ملتقى طلاب وطالبات جامعة الملك فيصل,جامعة الدمام - عرض مشاركة واحدة - محتوى مقرر ملزمة لغويات تطبيقيه بتحديد الدكتور فقط

Al-Kathiri · 2014- 4- 25

هذي اللي حددها الدكتور في ال Aproaches صححوني اذا كنت غلطان:-

Grammar-Translation Approach:
-Instruction -given -native language -students.
-A typical exercise -translates sentences from - target language into -mother tongue.

Direct Approach:
-No use - mother tongue is permitted
-Grammar - learned inductively.

Reading Approach:
-Only the Grammar useful -reading comprehension -taught.
-Reading comprehension - only language skill emphasized.

Audiolingualism Approach:
-Lessons begin -dialogue.
-Skills are sequenced: listening, speaking– reading, writing
postponed.
محاضرة 2
Situational Approach:
-Spoken language - primary.
New items (lexical and grammatical) are introduced and practiced in real -situations (e.g. at the post office, at the bank, at the dinner table).

Cognitive Approach:
-Language learning - viewed - rule acquisition, not habit
-Pronunciation is de-emphasized; perfection is viewed as unrealistic.

Affective-Humanistic Approach:
-Respect - emphasized -individual –
-Teacher is viewed as a counselor of facilitator.
Comprehension-Based Approach:
-Learners should not speak until they feel ready.
-Rule learning may help learners monitor,
- Errors correction is seen as unnecessary and perhaps even counterproductive; the important thing is that the learners can understand and can make themselves understood.
Communicative Approach:
-Goal of language teaching is learner‟s ability to communicate - target language.
-Teacher‟s role is primarily to facilitate communication & only secondarily to correct errors.