comparison of the cognitive and audiolingual approaches to foreign language instruction
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comparison of the cognitive and audiolingual approaches to foreign language instruction the Pennsylvania Foreign Language Project by Philip D. Smith

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Published by Center for Curriculum Development in Philadelphia .
Written in English

Subjects:

Places:

  • Pennsylvania.

Subjects:

  • Pennsylvania Foreign Language Project.,
  • Languages, Modern -- Study and teaching -- Pennsylvania.

Book details:

Edition Notes

Bibliography: p. 273-276.

Statementby Philip D. Smith, Jr.
Classifications
LC ClassificationsPB38.U6 S597
The Physical Object
Paginationxxiii, 380 p.
Number of Pages380
ID Numbers
Open LibraryOL4890232M
LC Control Number76022014

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A comparison of the cognitive and audiolingual approaches to foreign language instruction: the Pennsylvania foreign language project. A comparison of the cognitive and audiolingual approaches to foreign language instruction; the Pennsylvania Foreign Language Project,. [Philip D Smith] Comparison of the cognitive and audiolingual approaches to foreign language instruction. Philadelphia, Center for Curriculum Development [] (OCoLC) This work compares four of the most widely used teaching approaches in foreign language contexts; Grammar-Translation, Audiolingual, Communicative, and Natural Approaches. Audio-lingual approach this schema. If we apply this to foreign language learning we notice that • the stimulus is the information about foreign language • the response is ’ reaction on the presented material • the reinforcement is natural “ -satisfaction of target language ” (Richards & Rodgers, ).

Compare and contrast the Communicative Approach with the Audio-lingual Method from the point of view of teacher, the learner, the activities and types of materials used, and any underlying theory of language or learning. Discuss to what extent the Communicative Approach was an improvement over the Audio-lingual Method. Introduction. The Cognitive Approach Awareness of the rules. Cognitive theory assumes that responses are also the result of insight and intentional patterning. Insight can be directed to (a) the concepts behind language i.e. to traditional grammar. It can also be directed to (b) language as an operation - .   Abstract. Research methods and approaches to study language teachers have been aligned with theories underpinning language teacher education. Earlier views on teaching were of a seamless relationship with one’s professional training, and thus, studies of second language classrooms primarily used quasiexperimental methods and observation schemes in order to identify the . The audio-lingual method, Army Method, or New Key, is a method used in teaching foreign is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.

One similarity between the direct method of language teaching and the audio-lingual method of language teaching—variously spelled audiolingual, audio lingual and audio-lingual—is that each was. C. The Cognitive Approach. The cognitive approach, also known as cognitive code-learning theory, was advocated by cognitive psychologists and applied linguists such as J.B. Carroll and K. Chastain in the s. It was intended as an alternative to the audiolingual method that emphasizes habit formation as process of langauge learning. BOOK REVIEWS 2 Jakob von Gunten, Vol. Iv of the Geeamtwerk, pp. 3 Not yet published in the Gesamtwerk, here from Der Gehil1fe (Genf: Verlag H. Kossodo, ), p. TEACHING METHODOLOGY AND TEXTBOOKS SMITH, PHILIP D., JR., A Comparison of the Cognitive and Audiolingual Approaches to Foreign Language Instruction. The Pennsylvania For-. The Audio Lingual Method (ALM), also known as the Aural approach, consists on teaching a second or foreign language through specific sentence and grammar building tools via repetition, listening.