There Are A Number Of Pre-Existing Methods That Have Been

1891 WordsMay 3, 20178 Pages
There are a number of pre-existing methods that have been used before, and approach second language (L2) learning in a multitude of ways. However, in the wake of a new way of approaching the issue of L2 learning, that of the postmethod approach, it is appropriate to address the validity of these older approaches and whether their prescriptive nature still hold any weight in a modern L2 learning setting, specifically in the classroom. This essay will address this issue, then moving on to explore arguments that still defend a more methodological and prescriptive approach to L2 learning and contrasting these views against the more modern and socially aware approach put forth by Kumaravadivelu, and the overall greater awareness of the…show more content…
And while positives exist, there are also counter-balancing negatives to using this approach; it is vital to consider the idea that the lack of engagement mentioned before can lead to an absence in opportunities to explore the metalinguistic side of language learning and this approach also does not allow forteachers or student to improve their skills in any way, but to simply remember certain ‘chunks’ of translation. Another commonly addressed approach is the audio-lingual method. This approach consists of repeating audio phrases, oftentimes verbally, and relying on these repetitive drills to form habits and L2 skills in a learner. This method suffers from the same affliction as the grammar traslation method, in that it produces a passive speaker who is unengaged from the L2. Again, some positives may arise from this method, such as the idea that by using this method in classrooms teachers can hear their students, i.e. when speaking/repeating and have a greater ability to correct any mistakes they hear. It also has a benefit in the same way the previous method did, in that is makes a very useful exercise for practicing certain aspects of L2 speech and learning. However, the drawbacks of this method come into play here, as there utimatle yarises the diea of wtether or not that this method wil actually formhabouts through the repetition. Also, the target language is simply learnt in ‘chunks’ and possibly closes L2 learners from more
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