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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 ...
As a TPR class progresses, group activities and descriptions can extend basic TPR concepts into full communication situations. Because of its participatory approach, TPR may also be a useful alternative teaching strategy for students with dyslexia or related learning disabilities, who typically experience difficulty learning foreign languages ...
Dogme is a communicative approach to language teaching and encourages teaching without published textbooks and instead focusing on conversational communication among the learners and the teacher. It has its roots in an article by the language education author, Scott Thornbury.
Most audio recordings teach words in the target language by using explanations in the learner's own language. An alternative is to use sound effects to show meaning of words in the target language. [ 13 ] [ 14 ] The only language in such recordings is the target language, and they are comprehensible regardless of the learner's native language.
Bilingual Method: The word 'bilingual' means the ability to speak two languages fluently. In bilingual method, the teacher teaches the language by giving mother tongue equivalents of the words or sentences. This method was developed by C.J. Dodson. [6] Communicative Language Teaching: This approach lays emphasis on oral method of teaching. It ...
Dogme considers that the learning of a skill is co-constructed within the interaction between the learner and the teacher. In this sense, teaching is a conversation between the two parties. As such, Dogme is seen to reflect Tharp's view that "to most truly teach, one must converse; to truly converse is to teach". [7]
Also called the whole-word method, a method to teach reading to children, usually in their first language; has been adapted for second-language reading; words are taught in association with visuals or objects; students must always say the word so the teacher can monitor and correct pronunciation.
The CBI approach is comparable to English for Specific Purposes (ESP), which usually is for vocational or occupational needs, or to English for Academic Purposes (EAP). The goal of CBI is to prepare students to acquire the language while using the context of any subject matter so that students learn the language by using it within that specific ...