TASK: Read the summary on the first seven methods and find their traces in eclectic PPP. (Work in a group

of three to develop COLLABORATION.)

1957. BEHAVIOURISM. TEACHER CENTERED APPROACH

Methods *Audio-lingual: - The language to be taught is chosen by the teacher. -Speaking and listening precede reading and writing. - Use of mother tongue is highly discouraged in the classroom. -The development of language skills is a matter of habit formulation. -Students practice particular patterns of language through structured dialogue and drill until response is automatic. -Structured patterns in language are taught using repetitive drills. -The emphasis is on having students produce error free utterances. -Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas. -The printed word must be kept away from the second language learner as long as possible. *PPP (devised for beginners) PPP: Presentation, Practice and Production: The teacher PRESENTS the language in context. Practice: T asks sts to repeat after her and focus on accuracy (form rules). T asks sts to repeat the sentences in chorus, then individually. T corrects mistakes. T conducts cue drills, a kind of substitution drill but freer. Production: free practice. Teacher selects the language to be taught.

1959. INNATISM. STUDENTS CENTERED APPROACH Methods Communicative Language Teaching: - Learning a language will happen naturally if students are motivated, experience the need of communicating and are given the chances for interacting in real or real like situations. -Teaching language involves teaching vocabulary, grammar and functions. -Students need to be aware of the appropriacy of the language they use for addressing people and demand the language to be learned according to their interests and needs. Task-Based Learning -Students listen or watch somebody performing a certain task, and then they are encouraged to complete a similar one. -Students ask the teacher the language they need. -Teachers develop a certain language study step in order to clear the doubts students encountered while completing the task. -Students demand the language to be learned according to their interest and needs. The Creative Construction Hypothesis. Chomsky focused his research work on the learning of the mother tongue. Stephen Krashen used innatist theories to explain how foreign languages are learned and developed the CREATIVE CONSTRUCTION HYPOTHESIS. The Creative Construction Hypothesis states that learners are thought to create mental representations or pictures of the language being learned. They are five hypotheses:

1. The acquisition-learning hypothesis: adults foreign language learners acquire the language when they engage in meaningful interactions in second language in much the same way children acquire their mother tongue, without paying attention to form. It has to do with fluency and the communication of meaning. They learn the language by means of a conscious process of study: attention to form and correction of mistakes. It has to do with accuracy.

2. The monitor hypothesis: the acquired language system is responsible for the intuitive use of language, while the learned system acts as a monitor. It provides the models necessary for the mind to contrast the produced language with the correct model already acquired or learned and decide on the accuracy of the production.

3. The natural order hypothesis: language rules are acquired in a predictable sequence. Certain grammatical structures are acquired before others in first language acquisition and there is a similar natural order in SLA:

-ing -> Aux ->Irregular ->Regular Past Plural -> article -> past - 3rd Sing.

4. The comprehensible input hypothesis: languages are acquired through comprehensible input. If the input contains forms and structures just beyond the learners previous language, acquisition and learning will occur: L+1.

5. The affective filter hypothesis: languages are acquired in relaxed supportive atmosphere. Tense atmospheres full of anger, anxiety or boredom stop the acquisition process.

Method

*The Natural Approach: -develop basic communication oral and written skills. -The selection of contents is based on students needs. -Teachers negotiate the curricula so as students to be able to deal with topics that interest them and develop communicative interactions in situations they will be engaged in the future. -The grammar is automatically provided by the input and internalized through the permanent exposure of students to the foreign language.

-That content selection intends to create a low affective filter by promoting a supportive atmosphere.

1970. HUMANISM. EDUCATION PRINCIPLES Methods Community Language Learning: -Students sit in a circle and asks a knower the language they want to say, - The knower translates into the foreign language -The students use and learn.

Total Physical Response: - The teacher gives students instructions and students have to follow them without speaking. TPR allows a pre speaking phase where students are not forced to speak till they feel confident to do so.

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1983 SOCIAL-INTERACTIONIST VIEWS.

Framework which encompasses the cognitive and humanistic perspectives1 FIRST AND FOREIGN LANGUAGE.

Method: Eclectic PPP.

1. The teacher selects the objectives to be achieved by the students on the basis of students interests

and needs. 2. The teacher selects the language input, procedures and values to be learned and taught. 3. Warm-up: The teacher activates the language necessary for students to make sense of the new

input. 4. Presentation: The teacher presents the language in context and make meaning and form clear. 5. Practice: Teacher guides the practice through stages that go from controlled to guided. (From

teacher centred onto student centred.) 6. Procedural and attitudinal contents: The teacher conducts activities that will enable students live

the attitudes and values necessary for a supportive atmosphere while learning language. 7. Reading is introduced after the guided practice. 8. Writing is introduced after reading, with a three stage practice process: from controlled onto

guided. 9. Production: free oral practice. 10. Production: free written practice.

Framework which encompasses the cognitive and humanistic perspectives2

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1 Williams, Marion and Burden Robert L. Psychology For Language Teachers. Cambridge Language teaching Library. 2005. 2 Williams, Marion and Burden Robert L. Psychology For Language Teachers. Cambridge Language teaching Library. 2005.