Current Approaches to the Teaching of Grammar in ESL. Language in Education: Theory and Practice, No. 5.

Autor/in	Davidson, Daivd M.
Institution	ERIC Clearinghouse on Languages and Linguistics, Washington, DC.
Titel	Current Approaches to the Teaching of Grammar in ESL. Language in Education: Theory and Practice, No. 5.
Quelle	(1978), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiolingual Methods; Audiovisual Aids; Communicative Competence (Languages); English (Second Language); Error Analysis (Language); Grammar; Instructional Innovation; Language Instruction; Language Skills; Listening Comprehension; Pattern Drills (Language); Second Language Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Error analysis; Language; Fehleranalyse; Grammatik; Educational Innovation; Bildungsinnovation; Language skill; Sprachkompetenz; Hörverständnis; Pattern-Drill; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article explains, with specific examples, some of the newer audiolingual and cognitive approaches to the teaching of English as a second language (ESL). It is suggested that several of these methods can be integrated into an eclectic approach. Situational Reinforcement and the Audiovisual-Structural-Global Method are among the audiolingual methods discussed, as are various types of drills and real-life situations. A number of cognitive approaches to ESL instruction are described: the Silent Way (Gattegno), Community Language Learning (Curran), Suggestopedia (Lozanov), Rapid Acquisition (Winitz and Reeds), Total Physical Response (Asher), X-Word Grammar (Allen), Sentence Combining, Basic Composiition, and Error Analysis. One major point of agreement revealed in this survey is the necessity of providing opportunities for students to think about the language, in order to be able to extend their learning to new language stiuations. There is also a widespread use of real situations and everyday language in the classroom. The use of visual stimuli is recommended, not only to delineate words and actions, but also to trigger responses showing that the students understand what they are saying. It is also recommended that more attention be given to improving listening comprehension and to the affective aspects of learning. The common goal is to facilitate real communication in English. (CFM)
Anmerkungen	Center for Applied Linguistics, 1611 N. Kent Street, Arlington, Virginia 22209 ($2.95)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC