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Harold Edward Palmer, usually just Harold E. Palmer (6 March 1877 – 16 November 1949), was an English linguist, phonetician and pioneer in the field of teaching English as a second language. [1] Especially he dedicated himself to the Oral Method, also known as the Oral Approach, the Situational Approach, or Situational Language Teaching (SLT ...
The development of language pedagogy came in three stages. [citation needed] In the late 1800s and most of the 1900s, it was usually conceived in terms of method.In 1963, the University of Michigan Linguistics Professor Edward Mason Anthony Jr. formulated a framework to describe them into three levels: approach, method, and technique.
The development of communicative language teaching was bolstered by these academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to ...
Examples of functional methods include the oral approach / situational language teaching. Examples of interactive methods include the direct method , the series method, communicative language teaching , language immersion , the Silent Way , suggestopedia , the natural approach , tandem language learning , total physical response , Teaching ...
The target language is directly used for teaching all the four skills—listening, speaking, reading and writing. Structural-situational Approach: In this approach, the teacher teaches language through a careful selection, gradation and presentation of vocabulary items and structures through situation based activities. [5]
Content and language integrated learning (CLIL) is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. The idea of its proponents was to create an "umbrella term" which encompasses different forms of using language as medium of instruction.
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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) the centrality of spoken language (including a native-like pronunciation)