I. Language Teaching and Learning
1. Content-Based Approach
Content-Based Instruction (CBI) refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or another type of syllabus.
The focus of a CBI lesson is on the topic or subject matter. During the lesson, students are focused on learning about something. This could be anything that interests them from a serious science subject to their favorite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.
2. Immersion-based Approach
Learning by immersion means that the children are immersed in a "language bath". They hear, speak and learn the language in authentic everyday contexts and experience it in their familiar surroundings. They thus learn the new language as naturally as their mother tongue - without any pressure or vocabulary stress. The immersive method places great emphasis on facial expressions and gestures. The children can thus understand what is being said from the context. As receptive skills increase and reading and listening comprehension improves, the children gradually absorb the new language into their everyday language use.
3. Task-based Approach
Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words, the appropriate completion of real-world tasks) rather than on the accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT).
4. Content and Language Integrated Approach
Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.
Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it. Moreover, being content-focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language. CLIL also promotes a deeper level of assimilation – as students are repeatedly exposed to similar language and language functions and they need to produce and recall information in their second language.
1. Grammar Translation Method
The grammar translation method is a method of teaching foreign languages derived from the classical method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the target language, and to further students’ general intellectual development.
- Classes are taught in the mother tongue
- Much vocabulary is taught in the form of lists of isolated words.
- Little or no attention is given to pronunciation.
- Reading of difficult texts is begun early.
- Long, elaborate explanations of the intrincacies of grammar are given.
- GTM focuses on the application of grammar and correct sentence structure. This is especially helpful in teaching students how to write and read in another language, allowing them to explore interchangeable words and phrases (i.e., different words for different tenses) more effectively than a verbal teaching method.
- Tests of grammar rules and of translations are easy to construct.
- Class activities or learning games are rarely necessary, as students are translating text to another language directly. Teachers who are not fluent in English (but fluent in the other language that the students primarily use) can teach English using this approach, as the emphasis is not on the spoken word but on translations.
2. The Direct Method
The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language.
In general, teaching focuses on the development of oral skills.[2] Characteristic features of the direct method are:
- teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
- teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
- centrality of spoken language (including a native-like pronunciation)
- focus on question-answer patterns
Its main principles are: learners should be taught in the target language; no translation should be allowed; grammar should be taught inductively; oral and listening skills are the main focus of instruction.
直接教學法採取五至十人的小班制。教師要將課程先分解成幾個容易理解消化的概念主題，遵照一定的腳本流程，開始教學。每次的教學都必須確定學生能夠真正學習到這個概念，因此在教學之後，每個學生都必須立即回應。它採取一種快速的問答方式，每分鐘學生須完成練習，做出十個回應。
3. Community Language Learning Method
Typical features of a CLL lesson:
counseling role for the teacher; client roles for learners. in-a-circle seating for learners. recorder inside circle and teacher outside. TL dialogue generated learner by learner (helped as necessary by teacher)
Community language learning (CLL) is a language-teaching approach[1] focused on group-interest learning.
It is based on the counselling approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
4. Audiolingual Method
聽說教學法（audiolingual method；audiolingualism）是一種外語或第二語言教學法。聽說教學法在心理學上的根據以行為主義為主，而行為主義的中心主張之一即是刺激－反應及增強理論。行為主義者認為世界上存在的生命體都是經由「增強」來獲致特定的行為的：如果做得對，就獲得正向的回饋，例如獎品；如果做錯了，就得到負向的回饋，例如懲罰。重複這樣的過程，久而久之，學習者就會習慣成自然，「學會了」該行為。
這種語言教學法與較早的直接教學法有部分相近之處。兩種教學法都主張教師應該避免使用學生的第一語言、避免講解生詞文法，而應該直接用所要學的目標語言來教學生。但直接教學法重視詞彙的教學，而聽說教學法則否。聽說教學法較重視教師藉由充分的操練，使學生學會如何自動自發地使用特定的文法結構。
The audio-lingual method, Army Method, is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement.
