METHODOLOGIES EXAM 1 AND 2

In the Direct Method:

• The L2 is introduced orally and inductively

• Demonstration is substituted for Translation

• They use the L1 in class

According to Richards and Rodgers, the methodological option:

• Is determined by the approach, design and techniques or procedures

• Must be the same in every approach

• Changes very slightly through history

Journalistic texts allow activating:

• The discursive, and sociocultural sub-competences.

• The linguistic and automatic sub-competences

• The discursive, and exolinguistic sub-competences.

In the Communicative Approach, the procedure is divided into three steps in the following order:

• Pre-Communicative, Communicative and Social Interaction activities.

• Pre-Communicative, Social Interaction and Post-Communicative activities.

• Pre-Communicative, Communicative and Evaluation activities.

One of the main characteristics of the Natural Approach is that it emphasizes:

• That exposure to levelled input is irrelevant.

• That the affective disposition is relevant.

• That language is better learned in a conscious process.

One of the main innovations in the Situational Method is:

• They give importance to the spoken language.

• They use a structural syllabus

• They use the target language in the classroom

. The Natural Approach, in the early 80’s is inspired by:

• Skinner’s Theory of Second Language Acquisition

• Krashen’s Theory of Second Language Acquisition

• Chomsky’s Theory of Second Language Acquisition

Within the Second stage of ESLT (English as a Second Language Teaching) we find the predominance of:

• Total Physical Response TPR

• Methods of Communicative Orientation

• Structuralist Cutting Methods

This method is based on the “mechanical” repetition of structures:

• The audiolingual Method

• The Silent Method

• The Situational Method

The Situational Method’s main criticism on the Direct Method is:

• They do not use the L2 in class

• They do not give importance to the spoken language

• They do not use a structural syllabus