Second-Language Acquisition | Undervisningsforløb

Opgaven er kvalitetssikret af redaktionen på Læ
  • Lærerstuderende 3. år
  • Engelsk
  • Godkendt
  • 17
  • 4497
  • PDF
  • Læreruddannelsen Aalborg
  • 2003
  • 26-01-2012

Studieprodukt: Second-Language Acquisition | Undervisningsforløb

Deltagelsespligtopgave i engelsk med undervisningsforløb om Second-Language Acquisition.

En opgave om de forskellige sprogtilegnelsesteorier i fremmedsprogsundervisningen, og om hvordan disse kan bruges i praksis.


Introduction 3
Language acquisition methods 3
The grammar-translation method 3
The direct method 4
The audio-lingual method 5
The communicative approach 6
The syllabus 7
Week one 7
Week two
Week three 10
Employment of the methods 10
Reflections on week one 11
Reflections on week two 12
Reflections on week three 14
Conclusion 15
Catalog of literature 17



Since we are approaching the teaching profession of English, we find it relevant to explore the methods of second language acquisition. Therefore we have chosen to review some of the most used methods throughout time. These methods are; the grammar-translation method, the direct method, the audio-lingual method and finally the communicative approach. In addition to this we will describe and compare these methods whereupon we will describe our own view of the matter.

One of our intentions is to create a syllabus for students in a or grade in the Danish primary school. The purpose of this syllabus is to show our definition of successful teaching.

Language acquisition methods:

The grammar-translation method:

The grammar-translation method has its origin in the last period of the century in Europe. The study of language, in specific Latin and Greek, was considered as a process of formation in which the aspect of mental exercise was of great importance. Linguistically this method originated from formalism and structuralism and psychological from behaviorism. Focus is on memorization and repetition. The teaching method is therefore characterized by translations and the formal study of language without further notice to communication and functionality. Hence this the hierarchy of acquisition according to the grammar-translation method is as follows:

1.Read and write
2.Speak and listen

Primarily teaching will be conducted in the native language. As a result of this, the students will have very little training in using the target language in a social context and consideration for linguistic conventions are close to none. In addition to this, knowledge of culture is limited to that of literature and fine arts.

Furthermore the teaching is conducted deductively. Much time is spent on explanations of grammatical rules and the translation from native language to target language is considered to be the way in which the grammar is internalized.

The teacher is an authority and the students must aim to acquire his knowledge. Most of the teaching is conducted from teacher to students and there is little interaction among the students.

The evaluation form of this method is often written tests where the students have to translate from their native language to the target language or in reverse order... Køb adgang for at læse mere

Second-Language Acquisition | Undervisningsforløb

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