-oriented theories build on learning processes, such as habit formation, induction, inferencing, hypothesis testing, and gen­eralization. Condition-oriented theories emphasize the nature of the hu­man and physical context in which language learning takes place.

At the level of approach, we are hence concerned with theoretical principles. With respect to language theory, we are concerned with a model of language competence and an account of the basic features of linguistic organization and language use. With respect to learning theory, we are concerned with an account of the central processes of learning and an account of the conditions believed to promote successful language learning. These principles may or may not lead to "a" method. Teachers may, for example, develop their own teaching procedures, informed by a particular view of language and a particular theory of learning. They may constantly revise, vary, and modify teaching/learning procedures on the basis of the performance of the learners and their reactions to instructional practice. A group of teachers holding similar beliefs about language and language learning (i.e., sharing a similar approach) may each implement these principles in different ways. Approach does not specify procedure. Theory does not dictate a particular set of teaching techniques and activities.

5. Speak on the direct method; give the general outline of its principles and procedures. Tell what guidelines for teaching oral language were adopted in Berlitz school. direct method is a radical change from Grammar-Translation Method by the use of the target language as a means of instruction and communication in the language classroom, and by the avoidance of the use of the first language and of translation as a technique. The Direct Method Background Gouin had been one of the first of the nineteenth-century reformers to attempt to build a methodology around observation of child language learning. It is a shift from literary language to the spoken everyday language as the object of early instruction. In this method, the learning of languages was viewed as analogous to the first language acquisition, and the learning process involved were often interpreted in terms of an association’s psychology.

general outline of direct method: a lang. could best be taught by using it actively in the classroom. Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the FL in the classroom. Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom. Learners would then be able to induce rules of grammar. The teacher replaced the textbook in the early stages of learning. Speaking began with systematic attention to pronunciation. Known words could be used to teach new vocabulary, using mime, demonstration, and pictures. These natural language learning principles provided the foundation for what came to be known as the Direct Method, which refers to the most widely known of the natural methods. Enthusiastic supporters of the Direct Method introduced it in France and Germany (it was officially approved in both countries at the turn of the century), and it became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools. (Berlitz, in fact, never used the term; he referred to the method used in his schools as the Berlitz Method.)

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 the target language)

· centrality of spoken language (including a native-like pronunciation)

· focus on question-answer patterns

· teacher-centering

In practice it stood for the following principles and procedures:

These principles are seen in the following guidelines for teaching oral language, which are still followed in contemporary Berlitz schools:

1. Learners induce rules of grammar.

2. The teacher replaces the textbook in the early stages of learning.

3. Speaking begins with systematic attention to pronunciation.

4. Known words could be used to teach new vocabulary as well as using mime, demonstration and pictures.