هو ده الموجز للموضوع العاشر من موضوعات كادر المعلم

[samybassam]

Language Teaching Approaches
• Grammar Translation Approach
• Direct Method Approach
• Reading Approach
• Audio-lingual Approach
• Oral or Situational Approach
• Cognitive Approach
• Affective Humanistic Approach
• Comprehension Approach
• Communicative Approach
1: GTM: It focused only on written skills of the learners thus teaching through translation method under specified techniques of deductive style اسلوب استنتاجي.

2: Direct Method Approach: It focused more on spoken skills and teaching inductively استقراشي with no use of L1. However, it had its own flaws, e.g., trained teacher and other necessary equipment like realia, pictures were hard to acquire in every situation.

3: Reading Approach: It is like GTM since it also stressed on written skills. But, it was flexible approach as far as the teaching is concerned.

4: Audio-Lingual Approach: It enhances the DM and again depreciates يصبح أقل أهمية the Reading Approach. Still, it demanded, as well, a trained teacher. Else, it was more mimicry محاكاة than fresh learning.

5: Oral or Situational Approach: A cousin of the ALM.

6: Cognitive Approach: It may be said to be a modern approach for it views language learning to be a natural process. It centers on teaching all four skills: in a natural process, it overlooks errors as inevitable حتمي happening.

7: Affective Humanistic Approach المدخل الانساني الوجداني : It is actually a modification of Cognitive Approach.

8: Comprehension Based Approach: It tried to teach through a more natural process, i.e., it offers a great deal of listening and does not force to activate speaking from learner. In fact, it is a step forward on the Cognitive approach.

9: Communicative Approach: One fairly modern approach, it views language learning more as a system thus revolving to teach as a system, i.e., authentic material and practical situation.

With an overview of all the teaching methods, it should be pointed out that another “Syllabus Type” approach is taking high gear. It actually is a far more practical angle to view language teaching. It favours designing a syllabus that is result-bringing: the learners should learn the language. It does not advocate لا يؤيد any specific method or approach.

Published: 2006-06-09
Author: M. Mazhar