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    The document discusses four main approaches to language teaching from the 20th century: the cognitive approach, which focuses on cognitive behavior rather than habit formation; the affective-humanistic approach, which views language learning as a process of self-realization and relating to others; the comprehension approach, where language acquisition occurs through communication; and the communicative approach, where the purpose of language teaching is communication. It also provides a definition of a syllabus as the description and plan for a course of study, including goals, objectives, content, processes, resources, and means of evaluation.

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    The document discusses four main approaches to language teaching from the 20th century: the cognitive approach, which focuses on cognitive behavior rather than habit formation; the affective-humanistic approach, which views language learning as a process of self-realization and relating to others; the comprehension approach, where language acquisition occurs through communication; and the communicative approach, where the purpose of language teaching is communication. It also provides a definition of a syllabus as the description and plan for a course of study, including goals, objectives, content, processes, resources, and means of evaluation.

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    8 views5 pages

    2nd Source

    Uploaded by

    Cri Ce La
    The document discusses four main approaches to language teaching from the 20th century: the cognitive approach, which focuses on cognitive behavior rather than habit formation; the affective-humanistic approach, which views language learning as a process of self-realization and relating to others; the comprehension approach, where language acquisition occurs through communication; and the communicative approach, where the purpose of language teaching is communication. It also provides a definition of a syllabus as the description and plan for a course of study, including goals, objectives, content, processes, resources, and means of evaluation.

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    of 5

    20th CENTURY

    “APPROACHES” TO
    LANGUAGE TEACHING
    MAIN APPROACHES
    BY INFLUENCE
    • Language is rule- governed.
    COGNITIVE
    • The emphasis is on
    cognitive behavior (not habit
    formation; Skinner s
    cognitive conditioning)
    APPROACH

    • Learning a foreign language


    AFFECTIVE – is a process of self
    HUMANISTIC realization and of relating to
    other people
    APPROACH
    MAIN APPROACHES
    BY INFLUENCE
    • Language acquisition
    COMPREHENSION occurs if only the goal of
    APPROACH the language teaching
    is communication.

    • The purpose of
    COMMUNICATIVE language (the goal of
    APPROACH teaching) is
    communication.
    Syllabus Design
    • Syllabus is THE DESCRIPTION OF PLANNING AND
    FRAMEWORK FOR A COURSE OF STUDY, consist of the
    learning goals, objectives, contents, processes,
    resources and means of evaluation planned for students.

    • In brief , a syllabus can be described as a statement of what


    is to be learnt. It reflects language and linguistic performance.
    (Hutchinson and Waters,
    1987)

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