Affective Humanistic Approach Case Study

INTRODUCTION The sorting of language skills into four categories -- listening, speaking, reading and writing -- is compellingly logical. But as Paul Davies and Anne Fraenke point out, “Living languages do not have a permanently fixed and perfectly defined set of forms and rules…. The term ‘living language’ itself suggests that they are more like complex organisms, wonderfully functional and stable, but also variable and evolving. English is no exception,” (Ur pp. 117-128) It is my thesis that language teachers should resist viewing these four categories as separate entities among which they abruptly shift gears. Instead, a fluid and holistic approach will enable the four categories to reinforce one another, operating together to deliver a fluid and adaptable range of teaching strategies.

AUTHENTIC TEXT For the purpose of illustrating strategies that will be

119). With this in mind, the lesson discussed will make use of the Direct Method, which prioritizes meaningful communication over analysis of the focus language. Since the authentic text is an opinion piece that may evoke varying opinions on the part of its readers, the Affective Humanistic Approach should be employed to ensure a classroom atmosphere that is supportive and comfortable.

CLASSIFICATION OF LANGUAGE SKILLS Modern pedagogical literature typically classifies language skills in the four named categories. Two of them, listening and reading, are classified as “receptive” skills, while speaking and writing are considered “productive” skills.” The ITTO textbook (ITTO p. 122) makes the interesting observation that language teaching might best prioritize the aural skills of listening and speaking, a sequence that would mimic the order in which a child naturally acquires his or her first language.

LISTENING