Comprehension approach: Difference between revisions
imported>John Stephenson (<div class="references-small"> -> <div class="references-2column">) |
imported>John Stephenson |
||
| Line 33: | Line 33: | ||
[[Category:Learning]] | [[Category:Learning]] | ||
[[Category:Linguistics Workgroup]] | [[Category:Linguistics Workgroup]] | ||
[[Category:Linguistics Live]] | |||
[[Category:CZ Live]] | [[Category:CZ Live]] | ||
Revision as of 03:22, 23 January 2007
The comprehension approach is an umbrella term which refers to several methodologies of language learning that emphasise understanding of language rather than speaking.[1] This is in contrast to the better-known communicative approach, under which learning is thought to emerge through production, i.e. a focus on speech and writing.
The comprehension approach is most strongly associated with the linguists Harris Winitz, Stephen Krashen,[2] Tracy D. Terrell and James J. Asher. The comprehension-based methodology mostly commonly found in classrooms is Asher's Total Physical Response approach;[3] Krashen and Terrell's Natural Approach[4] has not been widely applied.
The comprehension approach is based on theories of linguistics, specifically Krashen's Monitor Theory,[5] and is also inspired by research on second language acquisition in children, particularly the silent period phenomenon in which many young learners initially tend towards minimal speaking.[6] In contrast, the communicative approach is largely a product of research in language education.[7]
Winitz founded the International Linguistics Corporation in 1976 to supply comprehension-based materials known as The Learnables;[8] several positive articles have been published testing these picturebooks with their accompanying audio recordings, mostly with Winitz as co-author.[9]
Footnotes
- ↑ Winitz, 1981; Gary & Gary, 1981a and 1981b.
- ↑ See www.sdkrashen.com for some of Krashen's books and articles, available on-line.
- ↑ Asher, 1969; 1981. Further information is available at TPR-World (Sky Oaks Productions, Inc.).
- ↑ Krashen & Terrell, 1983.
- ↑ Krashen, 1982.
- ↑ Winitz et al., 1995; cf. Gibbons, 1985, whose own interpretation of the 'silent period' is that children's silence reflects lack of linguistic knowledge or bewilderment within their new language environment.
- ↑ Acar, 2005: 4.
- ↑ e.g. Winitz, 2003; see also the International Linguistics Corporation's Learnables materials on-line.
- ↑ e.g. McCandless & Winitz, 1986.
References
- Acar, A. (2005). 'The "communicative competence" controversy.' Asian EFL Journal 7(3). Retrieved 20th January 2007.
- Asher, J.J. (1969). 'The total physical response approach to second language learning.' The Modern Language Journal 53: 3-17.
- Asher, J.J. (1981). The total physical response: theory and practice. In H. Winitz (ed.) Native Language and Foreign Language Acquisition. New York: New York Academy of Sciences. pp.324-331.
- Gary, J.O. & N. Gary (1981a). Comprehension-based language instruction: practice. In H. Winitz (ed.) Native Language and Foreign Language Acquisition. New York: New York Academy of Sciences. pp.343-357.
- Gary, J.O. & N. Gary (1981b). Comprehension-based language instruction: theory. In H. Winitz (ed.) Native Language and Foreign Language Acquisition. New York: New York Academy of Sciences. pp.332-342.
- Gibbons, J. (1985). 'The silent period: an examination.' Language Learning 35: 255-267.
- Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
- Krashen, S.D. & T.D. Terrell (1983). The Natural Approach. New York: Pergamon.
- McCandless, P. & H. Winitz, H. (1986). 'Test of pronunciation following one year of comprehension instruction in college German.' The Modern Language Journal 70: 355-362.
- Winitz, H. (ed.) (1981). The Comprehension Approach to Foreign Language Instruction. Rowley, MA: Newbury House.
- Winitz, H. (2003). The Learnables, Book 1. Kansas City, MO: International Linguistics Corporation. 6th edition.
- Winitz, H., B. Gillespie & J. Starcev (1995). 'The development of English speech patterns of a 7-year-old Polish-speaking child.' Journal of Psycholinguistic Research 24: 117-143.