Tutorial task: Week 2 ( TSL 3108)

A. Strengths & Weaknesses of 3 approaches you like the most.

Approaches Strengths WeaknessesGrammar Translation

(translate grammar from the first language into the target language)

Emphasis on grammar-make pupils more aware of grammar and grow intellectually

Memorizing rules, paradigms, vocabulary

Put the learners in an active problem solving situation- have to practise translation for grammar by using first language as a reference system-allow students to apply rules in the constructions of sentences

Translation is overused.- pupils depend overly on first language instead of 2nd language

Overemphasis on memorization of rules

Teacher centered- little interaction between students

Audio- lingual method

The use of dialogues in presenting the new structures

Emphasis on mimicry, memorization and pattern drill

Grammar rules are not provided.- learnt covertly

Language target language without reference to first language

Pattern drills are boring and lack of effectiveness

Frequent corrections from teachers demotivate students

Learning without translation might cause anxiety among students.

Communicative Approach

Use language communicative activities such as games, role plays and problem solving- consist of three features: information gap, choices, feedback

Use of authentic materials- develop understanding for how language is actually used-provide a real life situation for students to transfer the knowledge they have learnt

Contents are more relevant to students’ needs- students see the purpose and are motivated to learn

Variety ways in practising learnt skill- pairs, triads,

Confusing and overloading- students have to deal with new information, knowledge and skills at the same time

Tutorial task: Week 2 ( TSL 3108)

small groups and as a whole class

Students actively participate, teachers work as facilitators

B. Which approach is the most effective in teaching grammar out of all?

Communicative Approach

Focuses on language as a medium of communication. Recognizes that all communication has a social purpose - learner has something to say or find out.

Communication embraces a whole spectrum of functions (e.g. seeking information/ apologising/ expressing likes and dislikes, etc) and notions (e.g. apologising for being late / asking where the nearest post office is).

Classroom activities maximise opportunities for learners to use target language in a communicative way for meaningful activities. Emphasis on meaning (messages they are creating or task they are completing) rather than form (correctness of language and language structure) - as in first language acquisition.

Errors are a natural part of learning language. Learners trying their best to use the language creatively and spontaneously are bound to make errors. Constant correction is unnecessary. Correction should be discreet / noted by teacher - let them talk and express themselves - form of language becomes secondary. 

Classroom should provide opportunities for rehearsal of real-life situations and provide opportunity for real communication. Emphasis on creative role-plays/ simulations/ surveys/ projects/ play - all produce spontaneity and improvisation - not just repetition and drills.

- challenging- provides students opportunities to learn these rules of use and transfer their knowledge to the real life thus internalize it and form automaticity of response.

Grammar can still be taught, but less systematically, in traditional ways alongside more innovative approaches. Recognised that communication depends on grammar. Disregard of grammatical form will virtually guarantee breakdown in communication.

1Language analysis and grammar explanation may help some learners, but extensive experience of target language helps everyone. Pupils need to hear plenty said about the topic in the foreign language at regular and recurrent

Tutorial task: Week 2 ( TSL 3108)

intervals, so they are exposed to the topic and can assimilate it. (Not mere passive acquisition of certain lexical items).

Communicative approach seeks to personalise and localise language and adapt it to interests of pupils. Meaningful language is always more easily retained by learners.- motivates pupils arouses their interest and leads to more active participation.

Communicative approach seeks to use authentic resources and is not restricted to textbook. More interesting and motivating. Newspaper and magazine articles, poems, manuals, recipes, telephone directories, videos, news bulletins, discussion programmes - all can be exploited in variety of ways.

Use of visual stimuli - OHP/ flashcards, etc - important to provoke practical communicative language. (3 stages presentation / assimilation/ reproducing language in creative and spontaneous way).