TECHNIQUES AND PRINCIBLES IN
LANGUAGE TEACHING IN QUESTIONS
WHAT ARE THE GOALS OF TEACHERS WHO USE THE METHODS?
•
THE GRAMMER TRANSLATION
METHOD
A FUNDAMENTAL PURPOSE OF LEARNING A FOREGIN LANGUAGE
IS TO BE ABLE TO READ LITERATURE WRITTEN IN THE TARGET LANGUAGE.
•
THE DIRECT METHOD
STUDENTS LEARN HOW TO COMMUNICATE IN THE TARGET
LANGUAGE.
•
THE AUDIO-LINGUAL METHOD
STUDENTS ARE WANTED TO BE ABLE TO USE THE TARGET
LANGUAGE COMMUNICATIVELY.
TO DO THIS?
•
THE GRAMMER TRANSLATION METHOD
STUDENTS NEED TO LEARN ABOUT THE RULES AND
VOCABULARY OF THE TARGET LANGUAGE
•
THE DIRECT METHOD
STUDENTS SHOULD LEARN TO THINK IN THE TARGET
LANGUAGE
•
THE AUDIO-LINGUAL METHOD
STUDENTS NEED TO OVERLEARN THE TARGET LANGUAGE, TO
LEARN TO USE IT AUTOMATICALLY WITHOUT STOPPING THINK
WHAT IS THE ROLE OF THE TEACHER?
WHAT IS THE ROLE OF THE STUDENT?
•
THE GRAMMER TRANSLATION METHOD
The teacher is the authority in the classroom. The
students do as she says so.
•
THE DIRECT METHOD
The teacher directs the classroom activities. The
students are less passive than in the grammar translation method.
•
THE AUDIO-LINGUAL METHOD
The teacher is directing and controlling the language
behavior of her students. Students are imitators of the teacher’s model or the
tapes she supplies of the model speakers.
WHAT ARE SOME CHARACTERISTICS OF THE TEACHING/LEARNING PROCESS
THE GRAMMAR TRANSLATION METHOD
The
students are taught to translate from one language to another. They are given
grammar rules and are told to memorize them and then are asked to apply the
rules to other examples. They memorize native language equivalents for the
target language vocabulary words.
THE DIRECT METHOD
When the teacher introduces a new target language
word, he demonstrates its meaning through the use of pictures or pantomime. He
never translates it into the students’ native language. Students speak in the
target language a great deal and communicate as if they were in real situation.
Students figure out the grammar rule or generalization from the examples being
presented to the students.
THE AUDIO-LINGUAL METHOD
The dialogs including new vocabulary and structural
patterns are learned through imitation and repetition. Students’ successful
responses are positively reinforced. Grammar is induced from the examples
given. Explicit grammar rules are not provided.
What is the nature of student-teacher interaction? What is the nature of
student-student interaction?
THE GRAMMER TRANSLATION METHOD
Most of the interaction in the classroom is from the
teacher to the student. There is little student-student interaction.
THE DIRECT METHOD
The initiation of the interaction goes both ways,
from teacher to students and from students to teacher.
THE AUDIO-LINGUAL METHOD
There is student-student interaction in chain drills
but this interaction is teacher-directed.
HOW IS THE LANGUAGE VIEWED? HOW
IS CULTURE VIEWED?
•
THE GRAMMER
TRANSLATION METHOD
Literary language is considered superior to spoken
language. Culture is viewed as consisting of literature and the fine arts
•
THE DIRECT METHOD
Language is primarily spoken, not written. Students
study culture consisting of the history of the people who speak the target
language.
•
THE AUDIO-LINGUAL METHOD
Every language is seen as having its own unique
system. Culture consists of the everyday behavior and lifestyle of the target
language speakers
WHAT AREAS OF LANGUAGE ARE EMPHASIZED? WHAT LANGUAGE SKILLS ARE
EMPHASIZED?
•
THE GRAMMER
TRANSLATION METHOD
Vocabulary and grammar are emphasized.
•
THE DIRECT METHOD
Vocabulary is emphasized over grammar. Oral communication
is seen as basic. Pronunciation also receives attention right from the
beginning of a course.
•
THE AUDIO-LINGUAL METHOD
Vocabulary is kept to a minimum while the students
are mastering the sound system and grammatical patterns. The order of skills ;
listening, speaking reading and writing. The oral/aural skills receive most of
the attention
What is the role of the students’ native language
•
THE GRAMMER
TRANSLATION METHOD
The meaning of the target language is made clear by translating it into students’
native. The language used in class is mostly the students’ native language.
•
THE DIRECT METHOD
Students’ native language should not be used in the
classroom.
•
THE AUDIO-LINGUAL METHOD
The habits of the students’ native language are thought
to interfere with the students’ attempts to master the target language. So the
target language is used in class.
HOW IS THE EVALUATION ACCOMPLISHED?
•
THE GRAMMER
TRANSLATION METHOD
Written tests in which students are asked to
translate from their native language to the target language or vice versa are
often used.
•
THE DIRECT METHOD
Students are asked to use the language, not to
demonstrate their knowledge about the language. They are asked to do so using
both oral and written skills.
•
THE AUDIO-LINGUAL METHOD
Students might be asked to distinguished between
words in a minimal pair or to supply an appropriate verb form in a sentence
HOW DOES THE TEACHER RESPOND TO STUDENTS ERRORS?
•
THE GRAMMER
TRANSLATION METHOD
Having the students get the correct answer is
considered very important. If students make errors , the teacher supplies the
correct answer.
•
THE DIRECT METHOD
The teacher, employing various techniques, tries to
get students to self correct whenever possible.
•
THE AUDIO-LINGUAL METHOD
Students errors are to be avoided if at all possible
through the teacher’s awareness of where students will have difficulty and
restriction of what they are taught to say.
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