L2 Methods and Approaches: Reading Approach

This approach is selected for practical and academic reasons. For specific uses of the language in graduate or scientific studies. The approach is for people who do not travel abroad for whom reading is the one usable skill in a foreign language. The priority in studying the target language is first, reading ability and second, […]

L2 Methods and Approaches: Direct Approach

This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. Lessons begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is NEVER, NEVER used. […]

L2 Methods and Approaches: Grammar Translation Method

This approach was historically used in teaching Greek and Latin. The approach was generalized to teaching modern languages. Classes are taught in the students’ mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the […]

Theoretical Orientations to L2 Methods & Approaches

There are four general orientations among modern second-language methods and approaches: 1. STRUCTURAL/LINGUISTIC: It is based on beliefs about the structure of language and descriptive or contrastive linguistics. It involves isolation of grammatical and syntactic elements of L2 taught either deductively or inductively in a predetermined sequence. It also often involves much meta-linguistic content or […]

Principle and Practice in SLA

Krashen introduced 5 hypotheses of Second Language Acquisition: 1) Acquisition-Learning Distinction Hypothesis, 2) Natural Route Hypothesis, 3) Monitor Hypothesis, 4) Input Hypothesis, 5) Affective filter Hypothesis. This very good book deserves reading. follow this linkk for the Krashen’s book on Principle and Practice on Second Language Learning.

Krashen’s Hypothesis: The Affective Filter

Motivation, self-confidence, and anxiety all affect language acquisition, in effect raising or lowering the “stickiness” or “penetration” of any comprehensible input that is received.