METHODS OF WEEK 3

Thursday
SECOND LANGUAGE 11 t h
February,
INSTRUCTION 2016
Grammar
Translatio
n Method
 What is Grammar Translation Method?

• The grammar-translation method of foreign

language teaching is one of the most
traditional methods.

• It was originally used to teach 'dead'

languages (and literatures) such as Latin and
Greek, involving little or no spoken
communication or listening comprehension.
 Characteristics
•A focus on learning the rules of grammar and their
application in translation passages from one
language into the other.

•Vocabulary in the target language is learned

through direct translation from the native language,
it is taught in the form of isolated word lists. e.g.
with vocabulary tests such as:

the house = la casa

the mouse = el ratón
• Very little teaching is done in the target language.
Instead, readings in the target language are
translated directly and then discussed in the native
language. Little or no attention is given to
pronunciation.
•Grammar is taught with extensive explanations in the
native language, and only later applied in the
production of sentences through translation from one
language to the other. eg:

Do you have my book? = ¿Tienes mi libro?

I don't know where your book is = No sé
donde está tu libro
 PRINCIPLES
• Translating each language into each other is
an important goal for learners.

• TEACHER is the authority in the classroom.

• To be able to communicate with target

language’s speakers is NOT among the goals.

• The primary skills to be improved are

reading and writing.

• Its focus is on accuracy and not fl uency.

 A CLASS WORKING WITH THE
GRAMMAR TRANSLATION METHOD
LOOKS LIKE THIS:
1. Classes are taught in the mother tongue, with
little active use of the target language.
2. Much vocabulary is taught in the form of lists of
isolated words.
3. Long, elaborated explanations of grammar are
given.
4. Grammar provides the rule for putting words
together, and instruction often focuses on the
form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts,
which are treated as exercises in grammatical
analysis.
D is
ad v
a nt
age
s
•This method gives students the wrong idea
of what language is and of the relationship
between languages. Language is seen as a
collection of words which are isolated and
independent.

•Worst effect of this method is on students’

motivation. Because (s)he cannot succeed -
leads to frustration, boredom and
indiscipline.
•It seems as if there is no
need for students to
master the four skills of
English (listening,
speaking, reading, and
writing)

•The grammar-translation
method is the easiest for a
teacher to employ. It
doesn't require a teacher
to speak TL or make good
lesson preparations.
xercises of a class using this method
1. Translation of a Literary Passage
Students translate a reading passage from the
target language into their native language.
2. Reading Comprehension Questions
Students answer questions in the target language
based on their understanding of the reading
passage.
3. Antonym/synonyms
Students are given one set of words and are asked
to find antonyms in the reading passage.
4. Fill-in-the-blanks
Students are given a series of sentences with words
missing.
5. Deductive Application of Rule
Grammar rules are presented with examples. Once
students understand a rule, they are asked to apply
it to some different example.
THE DIRECT METHOD
DIRECT METHOD OF LANGUAGE
TEACHING
“TEACH THE L ANGUAGE NOT ABOUT THE
L ANGUAGE”
 Direct Method
is also known as:

Natural Method Phonetical

Method

Anti-Grammatical Reform
Method Method
 DIRECT METHOD

 The Direct Method is named “direct” because

meaning should be connected directly with the target
language without translation into the native
language.

 Concept/Meaning Target Language

Concept L1 Target
Language
 HISTORY

It was established in Germany and

France around 1900, and it was an
answer to the dissatisfaction with the
older Grammar Translation Method,
which teaches students grammar and
vocabulary through direct translations
and thus focuses on the written
language.
 FEATURES

 teaching grammar by using an inductive

approach (i.e. having learners fi nd out rules
through the presentation of adequate linguistic
forms in the target language)
 centrality of spoken language (including a native-
like pronunciation)
 focus on question-answer patterns
 teacher-centered
 PRINCIPLES

1. Classroom instructions are conducted exclusively in

the target language.
2. Only everyday vocabulary and sentences are taught
during the initial phase; grammar, reading and
writing are introduced in intermediate phase.
3. Oral communication skills are built up in a carefully
graded progression organized around question-and-
answer exchanges between teachers and students
in small, intensive classes.
4. Grammar is taught inductively.
5. Correct pronunciation and grammar are emphasized.
6. Student should be speaking at least 89% of the time
during the lesson.
 The role of the teacher is to direct class
activities, encourage students to participate in
class and correct their mistakes immediately.
Teacher’s Role But teacher and students are partners in the
learning process.

Students are very active. Oral communication

skills are emphasized, there is a large amount
Student’s Role of Learner-Learner interaction.

Student’s native language shouldn’t be used in

Use of Mother the classroom
Tongue
 STRATEGIES IN DIRECT
METHOD
Q & A: The teacher asks questions of any
nature and the students answer.
Dictation: The teacher chooses a grade
appropriate passage and reads the text
aloud.
Reading Aloud: Students take turn reading
sections of a passage, play or read out loud.
Getting Students to Self-Correct: The
teacher should have the students self-correct
by off ering them a choice between what they
said and the proper pronunciation.
THE AUDIO-LINGUAL
METHOD
 ACTIVITY

 Kindly watch the video clip and write down the

characteristics of Audio-lingual method after carefully
observing the teaching methodology of the instructor.
 INTRODUCTION

 Originated from the Behaviourist theory of learning

languages
 Also known as the “Army Method”
 Focuses on repetition drills
COMMUNICATIVE
APPROACH
 ACTIVITY

 Kindly watch the video clip and write down the

characteristics of Communicative Approach after
carefully observing the teaching methodology of the
instructor.
 FEATURES

 Focus on Language as a medium of communication :

social purpose
 Interaction in the target language in a communicative
way for meaningful activities (emphasis on meaning
rather than form)
 Target language is used as a normal medium for
classroom management and instruction.
 Errors are considered as a natural part of learning
language.
 TEACHER’S ROLE
Facilitates the
communication in
the classroom

Acts as adviser –
guide or monitor

Sets up exercises
and activities
 Learners should be able to go to foreign country :
survive in a variety of everyday situations
 Classroom provides opportunities for rehearsal of
real-life situations and provide opportunity for real
communication.
 Emphasis on pair-work and group work
 Grammar can still be taught but less systematically
 Use of everyday language
STUDENTS’ ROLE
Students are
communicators

they are actively

engaged in trying to
make themselves
understood and in
understanding others

Errors are seen as a

natural outcome of
the development of
communicative skills
 MERITS OF CLT
CLT is not only focused on the traditional
structural syllabus, but also it takes into
consideration communicative context

CLT provides vitality and motivation within

the classroom

CLT is a learner-centered approach. It is

based on learners’ needs and interests
COMMUNITY LANGUAGE
LEARNING,
 ACTIVITY

 Kindly watch the video clip and write down the

characteristics of Community Language Learning after
carefully observing the teaching methodology of the
instructor.
 THE TECHNIQUES OF THE CLL
METHOD
 Small Group Task
Small groups might be asked to make new
sentences with the words on the transcript. Then,
groups shared the sentences they made with the rest of
the class.
SO CLL BELIEVES
SILENT WAY
 ACTIVITY

 Kindly watch the video clip and write down the

characteristics of Silent Way after carefully observing
the teaching methodology of the instructor.
Methodology
• It derives its name from the fact that the teacher
conducting a Silent Way class is silent for most of the
time. The learner should be encouraged to produce
as much language as possible

• Silence is considered the best vehicle for learning

because in silence students concentrate on the task
to be accomplished

• The Silent Way claims to facilitate what psychologists

call "learning to learn”
• Learning is facilitated only;
– if the learner discovers or creates rather than remembers and
repeats what is to be learned,
– by accompanying physical objects,
– by problem solving involving the material to be learned

• The Silent Way views learning as a problem-solving, creative,

discovering activity, in which the learner is a principal actor

• The rods and the color-coded pronunciation charts provide

physical focus for student learning and also create memorable
images to facilitate students to recall

Tell me and I forget,

Teach me and I remember
Involve me and I learn
Objectives
• The general goal is near-native fluency in the target language
and correct pronunciation
• Learners could be able to;
– Correctly and easily answer questions about themselves,
their education, their family, travel, and daily events –
practical knowledge and use of the target language;
– Speak with a good accent;
– Perform adequately in the following areas: spelling,
grammar (production rather than explanation), reading
comprehension, and writing
Materials
1. Sound Color Chart
Techniques

2. Cuisenaire rods 3. Words Chart

Application
• Classes often begin by using Fidel charts in the native
language
• The first part of the lesson focuses on pronunciation
• Rods, pictures, objects, or situations are other aids used for
presentation in order to connect sounds and meanings
• L1 can be used to give instructions when necessary. Meaning
is made clear by focusing the student's perceptions, not by
translation
 Stop Repeat

One word for each finger Speak louder

Roles
Teacher’s Roles:
o Teacher is silent
o Teacher is controller
o Teacher is responsible

Student’s Roles:
• Students as center
• Keep attention
The Advantages and
Disadvantages
The disadvantages of silent way
• The students do not understand the materials.
Because the teacher explains less.
• No repetition and no answer by the teacher,
it will be meaningless for students.
• It is not easy for students to understand the
materials. Because the teacher commands the
materials so fast.
 TOTAL PHYSICAL
RESPONSE METHOD
 ACTIVITY

 Kindly watch the video clip and write down the

characteristics of Total Physical Response Method
after carefully observing the teaching methodology of
the instructor.
Developed by James Asher in
the 1970s, TPR is a language
teaching method built around
the coordination of speech and
action.
 GOAL

to provide an enjoyable learning

experience, having a minimum of the
stress that typically accompanies
learning a foreign language.
 ROLES

 The teacher plays an acti ve and direct role because he decides

what to teach, he selects and models the material.
 The learners listen att enti vely and respond physically to
commands. They are expected to recognize and respond to new
combinati ons of taught items and they have to produce new
combinati ons of their own.
 TEACHING/LEARNING PROCESS

 Lessons begin with commands by the teacher. Students

demonstrate their understanding by acti ng these commands out.
Teachers recombine their instructi ons in novel and oft en
humorous ways; eventually students follow suit. Acti viti es later
include games and skits.
 INTERACTION

 Teacher-Student and student-student:

The teacher interacts with individual students and with the
group, starti ng with the teacher speaking and the students
responding non-verbally. Later, this is reversed; students issue
commands to teacher as well as each other.
 DEALING WITH FEELINGS

 The method was developed principally to reduce the stress

associated with language learning. Students are not forced to
speak unti l they are ready and learning is made as enjoyable as
possible, sti mulati ng feelings of success and low anxiety.
 ASPECTS OF LANGUAGE THE
APPROACH EMPHASIZES
 Grammati cal structures and vocabulary are emphasized,
imbedded in imperati ves.
 Understanding precedes producti on; spoken language precedes
the writt en word.
 RESPONSE TO STUDENTS’
ERRORS
 Students are expected to make errors once they begin speaking.
Teachers only correct major errors, and do this modestly. “Fine-
tuning ” occurs later.
 MEANS FOR EVALUATION

 Teachers can evaluate students through simple observati on of

their acti ons. Formal evaluati on is achieved by commanding a
student to perform a series of acti ons.
 ADVANTAGES

• Fun and Easy: Students enjoy activity!

• Good for kinesthetic learners who need to
be active in class.
• Good tool for building vocabulary.
• Actions help build connections in the brain.
• Good instructional practice for ESL
learners in their silent period.
• Works well for child and adult learners.
 DISADVANTAGES

• Most useful for beginners.

• Preparation becomes an issue for teachers at higher
levels.
• Students are not generally given the opportunity to
express their own thought in a creative manner.
• It is easy to over use TPR and begin to bore students.
• May limit teachers in term of scope of language that
can be addressed.
• Can be a major challenge for shy students.
READING APPROACH
THE NATURAL Krashen’
s theory
APPROACH
 H.W

 Quiz in Next class

THANK YOU FOR BEING PATIENT
LISTENERS! ;-)