For a student who is trying to develop a second language, whether there are learning difficulties or not, Comprehensible Input is the solution. The way that this method will work is that the student has to understand what is being taught and be able to comprehend it.

The teacher does not have to only use words for the student to be able to understand. Sometimes, the student will know the words and yet the instructions cannot be comprehended. It is best that the teacher give the student the appropriate input.

The teacher can use visual aids, putting words into context, and clarifications to communicate to the student and make it more understandable. Giving some background knowledge of the content is reasonable enough for the student to learn the language better. The teacher should use different concepts with a little variation of the terms.

Comprehensible input has more to do with context than it is with the content of the curriculum and language development. There is an emphasis on context because the teachers can indulge the experiences of the students that have learning difficulties.

Although, culture is important to actively involving the student, the teacher does not have to know everything about the student’s culture.  However, it is important that the teacher understand the importance of culture and experience as it relates to learning a new language.

Other techniques

There are other tactics that teachers can use to get through to the students. Some of these include using language consistently and allowing students to be more expressive of their own ideas.

Some people learn better with visual aids, so teachers can incorporate this into the classroom to make learning a second language more comprehensible. To make the instructions more coherent and understandable, teachers can use objects for presentations and gestures to improve learning.

Openly Communicate

The teacher should openly engage the students by asking a lot of questions and encouraging the student to be more involved by expressing their own thoughts in the second language.

One way that the teacher can foster motivation in students to be eager to learn the language is to have them share their own experiences verbally in the new language. This will increase their language skills and give them a way to identify with the language.

Conclusion

Comprehensible input is a model to learn a new language, but it is also a real way that students can learn a second language well. It is certainly achievable.

To assist with learning a second language, Dr. James Asher invented the Total Physical Response method. The concept assumes that learning a second language is an internal process which requires a long listening and comprehension period.

Looking at the example of how children learn their first language by naturally communicating with their parents, it is safe to say that they respond physically to the parent while they internalize and absorb the language until they are fully able to speak.

When the child gets through this process of internalizing and breaking the language barrier code, then language becomes unprompted and natural. This method of learning is what the Total Physical Response (TPR) method incorporates when it comes to teaching adults a second language. The method institutes different classroom tactics that add to the rate at which students adapt to this second language faster.
In the classroom, the teacher becomes the parent and the student becomes the child in the example of how children learn their first language from their biological parents.

The student is required to respond physically to the words of the teacher. The student’s participation is paramount in the success of learning a second language. The teacher may use simple teaching methods such as “Simon Says,” or story telling where the student acts out the story.

The advantages

Learning a second language can be a boring process depending on the method used. With TPR, participants have to move around and interact with teacher and classmates and it makes it less boring and learning becomes more enjoyable.

The use of imperative moods, which is a mood that communicates a direct command or demand, is expressly used in TPR as a means to get students to come out of their comfort zone. An example of this would be to have the student respond to commands such as “Sit Down, and “Get Up.”

Students will use this as a stepping stone to adapting to their new language in a more active way and the commanded actions help them to retain the knowledge of these phrases and words if asked to do it again.

Conclusion

It is evident that TPR is not the traditionally way to learn any language, but this unique method makes learning a second language simpler, fun and adaptive because of its intense participation. It is already been proven to work for babies that learn their first language.

Generative grammar is the method of how to effectively study syntax. In any language, this sets the rules of how grammatical sentences are formed using predictable combined words.

The mind has a controlling Language Acquisition device that knows how to engage the rules of generative grammar unconsciously.

Noam Chomsky, in the late 1950s initiated this method of learning any language. According to Chomsky, his theory, Minimalist Program, an offset to other previous versions, suggest that there is an instinctive universal grammar in all of us.

In addition, generative grammar may be more than just a communication aspect of language acquisition, but more of learning from the environment around us. This is what sets it apart from cognitive grammar.

The previous versions of generative grammar, which includes transformational grammar, distinguishes sentences as either being grammatically correct or not. The rules of engagement for a generative sentence concludes that it is either right or it’s not. It does not give place to much error.

The hierarchy of words

Chomsky constructs a hierarchy that explains the difference between what we consider regular grammar and formal grammar. According to him, regular grammar is not a model to the representation of human language because all language should allow for the embedding of a string of words within a string.

An example of this would be the phrase, “The man ate.” We do not know what the man ate, so this is a regular form of grammar. To expand the string from a regular grammar to formal grammar, you would complete the sentence to make it more descriptive by adding, “The man ate his dinner.”

For someone who intuitively knows their own language, generative grammar enables them to understand the scope of the sentence knowing that the man ate something and expressly knowing that it is some type of “food” would be the word or phrase that comes after the sentence, “The man ate.”

At the conception of generative grammar, it created a set of rules that helps an individual who know their natural language to express grammatical words correctly. Chomsky seemed to reject that claim by saying that language acquisition is not a suggestion of the process involved to making it real, but rather an intuitive mindset.

Conclusion

The rules of generative grammar continue to change as different types of methods emerge, but one thing remains the same, which is the mind’s ability to generate its own rules of learning a language.

The communicative approach to learning a new language makes the teacher the facilitator. The interaction between student and teacher is paramount as well as collaborative learning.

This type of learning uses techniques that help to convey the ideas, thoughts, feelings and information to reach others.

Using content based approach (CBI), it takes the focus off of the language and its structure, but rather on the acquisition of skills or a specific knowledge. An example of this would be teaching someone to repair a computer using French as the language of choice. The student will learn to communicate in French as well as the learn how to repair the computer.

This approach has both the teacher and the student engaging in the process of selecting and organizing the content of the curriculum.

The most critical aspect of this approach is the negotiation for meaning. The Task-based approach is carrying out certain task using the target language. An example would be to have students shop for a specific item. The teacher would first instruct them in the target language how to do this and then have them essentially do it.

Notions and Functions

The idea of communicative learning is broken up in notions and functions called Notional Functional Syllabus. A notion is a specific framework of communication and function is a particular purpose for a speaker in a precise context.

As an example, the notion of shopping would require a variety of language functions that relate to asking the price or an item, being able to bargain for the product and identifying the features of the product.

Students use the target language in different context and the main focus is to help the student find meaning rather than the development of grammatically structures or the acquisition of proper pronunciation.

To be competent and proficient as a communicative speaker of a foreign language, it requires the learner to apply the knowledge of formal and sociolinguistic features of the language.

By linking the classroom learning to outside of the classroom using student’s personal experiences helps the student to take a broader approach to learning. This is why the classroom is used as a means of more interaction through working in groups and pairs as opposed to individual participation.

Conclusion

The communicative approach is only deemed successful if the teacher understands the student. The goal is to have students speak the language fluently enough for native speakers to understand what they are saying.

The Direct Method of learning a language involves a non-communicative way that uses target/L2 language, which is a step by step and limited process that considers the correct translation to be of the most importance.

The method was developed by Maximilian Berlitz, who migrated from Germany to the United States in 1872. His initial intention was to teach different languages using the traditional grammar approach. However, hiring a French assistant changed his perspective entirely.

The Berlitz Story

Berlitz hired an instructor to teach to his students, but when he hired the assistant, he found out that the Frenchman did not speak any English. However, when Beriltz had to go on sick leave, he left the Frenchman, Nicholas Joly, in charge of his classroom and asked him to do his best teaching language to the students.

Surprisingly, Berlitz came back to the classroom expecting a disaster and found out that his students were actively interacting with Joly and had progressed even further than they would have done learning the material using a nontraditional method.

The teacher communicated with the student through miming and gesturing. Grammar is not the essential goal because students were later able to discover grammatical rules on their own.

It was at this point that Berlitz realized that the innovative technique used by Joly was more successful and stimulating. The process used the target language of native speakers.

There are different levels of learning Berlitz’s direct method, which includes certain initial assessments to see where the student fits in:

1. The Functional level: limits communication in its simplest form both orally and by listening.
2. Intermediate level: conversing in English and understanding familiar topics of discussion.
3. Advanced Intermediate level: competent communication and comfort with speaking the English Language in a professional and personal setting.
4. Advanced level: speak English proficiently
5. Native Speaker: Speak English naturally or at a professional level

The underlying principle of using the target language will enable the student to use inductive or deductive reasoning for identifying grammatical rules without having to provide an explanation of the rules that are used. The Berlitz method combines both the direct and the audio-lingual approach combining listening and speaking and later reading and writing.

Conclusion

The academic and intellectual world may see this method as being quite unusual and nontraditional. However, the direct method is considered by many to be more adaptive and popular with students who wanted to learn a foreign language without having to be too concerned about grammatical translation.

The Audio-Lingual method of learning a second language is considered a non-communicative approach involving mimicking, imitating, and drilling.

Repetition and habit formulation are central to the elements of the instructions. It would create patterns in the target that would be recognizable to the student by the constant repeating process of both hearing and speaking the language continually.

The emphasis is on speech instead of writing. This approach unfairly associates with B.F. Skinner’s theory that includes a communicative approach to second language acquisition instructions.

The Army Method

Known as the Army method, ALM forcefully became necessary due to World War II. During World War II and afterwards, the ability to listen and speak a foreign language became a necessity. The challenge became apparent when the United States was unable to communicate with the rest of the world.

The audio-lingual method incorporated the direct method into its scope of learning a new language. Memorizing dialogues, playing games with grammar from the target language as well as practical drills helped to induce learning more efficiently.

The backward build up exercise is used to break down a new word into syllables. The student starts with the final word in any sentence and verbally repeats every word in the sentence by working backwards. Conversely, it can be done with each syllable of the word using the same backward technique to get the right pronunciation of each word.

The organization of grammatical structure is presented in the form of short dialogues. Listening to recorded conversations in the target language repeatedly and mimicking these dialogues help with quickly adapting to the language.

This particular method uses reinforcement tactics to teach a second language, which involves positive feedback if the grammar is correct and negative feedback if it is not.

Students are taught the foreign language directly instead of using their native language to explain new words and phrases in the second language.

Charles Fries, who was a director of the English Language department at the University of Michigan, thought that this method would work best by incorporating grammar and learning structures as the starting point. This meant that the students were given the drilling instructions, but it was their responsibility to recite the grammatical structures and pattern of each sentence orally.

Conclusion

The goal of using audio-lingual method successfully is to practice grammatical structures enough times to allow the student to use it instinctively. The teacher is in control of the drills because of the expectation of a particular response from the student. In the event that the student does not give the correct response, a negative feedback is received.