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INSTRUCTIONAL METHOD

1. AVRAM NOAM CHOMSKY
(1928-)

AVRAM NOAM CHOMSKY

UG [universal grammar] may be regarded as a characterization of the genetically determined language faculty. One may think of this faculty as a 'language acquisition device,' an innate component of the human mind that yields a particular language through interaction with present experience, a device that converts experience into a system of knowledge attained: knowledge of one or another language. — Noam Chomsky

2. KENNETH GOODMAN
(1927-2020)

KENNETH GOODMAN

“Reading is a psycholinguistic guessing game”
- Kenneth Goodman
Kenneth Goodman created a psycholinguistic and sociolinguistic model of reading inspired by the work of Noam Chomsky, who developed the theory of generative grammar. A generative grammar of a language attempts to give a set of rules that will correctly predict which combinations of words will form grammatical sentences. Goodman decided that the process of reading was similar to the process of learning language as conceptualized by Chomsky, that literacy developed naturally as a consequence of experiences with print, just as language ability developed naturally as a consequence of experiences with language. Goodman decided, as a result, that attempts to teach children rules for decoding words were inappropriate and not likely to succeed—this means that he found the teaching of phonics to be an irrelevant waste of time when trying to teach reading.

3. ALBERT SYDNEY HORNBY
(1898-1978)

ALBERT SYDNEY HORNBY

Albert Sydney Hornby(1898-1978) was an English grammarian, lexicographer, and pioneer in the field of English language learning and teaching(ELT).

4. HERMANN EBBINGHAUS
(1850-1909)

HERMANN EBBINGHAUSY

A pioneer of the scientific study of memory worked as philosopher at university in Berlin inspired by lawfulness of relation between physical properties of perceptual stimuli and psychological sensations discovered in field of psychophysics e.g. Fechner’s law; Weber’s law

5. STEPHEN KRASHEN
(1941-)

STEPHEN KRASHEN

Language acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production. In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful. -Stephen Krashen-

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