Scribd
Upload
56 views

Community Language Learning Method

Uploaded by

qubatihanan1
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
56 views

Community Language Learning Method

Uploaded by

qubatihanan1
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 11

Firat University

Department Of
Western Languages
and Literatures

Community Language Learning Method


Hanan Mohammed Ali AbdulRab

Foreign Language Teaching Methods

Döç. Dr. Seçil Akyıldız

21, November, 2024


Community Language Learning

Characteristics

It is a teaching method that focuses on building an interactive learning


environment.
It was introduced by Charles A. Curran in the 1970s.
It emphasizes community involvement, collaboration, and learner-focused
strategies.
It prioritizes learner requirements, creating a more personalized learning
atmosphere.
Teachers translate learners’ needs into a suitable curriculum.
key principles of the method

According to this method, for learners to successfully acquire a foreign language, the
teacher needs to create a collaborative learning environment in which six
psychological elements are satisfied:

Security: If students do not feel safe, they will find the learning process itself difficult.

Attention: For the acquisition of a foreign language, the learning process must include
activities that increase the attention and participation of learners.
 Aggression: Learners use new knowledge as a tool for self-
assertion. Therefore, teachers give them opportunities to show their
knowledge and skills.
 Retention: If learners are fully engaged in learning a language, then
what they have learnt becomes part of their identities.

 Reflection: Learners are allowed analyze their progress, and to


adjust their goals and needs for the next stages of learning a foreign
language.

 Discrimination: Learners go deeper into the learnt material, and


analyze the connection of one linguistic phenomenon with another
which allows them to use language to communicate outside the
classroom.
How to use the Method?

Teacher’s role
The teacher is a facilitator or counselor rather than a traditional
instructor.

The teacher leads students to the idea that everything that happens in
the lesson is their initiative by setting them appropriate thinking tasks.

To ensure a sense of security, teacher and students use mother tongue
if necessary.

When offering question-and-answer exercise, it is necessary to read


student’s psychological readiness.
Stage 1- Reflection
Students sit in a circle around a tape recorder, and the teacher remains
outside the circle.
Students think in silence about what they'd like to talk about, and they can
brainstorm their ideas before recording.

Stage 2- Recorded Conversation


Once students have chosen a subject and have language chunks that they
do not know, they call the teacher (knower) to translate them into English.
When they feel ready to speak the students take the microphone and record
their sentence.
Stage 3- Discussion
The students discuss how they think the conversation went.

Stage 4- Transcription
The teacher then rewinds the tape on the board, and the students listen to the
tape and transcribe their conversation.

Stage 5- Language Analysis


The students analyze their conversation themselves. It involves looking at
the form of tenses and vocabulary used and why certain ones were chosen.
The teacher may propose actions arising from the conversation in a future
meeting. Gradually, the students spin a web of language.
What are the advantages of the method?
Enhancing communication skills.
Individualized learning.
Building a supportive learning community.
Well-rounded language acquisition process.
Emphasis on learning autonomy.

What are the disadvantages of the method?


Structure and assessment limits
There is a challenge to ensure that all the material is covered clearly and the
results are evaluated fairly.
Direct Method

Vocabulary is taught through known words, demonstration, authentic objects


(realia), pictures, and miming.

Grammar is taught inductively through speaking (functional grammar).

This method focuses on listening and speaking skills.

Oral communication skills are built up in a careful grade.

A particular attention is placed on the accuracy of pronunciation, with spontaneous


use of the language.
Grammar Translation Method vs Direct Method

A Comparison between Grammar Translation Method and Direct Method


No Principles Grammar Translation Direct Method
Method
1 Teacher goal Reading comprehension Oral communication

2 Teacher and Students Teacher’s role is traditional, Teacher and students are a
Roles and students are passive. partner (teacher asks questions
and encourages students to
participate, and students are
active).
3 Language Area Vocabulary and Grammar Spoken Language

4 Techniques Used translating, reading visual-aided activities, making


comprehension, memorizing conversations, role-plays,
words, synonym and antonym reading aloud and direct
exercise, and fill in the blank questions and answers, self-
exercise. correction, and fill in the blank

You might also like