NAME: Shiela Mae A.

Salamat COURSE CODE: EEM114

INSTRUCTOR: Professor Jeramee Lizaso HW #2 (50 PTS)

General Instruction:

 Complete the Matrix table below by analyzing each approach discussed in our subject.
 Determine the following: key points or important ideas about the approach, its strengths, and its limitations, and
provide examples of how teachers must apply each approach.
 Provide answers from your own understanding of the following approach. (Remember: Do not copy paste)

I. Matrix on Second Language Acquisition Approach:

English as Second
Key Points Strengths Limitations Examples:
Language Approach
Grammar An approach for It clarifies the The limits hindering Request that the
Translation Method teaching foreign subject and the learner's learning kids choose 5
languages that introduces new process are primarily vocabulary terms
dates back to the words, phrases, and determined by the from their favorite
music and translate
late terminology. student
them into English.
early 20th and Learning becomes himself/herself, as Another example is
19th centuries. easier when the various persons have to have the pupils
Typically, this instruction is given varied aptitudes and memorize the rules
approach is in the student's dispositions. As a and provide
taught in a dead native tongue. It result, I feel that examples of their
language, for efficiently enhances there is no one statements.
Greek and Latin. reading and writing optimum technique
abilities. of teaching English,
because the approach
should be adaptable
in order to best meet
the needs of the
learner.
Behaviorism Method It is based on the Behaviorism is Behaviorism does Positive
premise that all founded on not recognize active reinforcement is a
behaviors are observable actions, human agency; frequent example of
taught via contact one of the biggest rather, it recognizes behaviorism. If a
kid scores 100% on
with their strengths of conscious self-
their spelling exam,
surroundings. behavioral awareness, which is they earn a tiny gift.
According to this psychology is the often mediated via Students will work
learning theory, capacity to clearly language. hard and study for
behaviors are see and measure their tests in the
acquired from behaviors. future in order to
their environment receive the prize.
and that intrinsic
or hereditary
characteristics
have minimal
impact on
behavior.
Audio-Lingual Audio-lingualism Listening and It does not place For example, the
teacher may
As Dangal ng Bayan and Scholars, Honesty Matters.
Method is a technique of speaking abilities enough emphasis on question each
teaching foreign are stressed and communication student in turn,
languages that thoroughly ability. Only "What did you eat
focuses on improved, linguistic form is for breakfast?" and
the students may
acquiring particularly the taken into account,
honestly respond, "I
grammatical and former. Visual aids but meaning is ate cereal and milk"
phonological are beneficial in ignored. All four or "I ate two eggs
structure, language talents are not given and toast." Students
particularly for instruction. equal weight. may even develop
speaking and and deliver their
listening. own dialogues
based on the
original lesson.
Natural Approach The Natural Students learn the Language acquisition A typical natural
Approach is a target language in a can go from simple approach lesson at
language natural and simple to sophisticated, and the primary to
teaching method manner. Well- from concrete to intermediate level
may look like this:
that asserts that designed and abstract. Students
the instructor
language carefully chosen can speak the target presents a series of
acquisition is a resources guarantee language fluently but pictures of, say,
replication of that children go not accurately. food and drink,
how persons from easy to repeating the phrase
naturally acquire difficult, basic to that corresponds to
their native complicated, and each with one; the
language. concrete to abstract students simply
language observe and listen.
acquisition.
Interactionist According to the It focuses on people One critique leveled Examining the
approach Interactionist rather than at the Interactionist relationship
viewpoint, if our categorizing us by method to analyzing between a teacher
linguistic skills societal groupings. society is that it fails and a student is an
example of
When language Allows us to to recognize the
interactionism.
emerges from a compare how we influence of social Because of societal
desire to behave with other institutions and the expectations, a
communicate, it persons. Aids in power connections student behaves in
is determined by understanding the that exist between specific ways
whoever we wish world's social individuals and these toward their
to connect with. construction. organizations. instructor.
Communicative A method of It emphasizes on It emphasizes Practising question
Language Teaching teaching second teaching students fluency over forms by asking
and foreign how to correctness. The students to gain
languages that communicate technique does not personal
information about
stresses effectively and focus on error
their coworkers is
interaction as confidently in real- reduction, but rather an example of the
both the methods world circumstances creates a setting in communicative
and the end aim with native speakers which learners are method since it
of language of their target left to address their includes meaningful
acquisition. language. As a communication dialogue.
result, it shifts away challenges on their
from a conventional own. As a result,
emphasis on they may generate
As Dangal ng Bayan and Scholars, Honesty Matters.
 grammar to nonsensical or
encourage active grammatically wrong
and realistic statements.
language usage in
learning and
acquisition.

As Dangal ng Bayan and Scholars, Honesty Matters.