Comprehension approach: Difference between revisions

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The '''comprehension approach''' is an [[umbrella term]] which refers to several [[methodologies]] of [[language learning]] that emphasise understanding of [[language]] rather than [[speech|speaking]].<ref>Winitz, [[1981]]; Gary & Gary, 1981a and 1981b.</ref> This is in contrast to the better-known [[communicative language teaching|communicative approach]], under which learning is thought to emerge through [[production]], i.e. a focus on speech and [[writing]].
The '''comprehension approach''' is an [[umbrella term]] which refers to several [[methodologies]] of [[language learning]] that emphasise understanding of [[language]] rather than [[speech|speaking]].<ref>Winitz, [[1981]]; Gary & Gary, 1981a and 1981b.</ref> This is in contrast to the better-known [[communicative language teaching|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]],<ref>See [http://www.sdkrashen.com www.sdkrashen.com] for some of Krashen's books and articles, available on-line.</ref> [[Tracy D. Terrell]] and [[James J. Asher]]. The comprehension-based methodology mostly commonly found in classrooms is Asher's [[Total Physical Response]] approach;<ref>Asher, [[1969]]; 1981. Further information is available at [http://www.tpr-world.com ''TPR-World''] (Sky Oaks Productions, Inc.).</ref> Krashen and Terrell's [[Natural Approach]]<ref>Krashen & Terrell, 1983.</ref> has not been widely applied.
The comprehension approach is most strongly associated with the [[linguist]]s [[Harris Winitz]], [[Stephen Krashen]],<ref>See [http://www.sdkrashen.com www.sdkrashen.com] for some of Krashen's books and articles, available on-line.</ref> [[Tracy D. Terrell]] and [[James J. Asher]]. The comprehension-based methodology mostly commonly found in classrooms is Asher's [[Total Physical Response]] approach;<ref>Asher, [[1969]]; 1981. Further information is available at [http://www.tpr-world.com ''TPR-World''] (Sky Oaks Productions, Inc.).</ref> Krashen and Terrell's [[Natural Approach]]<ref>Krashen & Terrell, 1983.</ref> has not been widely applied.


The comprehension approach is based on [[theories]] of [[linguistics]], specifically Krashen's [[Monitor Theory]],<ref>Krashen, 1982.</ref> 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.<ref>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.</ref> In contrast, the communicative approach is largely a product of research in [[language education]].<ref>[http://www.asian-efl-journal.com/sept_05_ac.pdf Acar, 2005: 4].</ref>
The comprehension approach is based on [[theories]] of [[linguistics]], specifically Krashen's [[Monitor Theory]],<ref>Krashen, 1982.</ref> 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.<ref>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.</ref> In contrast, the communicative approach is largely a product of research in [[language education]].<ref>[http://www.asian-efl-journal.com/sept_05_ac.pdf Acar, 2005: 4].</ref>

Revision as of 00:46, 14 April 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

  1. ↑ Winitz, 1981; Gary & Gary, 1981a and 1981b.
  2. ↑ See www.sdkrashen.com for some of Krashen's books and articles, available on-line.
  3. ↑ Asher, 1969; 1981. Further information is available at TPR-World (Sky Oaks Productions, Inc.).
  4. ↑ Krashen & Terrell, 1983.
  5. ↑ Krashen, 1982.
  6. ↑ 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.
  7. ↑ Acar, 2005: 4.
  8. ↑ e.g. Winitz, 2003; see also the International Linguistics Corporation's Learnables materials on-line.
  9. ↑ 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.
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