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ELT Methods
•
     Presented by:
•
     Ayesha Bashir (03)
•
     Maryam Bashir (04)
•
     Ayesha Bashir (01)
•
    Wajeeha Jamal (33)
    .Ammara Qasim (34)
    Students of AWKUM
    English Department
ELT Methods
    •
       There are many methods of teaching
    languages. Some have had their heyday and
     have fallen into relative obscurity; others
                are widely used now.
•
    Many methods have been proposed but this
      presentation will cover only four major
                     methods i.e:
        •
          Grammar-Translation method
               •
                   Direct Method
           •
               Audio-lingual Method
             •
                 Silent Way Method
Elt methods and approaches
Grammar Translation Method

   "a method of foreign or second language
teaching which makes use of translation and
grammar study as the main teaching and
learning activities."



            ---Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of
Language Teaching and Applied Linguistics. Pearson Education Limited.
pp.231.
Background
•
    The Grammar Translation Method was the traditional
    way Latin and Greek were taught in Europe.
. In the 19th century it began to be used to teach “modern”
languages such as French, German, and English, and it is
still used in some countries today.


•
    A typical lesson consists of the presentation of a
    grammatical rule, a study of lists of vocabulary, and a
    translation exercise.
    Personal understanding of this point: up with
                                       end
  grammatical rules + vocabulary
translation
                              or
Background


•
    Because the Grammar Translation
    Method emphasizes reading rather than
    the ability to communicate in a language,
    there was a reaction to it in the 19th
    century (see NATURAL APPROACH,
    DIRECT METHOD), and there was later a
    greater emphasis on the teaching of
    spoken language.
Language and Learning Theory
Learning Theory:
•
      Deductive learning is essential. First, the teacher gives
     rules explicitly then the rules are reinforced with
     examples and exercises.
    2. Language Theory:
•
      Language is for understanding the literature. Translation
     is the way to learn the language. Oral communication is
     not primarily important. Written language is superior to
     spoken language. Students also learn the structure of
     their own native language.
Characteristics
    Teachers' Role:
•
     Teacher is the strict authority. Classes are
     teacher centred.
Students' Role:
•
    Students are the passive receivers of the new
    information. The teacher starts the activities
    and directs them. Students are supposed to
    memories the rules and the new vocabulary
    with their meanings in their native language.
Interactions:
•
    Very often “Teacher –Student” interactions
    occur. Rarely “Student –
    Student”interactions also occur.
Error correction
•
    The teacher corrects the error strictly.Errors
    are not tolerated.
Culture:

•
    Culture is limited to literature and fine arts

Vocabulary Teaching:

•The most common vocabulary teaching technique is “the memorisation of long lists

of vocabulary with their equivalents in the students’ native language. Other

techniques are Teaching “cognates” (i.e., “cinema –sinema”, “theatre – tiyatro” ...,

etc).- Using synonyms and antonyms
Grammar Teaching:

•
     The teaching of grammar is deductive. The teacher introduces the rules explicitly
     and wants the students to apply these rules to new examples in exercises. Students
     are supposed to memorise the rules. In order to explain the rules, the teacher uses
     comparison the meanings and contract between the students’ native language
     grammar and target language grammar.Translation is a common way to clarify of
     the new grammar patterns in the target language.

    Materials:

•
     Texts from the target language literature are used. The teacher may either write
     the text or use an authentic literary text.
Syllabus:

Structural syllabus (i.e., list of structures to be taught during the course) is used.The

order of structures starts from the easiest.

Role of L1:

L1 (i.e., students’ native language) has an important function in teaching

vocabulary and grammar. Since oral communication in the target language is not

important,classroom instructions are given in L1.
Student’s Feelings
it doesnot deal with student’s feelings
Evaluation:
Translation is an important technique to test students’ progress in the

target language. In addition, “fill-in-the-blank” type test items are also used.

Synonyms,antonyms, and cognates can be asked to test vocabulary in formal

tests. Reading passages and comprehension questions about the passages

can also take place in tests as the reading section.
Objectives of GTM
•
    To be able to read literature written in
    the target language

•
    To be able to translate from one
    language to another

•
    To develop reading and writing skill
Typical Techniques

•
      (1)   Translation of a Literary Passage
•
      (2)   Reading Comprehension Questions
•
      (3)   Antonyms/Synonyms
•
      (4)   Cognates
•
      (5)   Deductive Application of Rule
•
      (6)   Fill-in-the-blanks
•
      (7)   Memorization
•
      (8)   Use Words in Sentences
•
      (9)   Composition
   
GRAMMAR-TRANSLATION METHOD

Translation of a literary passage:
•
    The translation may be written or
    spoken or both.
•
    The class focuses on vocabulary and
    grammatical structures.
•
    Students should not translate
    idioms and like the literary, but
    rather their understanding of the
    meaning is important.
GRAMMAR-TRANSLATION METHOD


Reading comprehension
questions:
•
    There are three kinds of group of
    questions:
•
    First group of questions, students ask
    for information contained within the
    reading passage.
•
    Second group of questions, students will
    have to make inferences from the
    passage.
•
    Third group of questions, students are
    required to relate the passage to their
    own experience.
GRAMMAR-TRANSLATION METHOD


Anonyms/Synonyms:
•
    Students might be asked to find
    anonyms or synonyms in the
    passage.
•
    Students might be asked to define
    a set of words based on their
    understanding in the passage.
•
    Students might be asked to work
    with the vocabulary of the
    passage.
GRAMMAR-TRANSLATION METHOD




Deductive application of rule:
•
    Grammar rules are presented with examples.
•
    Later students are asked to apply grammar rules to
    some different examples.
GRAMMAR-TRANSLATION METHOD


Cognates: (similar spelling and
sound patterns that correspond
in L1/L2.)
•
    Students are taught to
    recognize cognates in the
    passage.
•
    Students are asked to
    memorize cognate words and
    their meaning in target
    language.
GRAMMAR-TRANSLATION METHOD


Fill-in-the-blanks:
•
    Students are given a serios of
    sentences with words missing.
•
    They fill in the blanks with new
    vocabulary idioms or with items
    of a particular grammar type
    such as prepositions or verbs
    with different tenses.
GRAMMAR-TRANSLATION METHOD


Memorization:
•
    Students are given lists of target language
    vocabulary words and their native
    language equivalents.
•
    Students are asked to memorize the
    given words.
•
    Students are also required to memorize
    grammatical rules and grammatical
    paradigms such as conjugations.
GRAMMAR-TRANSLATION METHOD


Use words in sentences:
•
    Students make up sentences in which they use
    new words.
GRAMMAR-TRANSLATION METHOD


Composition:
•
    The teacher gives the students a topic to write
    about in the target language.
•
    The topic is based upon some aspect of the reading
    passage of the lesson.
Conclusion
   It is an easy method in which the child
 proceeds from the known to unknown. It
   helps in building vocabulary and saves
    teacher labour but it is an un natural
 method and does not follow the natural
  order of learning a language. It neglects
speech and teaches English by rules not by
                     use.
Direct Method of Language Teaching



  “Teach the Language Not About the Language”
               “No Translation”
          No Use of Native Language
Direct Method
          is also known as:


Natural Method         Phonetical
                         Method




Anti-Grammatical         Reform
     Method              Method
Background

•   In the mid and late 19 century,
    Europe experienced a wave of
    increasing opportunities of
    communication, due to
    industrialization and international
    trade and travel.
•

•   A need was felt to develop oral
    proficiency in foreign languages.

•   Language teachers had already
    found Grammar-translation
    method inadequate and
    ineffective in developing
    'communicative ability' in
    learners.
Background


•   They strongly advocate an alternative method
    in which language was presented in contexts
    and the mother tongue was avoided.

•   Its principal advocates were Pendergast and
    Sauveur who proposed what they called
    Natural Method that suggest radical change
    from Grammar- translation method. It is this
    method that later on came to be known as the
    Direct 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/            Target
       Meaning             language


                       L1           Target
       concept
                                   language
Theoretical Assumption:


•   Language can be learnt only through
    demonstration. Instead of analytical
    procedures of explaining grammar rules,
    students must be encourage to use
    language naturally and spontaneously so
    that they induce grammar.
Theoretical Assumption:

•   The learning of second language was
    seen as parallel to the acquisition of the
    child's first language.
•   This method therefore emphasize the
    importance of sounds , simple sentences
    and direct association of language with
    object and person of immediate
    environment- the classroom, the home,
    the garden, etc.
Basic Principles

•   1. Classroom instruction
    is conducted exclusively
     in the target language.
    The teacher should
    demonstrate, not
    explain or translate.
•   NEVER TRANSLATE:
•    DEMONSTRATE
Basic Principles

2. Only everyday
vocabulary and sentences
are taught.
•    BASIC VOCABULARY
    IS GIVEN FIRST
3. Vocabulary is taught
through known words,
demonstration, authentic
objects (realia), pictures.
Basic Principles

4.Grammar is taught
inductively. There may
never be an explicit
grammar rule given.


•   DO NOT GIVE RULES:
    MAKE THEM FIGURE
    OUT THE RULE.
Basic Principles

5. New teaching points
are introduced orally.
•   ORAL
    TRANSMISSION


6. Both speech and
listening comprehension
are taught.
Basic Principles
7. The teacher, by asking the
student to make a choice, gets
him to correct his own error.
•   LEARNING BY SELF-
    CORRECTION


8. The syllabus is based on
situations or topics
•
    CONTEXTUAL/TOPICAL
    TEACHING
Basic Principles


9. Correct
pronunciation is
emphasized.


•   10. Students should
    learn to think in the
    target language as
    soon as possible
Basic Principles

11.The purpose of
language learning is
communication; therefore
students need to learn
how to ask questions as
well as answer them.
•    COMMUNICATION-FIRST
    PREFERENCE
Techniques

•   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. Teacher reads the
    passage three times
Techniques



•    Reading Aloud:
    Students take turn
     reading sections of a
     passage, play or
     dialogue out loud.
Techniques

•   Map Drawing: Students
    are given a map without
    labeled then the
    students label it by
    using the directions the
    teacher gives.

•   Paragraph Writing : The
    students are asked to
    write a passage in their
    own words.
Activities
Advantages
•
     One of its positive points is that it promises
    to teach the language and Not about the
    language.
•   It is a natural method which teaches language
    in the same way the mother tongue is
    acquired. Only the target language is used and
    the learning is contextualized..
•   Its emphasis on speech made it more
    attractive for those who have needs of real
    communication in the target language. It is
    one of the first methods to introduce the
    teaching of vocabulary through realias.
Criticism
•   In spite of its achievements, the direct method fell
    short from fulfilling the needs of educational
    systems. One of its major shortcomings is that it was
    hard for public schools to integrate it. As R. Brown
    (1994:56) points out, the Direct Method “did not take
    well in public schools where the constraints of
    budget, classroom size, time, and teacher background
    (native speakers or native like fluency) made such a
    method difficult to use.”
•   After a short popularity in the beginning of the 20th
    century, it soon began to lose its appeal because of
    these constraints. It then paved the way to the
    Audio-lingual Method.
The Audio-Lingual Method
AUDIOLINGUAL METHOD (ALM)

•
    The audio-lingual method was widely used in
    the United States and other countries in the
    1950's and 1960's. It is still used in some
    programs today.
•
    Also known as Oral Method/The Army
    Method/ The New Method
The Audio-Lingual Method

•
    Similar to the direct method:
    Ø   They both are oral-based approaches – pronunciation and
        ability of speaking in the target language is superior to other skills
    Ø   Grammar is learnt inductively
•
    Different from the direct method:
    Ø   Not only vocabulary but also grammatical sentence
        patterns
    Ø   Stronger theoretical base in linguistics (structural
        linguistics) and psychology (behavioural psychology)
Introduction
•
    Founded around 1950’s and 1960’s, AL
    was based on structural linguistic
    an behavioral psychology : the way to
    acquire the sentence patterns of the target
    language is repetition of dialogues about
    every day situations that are imitated and
    drilled to make the response automatic.
Structural Linguistic

Language Theory
•
    Language is a system of structural
    related elements, like phonological
    units, grammatical units, and lexical
    items, for the transmission of
    meaning. So to learn the target
    language is to mater the elements of
    the target language system.
Behavioral Psychology
Learning Theory
•
    Language learning is habit-
    formation.
•
    Mistakes, the bad habit, should be
    avoided.
•
    Language skills are learned more
    effectively if they are presented
    orally first, then in written form.
OBJECTIVES OF ALM

•
    To enable students to speak and write in
    target language
•
    To make students able to use target language
    automatically without stopping to think
•
    To form new habits in the target language
PRINCIPLES OF ALM
•
    Speaking and listening competence preceded reading
    and writing competence.
•
    Use of MT is highly discouraged in the classroom.
•
    The development of language skills is a matter of habit
    formation.
•
    Students practice particular patterns of language
    through structured dialogue and drill until response is
    automatic.
•
    Structured patterns in language are taught using
    repetitive drills.
•
    The emphasis is on having students produce
    error free utterances.
•
    This method of language learning supports
    kinesthetic learning styles.
•
    Only everyday vocabulary and sentences are
    taught. Concrete vocabulary is taught through
    demonstration, objects, and pictures.
    Abstract vocabulary is taught through
    association of ideas.
•
    The printed word must be kept away from the
    second language learner as long as possible
Grammar Teaching
•
    Explicit rules are not provided. student induce
    the rules through examples and Drills.
Vocabulary Teaching
•
    Meaning is taught directly. Vocabulary is
    introduced through Dialogues.
The syllabus:
•
    Audio lingual Method uses a structural
    syllabus.
Techniques of the Audio-lingual
               method
•
    Dialogue Memorization
•
    Backward Build-up (Expansion) Drill
•
    Repetition Drill
•
    Chain Drill
•
    Transformation Drill
•
    Question-and-answer Drill
Techniques of AL –
            Dialog Memorization
T: Hello. How are you?
S: Fine, thanks. And you?
T: Fine. Where are you going?
S: I’m going to the school. Would you like to
come?
T: Sure. Let’s go together.
Techniques of AL –
             Backward-up drill
•
    Backward build-up drill: to teach long
    lines of dialogues:
•
      break down the line into several parts
•
      repeat a part of the sentence
•
      follow the teacher, students expand
      what they repeated part by part until
      they are able repeat the entire line.
Backward build-up drill

T: Repeat after me: post office.
S: Post office.
T: To the post office.
S: To the post office.
T: Going to the post office.
S: Going to the post office.
T: I’m going to the post office.
S: I’m going to the post office.
Techniques of AL –
Repetition Drill
Students repeat the teacher’s model as
accurately and as quickly as possible to learn
the lines of the dialog
Techniques of AL –
                  Chain Drill
•
    To make students ask and answer
    questions with each other.
•
    It allows some controlled communication
    among students and give the teacher an
    opportunity to check students’ speech.
Techniques of AL –
                   Transformation Drill
•
     To change a certain kind of sentence pattern to another form.
•
      to transform an affirmative S. into a   negative S.
•
      to transform a statement into a question.
•
      to transform an active S. into a passive S.
•
      to transform a direct speech into reported speech
    Statement            Question
Active                   Passive
Affirmative              Negative
Transformation drill

T: ‘They are going to the bank.’
S: ‘Are they going to the bank?’
or
T: Giang buys a new car.
S: A new car is bought by Giang.
Techniques of AL –
        Question & Answer Drill
•
    Students practice the target language with answering questions
    and the question patterns.
•
    Students answer the teacher’s question quickly .
Techniques of AL –
           Question & Answer Drill
•
    Bank
T: Are you going to the bank?
S: Yes, I am. I’m going to the bank
•
    Library
T: Are you going to the zoo?
S: No, I’m not going to the zoo. I’m going to the
library
Pronunciation




                            teaching
Grammar                     materials.
          Characteristics




           vocabulary
Other features
  Listening, speaking            Reading, writing




-Depending on context.
-Overlearning: students learn to answer automatically
without stopping to think.
-Language cannot be separated from culture.
The nature of student-teacher
              interaction
•
    Most of the interactions is between teacher and
    students and is initiated by the teacher.
Teacher Role/Student Role
•
    The teacher is like an orchestra leader.
•
    Providing students with a good model for
    imitation.
•
    Students are imitators.
interaction




imitator
                         Teacher-directed
How is language viewed?
•
    Everyday speech is emphasized in the Audio-
    lingual Method. The level of complexity of the
    speech is graded, so that beginning students
    are presented with only simple patterns.
    Culture consists of the everyday behavior and
    lifestyle of the target language speakers.
What areas of language are
            emphasized?
•
    Vocabulary is kept to a minimum while the
    students are mastering the grammatical
    patterns.


•
    The oral skills receive most of the attention.
    Pronunciation is taught from the beginning.
The role of the students’ native
                language
•
    The target language is used in the classroom,
    not the students’ native language.
How is evaluation accomplished?
 Students might be asked to distinguish between words
in a minimal pair, for example, or to supply an
appropriate verb form in a sentence.
How does the teacher respond to
           student errors?
•
    Student errors are to be avoided if at all possible through the
    teacher’s awareness of where the students will have difficulty
    and restriction of what they are taught to say.
The role of instructional materials
•
    Instructional materials in the Audiolingual Method assist the
    teacher to develop language mastery in the learner. They are
    primary teacher-oriented.
•
    Tape recorders and audiovisual equipment often have central
    roles in an audio lingual course.
CONCLUSION
•
    Language is speech, not writing.
•
    A language is a set of habits.
•
    Teach the language,not about the language.
•
    A language is what native speakers say,not
    what someone else thinks they ought to say.
•
    Languages are different.
The Silent Way: Method of
    Language Learning

              by
        Caleb Gattegno
Introduction


    The silent way
    (SW), a method
    of
    language teaching,
    originated in the
    early 1970s and
    introduced by
    Caleb Gattegno in
    his book:
Teaching Foreign Language
Theoretical background

    Challenge Audio-lingual method:
    students are unable to transfer
    habits formed in the classroom to
    communicate outside of it.

    Language must not be considered
    a product of habit formation, but
    rule formation.

    Language acquisition must be a
    procedure of student using their
    own cognition, to discover the
    rules of the language they are
    acquiring.
Learning Theory:


    Cognitive approach rather than
    responding to stimuli.

    Language learning has a sequence from
    the known to un known.

    Student induce the rules from
    examples and the language they are
    exposed to, therefore learning is
    inductive.
Basic Principles:

    Teaching should be subordinated to learning.

    Emphasizes the autonomy of the learners.

    Students are encouraged to have an active role in
                 learning the language.

             
                 Pronunciation is seen as fundamental.

         
             Uses a structural syllabus but implicitly.

     
         Translation and rote repetition are avoided.
Silence


    Silence is use as a tool.


    To focus student’s attention.


    To encourage them to

    correct their own errors.


                                          Shhhh!
Teacher are still active:



    Mouthing words


    Using hand gestures


    Encourage students to
    help their peers.
Objectives

    Near native like fluency
    in the target language.


    Correct pronunciation.


    Providing the learners
    with a basic practical
    knowledge of the
    grammar.
SYLLABUS


    Beginning with student’s knowledge.


    Developing syllabus from easy to complex.
Elt methods and approaches
Elt methods and approaches
Role of L1

    Can be used to give
    instructions when
    necessary.

    During feedback
    sessions L1 be used at
    beginning levels.

    L1 can be exploited.
    e.g., similar sounds in L1
    and L2 can be used to
    make students aware of
    phonological similarites.
Evaluation

    Teacher may never
    give a formal test.

    Teacher assesses
    student’s learning all
    the time.

    Continuous
    monitoring by the
    teacher is essential.
Error correction.


    Errors are natural, so
                              Peers correction
    unavoidable.

    Self-correction is
    necessary for the
    students to compare
    their own production
    with their developing
    inner criteria.

    Peer correction is also
    very important, but it
    should be in a co-
    operative manner.
Materials


    Cuisenaire rods:
     Which can be used
    for anything from
    introducing simple
    commands to
    representing objects
    such as describing
    any room setting.
Materials

 Sound-Color chart:

Which is used to teach
 the language sounds.
Criticism

    Student cannot understand what

    teacher mean totally.


    Student’s learning results are slower.


    Materials can cost a lot of time and

     money.
MOTTO
COMPARISON
AND CONTRAST
 among GTM,
 DM, ALM AND
      SW
GTM              DM                ALM             SW


LEARNING   Deductive        Inductive         Inductive       Inductive
THEORY     learning         learning          learning        learning



LANGUAGE   Language is   Language is          Language is     Language is
THEORY     for           for oral use         for oral use    for oral use
           understanding
           literature


CULTURE    Limited to       Include other     Include         Inseparable
           literature and   aspect of life,   everyday        part of
           fine art         such as           behaviour and   language.
                            dressing          life style      language
                            foods etc.                        reflects
                                                              culture
TEACHER’S   Teacher’s     Teachers are Teacher is      Teacher is silent
ROLE        strict        like partner like an         and directs the
            authority                  orchestral      learners through
                                       leader and a    gestures
                                       good model
                                       of T.L
STUDENT’S   Passive       Active        Imitators of   Active participants
ROLE        receiver of   participant   the teachers
            information                 and are
                                        active

INTERACTI   Teacher-      Teacher-      Teacher-       Student-student
ON          student       student and   student and    interaction
            interaction   student-      student-
                          student       student
                          interaction   interaction

VOCABULA    Memorize      Through      Through         By means of visual
RY          native        pictures,    dialogues       aids and words
TEACHING    language      demonstratio                 charts
            equivalent    n and
            for T.L       sentences
            vocabulary    etc
GRAMMAR    Grammar is Grammar is      Grammar is    Grammar is
TEACHING   taught         taught      taught        taught
           deductively inductively    inductively   inductively
           through
           explicit rules



ROLE OF    L1 is          L1 is not   L1 is not     L1 is
L1         allowed.clas permitted     allowed       permitted
           sroom                                    when
           instruction is                           needed
           given in L1
MATERIAL   Text from     Reading      Dialogues     Sound color
           theT.L        passages,                  charts, color
                         dialogues                  rods etc.
                         etc
SYLLABU   Structural         Situational       Structural       Structural
S         syllabus           and topical       syllabus         syllabus
                             syllabus


GOALS     To teach           To enable         To enable        To enable
AND       translation, to    students to       students to      students to
OBJECTI   read and           communicate       speak and        use the T.L
VES       translate          in T.L as well    write in T.L     for self
          literary text in   as think in T.L                    expression
          T.L



ERROR     Error is           Student’s self    Error is         Error are
CORREC    corrected by       correction        corrected by     natural and
TION      the teacher                          teachers since   inevitable and
          strictly.                            error cause      self correction
          accuracy is                          bad habit        is there
          emphasized                           formation
STUDENTS    Not dealt      No info        No info       Students feelings
FEELING     with           about          about         are taken in
            students       students       students      consideration
            feelings       feelings       feelings




EVALUATIO   Through        Students       Discrete-     Continuous
N           translation,   ability to use point test    monitoring by the
            fill in the    language is                  teacher occur. it
            blanks,        tested, not                  doesn’t give any
            synonyms,      about                        formal test
            antonyms       language
            etc


SKILLS      Reading and Speaking          Listening,    Listening,
            writing     and listening     speaking,     speaking, reading
                        is                reading and   and writing
                        emphasized        writing
CONCENTRA Vocabulary           Pronunciation   Pronunciation      pronunciation
TE ON     and grammar          and everyday    and grammar
                               vocabulary




TECHNIQUE   Translation of     Reading         Dialogue,          Sound color
S           a literary text,   aloud,          chain              char,words
            rote               question and    drill,repititive   chart
            memorization       answer          drill etc          Cuisenaire
            etc                exercise,                          rods etc.
                               conversation
                               etc

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Elt methods and approaches

  • 1. ELT Methods • Presented by: • Ayesha Bashir (03) • Maryam Bashir (04) • Ayesha Bashir (01) • Wajeeha Jamal (33) .Ammara Qasim (34) Students of AWKUM English Department
  • 2. ELT Methods • There are many methods of teaching languages. Some have had their heyday and have fallen into relative obscurity; others are widely used now. • Many methods have been proposed but this presentation will cover only four major methods i.e: • Grammar-Translation method • Direct Method • Audio-lingual Method • Silent Way Method
  • 4. Grammar Translation Method "a method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities." ---Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson Education Limited. pp.231.
  • 5. Background • The Grammar Translation Method was the traditional way Latin and Greek were taught in Europe. . In the 19th century it began to be used to teach “modern” languages such as French, German, and English, and it is still used in some countries today. • A typical lesson consists of the presentation of a grammatical rule, a study of lists of vocabulary, and a translation exercise. Personal understanding of this point: up with end grammatical rules + vocabulary translation or
  • 6. Background • Because the Grammar Translation Method emphasizes reading rather than the ability to communicate in a language, there was a reaction to it in the 19th century (see NATURAL APPROACH, DIRECT METHOD), and there was later a greater emphasis on the teaching of spoken language.
  • 7. Language and Learning Theory Learning Theory: • Deductive learning is essential. First, the teacher gives rules explicitly then the rules are reinforced with examples and exercises. 2. Language Theory: • Language is for understanding the literature. Translation is the way to learn the language. Oral communication is not primarily important. Written language is superior to spoken language. Students also learn the structure of their own native language.
  • 8. Characteristics Teachers' Role: • Teacher is the strict authority. Classes are teacher centred.
  • 9. Students' Role: • Students are the passive receivers of the new information. The teacher starts the activities and directs them. Students are supposed to memories the rules and the new vocabulary with their meanings in their native language.
  • 10. Interactions: • Very often “Teacher –Student” interactions occur. Rarely “Student – Student”interactions also occur.
  • 11. Error correction • The teacher corrects the error strictly.Errors are not tolerated.
  • 12. Culture: • Culture is limited to literature and fine arts Vocabulary Teaching: •The most common vocabulary teaching technique is “the memorisation of long lists of vocabulary with their equivalents in the students’ native language. Other techniques are Teaching “cognates” (i.e., “cinema –sinema”, “theatre – tiyatro” ..., etc).- Using synonyms and antonyms
  • 13. Grammar Teaching: • The teaching of grammar is deductive. The teacher introduces the rules explicitly and wants the students to apply these rules to new examples in exercises. Students are supposed to memorise the rules. In order to explain the rules, the teacher uses comparison the meanings and contract between the students’ native language grammar and target language grammar.Translation is a common way to clarify of the new grammar patterns in the target language. Materials: • Texts from the target language literature are used. The teacher may either write the text or use an authentic literary text.
  • 14. Syllabus: Structural syllabus (i.e., list of structures to be taught during the course) is used.The order of structures starts from the easiest. Role of L1: L1 (i.e., students’ native language) has an important function in teaching vocabulary and grammar. Since oral communication in the target language is not important,classroom instructions are given in L1.
  • 15. Student’s Feelings it doesnot deal with student’s feelings
  • 16. Evaluation: Translation is an important technique to test students’ progress in the target language. In addition, “fill-in-the-blank” type test items are also used. Synonyms,antonyms, and cognates can be asked to test vocabulary in formal tests. Reading passages and comprehension questions about the passages can also take place in tests as the reading section.
  • 17. Objectives of GTM • To be able to read literature written in the target language • To be able to translate from one language to another • To develop reading and writing skill
  • 18. Typical Techniques • (1) Translation of a Literary Passage • (2) Reading Comprehension Questions • (3) Antonyms/Synonyms • (4) Cognates • (5) Deductive Application of Rule • (6) Fill-in-the-blanks • (7) Memorization • (8) Use Words in Sentences • (9) Composition    
  • 19. GRAMMAR-TRANSLATION METHOD Translation of a literary passage: • The translation may be written or spoken or both. • The class focuses on vocabulary and grammatical structures. • Students should not translate idioms and like the literary, but rather their understanding of the meaning is important.
  • 20. GRAMMAR-TRANSLATION METHOD Reading comprehension questions: • There are three kinds of group of questions: • First group of questions, students ask for information contained within the reading passage. • Second group of questions, students will have to make inferences from the passage. • Third group of questions, students are required to relate the passage to their own experience.
  • 21. GRAMMAR-TRANSLATION METHOD Anonyms/Synonyms: • Students might be asked to find anonyms or synonyms in the passage. • Students might be asked to define a set of words based on their understanding in the passage. • Students might be asked to work with the vocabulary of the passage.
  • 22. GRAMMAR-TRANSLATION METHOD Deductive application of rule: • Grammar rules are presented with examples. • Later students are asked to apply grammar rules to some different examples.
  • 23. GRAMMAR-TRANSLATION METHOD Cognates: (similar spelling and sound patterns that correspond in L1/L2.) • Students are taught to recognize cognates in the passage. • Students are asked to memorize cognate words and their meaning in target language.
  • 24. GRAMMAR-TRANSLATION METHOD Fill-in-the-blanks: • Students are given a serios of sentences with words missing. • They fill in the blanks with new vocabulary idioms or with items of a particular grammar type such as prepositions or verbs with different tenses.
  • 25. GRAMMAR-TRANSLATION METHOD Memorization: • Students are given lists of target language vocabulary words and their native language equivalents. • Students are asked to memorize the given words. • Students are also required to memorize grammatical rules and grammatical paradigms such as conjugations.
  • 26. GRAMMAR-TRANSLATION METHOD Use words in sentences: • Students make up sentences in which they use new words.
  • 27. GRAMMAR-TRANSLATION METHOD Composition: • The teacher gives the students a topic to write about in the target language. • The topic is based upon some aspect of the reading passage of the lesson.
  • 28. Conclusion It is an easy method in which the child proceeds from the known to unknown. It helps in building vocabulary and saves teacher labour but it is an un natural method and does not follow the natural order of learning a language. It neglects speech and teaches English by rules not by use.
  • 29. Direct Method of Language Teaching “Teach the Language Not About the Language” “No Translation” No Use of Native Language
  • 30. Direct Method is also known as: Natural Method Phonetical Method Anti-Grammatical Reform Method Method
  • 31. Background • In the mid and late 19 century, Europe experienced a wave of increasing opportunities of communication, due to industrialization and international trade and travel. • • A need was felt to develop oral proficiency in foreign languages. • Language teachers had already found Grammar-translation method inadequate and ineffective in developing 'communicative ability' in learners.
  • 32. Background • They strongly advocate an alternative method in which language was presented in contexts and the mother tongue was avoided. • Its principal advocates were Pendergast and Sauveur who proposed what they called Natural Method that suggest radical change from Grammar- translation method. It is this method that later on came to be known as the Direct Method
  • 33. 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/ Target Meaning language L1 Target concept language
  • 34. Theoretical Assumption: • Language can be learnt only through demonstration. Instead of analytical procedures of explaining grammar rules, students must be encourage to use language naturally and spontaneously so that they induce grammar.
  • 35. Theoretical Assumption: • The learning of second language was seen as parallel to the acquisition of the child's first language. • This method therefore emphasize the importance of sounds , simple sentences and direct association of language with object and person of immediate environment- the classroom, the home, the garden, etc.
  • 36. Basic Principles • 1. Classroom instruction is conducted exclusively in the target language. The teacher should demonstrate, not explain or translate. • NEVER TRANSLATE: • DEMONSTRATE
  • 37. Basic Principles 2. Only everyday vocabulary and sentences are taught. • BASIC VOCABULARY IS GIVEN FIRST 3. Vocabulary is taught through known words, demonstration, authentic objects (realia), pictures.
  • 38. Basic Principles 4.Grammar is taught inductively. There may never be an explicit grammar rule given. • DO NOT GIVE RULES: MAKE THEM FIGURE OUT THE RULE.
  • 39. Basic Principles 5. New teaching points are introduced orally. • ORAL TRANSMISSION 6. Both speech and listening comprehension are taught.
  • 40. Basic Principles 7. The teacher, by asking the student to make a choice, gets him to correct his own error. • LEARNING BY SELF- CORRECTION 8. The syllabus is based on situations or topics • CONTEXTUAL/TOPICAL TEACHING
  • 41. Basic Principles 9. Correct pronunciation is emphasized. • 10. Students should learn to think in the target language as soon as possible
  • 42. Basic Principles 11.The purpose of language learning is communication; therefore students need to learn how to ask questions as well as answer them. • COMMUNICATION-FIRST PREFERENCE
  • 43. Techniques • 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. Teacher reads the passage three times
  • 44. Techniques • Reading Aloud: Students take turn reading sections of a passage, play or dialogue out loud.
  • 45. Techniques • Map Drawing: Students are given a map without labeled then the students label it by using the directions the teacher gives. • Paragraph Writing : The students are asked to write a passage in their own words.
  • 47. Advantages • One of its positive points is that it promises to teach the language and Not about the language. • It is a natural method which teaches language in the same way the mother tongue is acquired. Only the target language is used and the learning is contextualized.. • Its emphasis on speech made it more attractive for those who have needs of real communication in the target language. It is one of the first methods to introduce the teaching of vocabulary through realias.
  • 48. Criticism • In spite of its achievements, the direct method fell short from fulfilling the needs of educational systems. One of its major shortcomings is that it was hard for public schools to integrate it. As R. Brown (1994:56) points out, the Direct Method “did not take well in public schools where the constraints of budget, classroom size, time, and teacher background (native speakers or native like fluency) made such a method difficult to use.” • After a short popularity in the beginning of the 20th century, it soon began to lose its appeal because of these constraints. It then paved the way to the Audio-lingual Method.
  • 50. AUDIOLINGUAL METHOD (ALM) • The audio-lingual method was widely used in the United States and other countries in the 1950's and 1960's. It is still used in some programs today. • Also known as Oral Method/The Army Method/ The New Method
  • 51. The Audio-Lingual Method • Similar to the direct method: Ø They both are oral-based approaches – pronunciation and ability of speaking in the target language is superior to other skills Ø Grammar is learnt inductively • Different from the direct method: Ø Not only vocabulary but also grammatical sentence patterns Ø Stronger theoretical base in linguistics (structural linguistics) and psychology (behavioural psychology)
  • 52. Introduction • Founded around 1950’s and 1960’s, AL was based on structural linguistic an behavioral psychology : the way to acquire the sentence patterns of the target language is repetition of dialogues about every day situations that are imitated and drilled to make the response automatic.
  • 53. Structural Linguistic Language Theory • Language is a system of structural related elements, like phonological units, grammatical units, and lexical items, for the transmission of meaning. So to learn the target language is to mater the elements of the target language system.
  • 54. Behavioral Psychology Learning Theory • Language learning is habit- formation. • Mistakes, the bad habit, should be avoided. • Language skills are learned more effectively if they are presented orally first, then in written form.
  • 55. OBJECTIVES OF ALM • To enable students to speak and write in target language • To make students able to use target language automatically without stopping to think • To form new habits in the target language
  • 56. PRINCIPLES OF ALM • Speaking and listening competence preceded reading and writing competence. • Use of MT is highly discouraged in the classroom. • The development of language skills is a matter of habit formation. • Students practice particular patterns of language through structured dialogue and drill until response is automatic. • Structured patterns in language are taught using repetitive drills.
  • 57. The emphasis is on having students produce error free utterances. • This method of language learning supports kinesthetic learning styles. • Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas. • The printed word must be kept away from the second language learner as long as possible
  • 58. Grammar Teaching • Explicit rules are not provided. student induce the rules through examples and Drills. Vocabulary Teaching • Meaning is taught directly. Vocabulary is introduced through Dialogues. The syllabus: • Audio lingual Method uses a structural syllabus.
  • 59. Techniques of the Audio-lingual method • Dialogue Memorization • Backward Build-up (Expansion) Drill • Repetition Drill • Chain Drill • Transformation Drill • Question-and-answer Drill
  • 60. Techniques of AL – Dialog Memorization T: Hello. How are you? S: Fine, thanks. And you? T: Fine. Where are you going? S: I’m going to the school. Would you like to come? T: Sure. Let’s go together.
  • 61. Techniques of AL – Backward-up drill • Backward build-up drill: to teach long lines of dialogues: • break down the line into several parts • repeat a part of the sentence • follow the teacher, students expand what they repeated part by part until they are able repeat the entire line.
  • 62. Backward build-up drill T: Repeat after me: post office. S: Post office. T: To the post office. S: To the post office. T: Going to the post office. S: Going to the post office. T: I’m going to the post office. S: I’m going to the post office.
  • 63. Techniques of AL – Repetition Drill Students repeat the teacher’s model as accurately and as quickly as possible to learn the lines of the dialog
  • 64. Techniques of AL – Chain Drill • To make students ask and answer questions with each other. • It allows some controlled communication among students and give the teacher an opportunity to check students’ speech.
  • 65. Techniques of AL – Transformation Drill • To change a certain kind of sentence pattern to another form. • to transform an affirmative S. into a negative S. • to transform a statement into a question. • to transform an active S. into a passive S. • to transform a direct speech into reported speech Statement Question Active Passive Affirmative Negative
  • 66. Transformation drill T: ‘They are going to the bank.’ S: ‘Are they going to the bank?’ or T: Giang buys a new car. S: A new car is bought by Giang.
  • 67. Techniques of AL – Question & Answer Drill • Students practice the target language with answering questions and the question patterns. • Students answer the teacher’s question quickly .
  • 68. Techniques of AL – Question & Answer Drill • Bank T: Are you going to the bank? S: Yes, I am. I’m going to the bank • Library T: Are you going to the zoo? S: No, I’m not going to the zoo. I’m going to the library
  • 69. Pronunciation teaching Grammar materials. Characteristics vocabulary
  • 70. Other features Listening, speaking Reading, writing -Depending on context. -Overlearning: students learn to answer automatically without stopping to think. -Language cannot be separated from culture.
  • 71. The nature of student-teacher interaction • Most of the interactions is between teacher and students and is initiated by the teacher. Teacher Role/Student Role • The teacher is like an orchestra leader. • Providing students with a good model for imitation. • Students are imitators.
  • 72. interaction imitator Teacher-directed
  • 73. How is language viewed? • Everyday speech is emphasized in the Audio- lingual Method. The level of complexity of the speech is graded, so that beginning students are presented with only simple patterns. Culture consists of the everyday behavior and lifestyle of the target language speakers.
  • 74. What areas of language are emphasized? • Vocabulary is kept to a minimum while the students are mastering the grammatical patterns. • The oral skills receive most of the attention. Pronunciation is taught from the beginning.
  • 75. The role of the students’ native language • The target language is used in the classroom, not the students’ native language. How is evaluation accomplished? Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence.
  • 76. How does the teacher respond to student errors? • Student errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say. The role of instructional materials • Instructional materials in the Audiolingual Method assist the teacher to develop language mastery in the learner. They are primary teacher-oriented. • Tape recorders and audiovisual equipment often have central roles in an audio lingual course.
  • 77. CONCLUSION • Language is speech, not writing. • A language is a set of habits. • Teach the language,not about the language. • A language is what native speakers say,not what someone else thinks they ought to say. • Languages are different.
  • 78. The Silent Way: Method of Language Learning by Caleb Gattegno
  • 79. Introduction  The silent way (SW), a method of language teaching, originated in the early 1970s and introduced by Caleb Gattegno in his book: Teaching Foreign Language
  • 80. Theoretical background  Challenge Audio-lingual method: students are unable to transfer habits formed in the classroom to communicate outside of it.  Language must not be considered a product of habit formation, but rule formation.  Language acquisition must be a procedure of student using their own cognition, to discover the rules of the language they are acquiring.
  • 81. Learning Theory:  Cognitive approach rather than responding to stimuli.  Language learning has a sequence from the known to un known.  Student induce the rules from examples and the language they are exposed to, therefore learning is inductive.
  • 82. Basic Principles:  Teaching should be subordinated to learning.  Emphasizes the autonomy of the learners.  Students are encouraged to have an active role in learning the language.  Pronunciation is seen as fundamental.  Uses a structural syllabus but implicitly.  Translation and rote repetition are avoided.
  • 83. Silence  Silence is use as a tool.  To focus student’s attention.  To encourage them to correct their own errors. Shhhh!
  • 84. Teacher are still active:  Mouthing words  Using hand gestures  Encourage students to help their peers.
  • 85. Objectives  Near native like fluency in the target language.  Correct pronunciation.  Providing the learners with a basic practical knowledge of the grammar.
  • 86. SYLLABUS  Beginning with student’s knowledge.  Developing syllabus from easy to complex.
  • 89. Role of L1  Can be used to give instructions when necessary.  During feedback sessions L1 be used at beginning levels.  L1 can be exploited. e.g., similar sounds in L1 and L2 can be used to make students aware of phonological similarites.
  • 90. Evaluation  Teacher may never give a formal test.  Teacher assesses student’s learning all the time.  Continuous monitoring by the teacher is essential.
  • 91. Error correction.  Errors are natural, so Peers correction unavoidable.  Self-correction is necessary for the students to compare their own production with their developing inner criteria.  Peer correction is also very important, but it should be in a co- operative manner.
  • 92. Materials  Cuisenaire rods: Which can be used for anything from introducing simple commands to representing objects such as describing any room setting.
  • 93. Materials Sound-Color chart: Which is used to teach the language sounds.
  • 94. Criticism  Student cannot understand what teacher mean totally.  Student’s learning results are slower.  Materials can cost a lot of time and money.
  • 95. MOTTO
  • 96. COMPARISON AND CONTRAST among GTM, DM, ALM AND SW
  • 97. GTM DM ALM SW LEARNING Deductive Inductive Inductive Inductive THEORY learning learning learning learning LANGUAGE Language is Language is Language is Language is THEORY for for oral use for oral use for oral use understanding literature CULTURE Limited to Include other Include Inseparable literature and aspect of life, everyday part of fine art such as behaviour and language. dressing life style language foods etc. reflects culture
  • 98. TEACHER’S Teacher’s Teachers are Teacher is Teacher is silent ROLE strict like partner like an and directs the authority orchestral learners through leader and a gestures good model of T.L STUDENT’S Passive Active Imitators of Active participants ROLE receiver of participant the teachers information and are active INTERACTI Teacher- Teacher- Teacher- Student-student ON student student and student and interaction interaction student- student- student student interaction interaction VOCABULA Memorize Through Through By means of visual RY native pictures, dialogues aids and words TEACHING language demonstratio charts equivalent n and for T.L sentences vocabulary etc
  • 99. GRAMMAR Grammar is Grammar is Grammar is Grammar is TEACHING taught taught taught taught deductively inductively inductively inductively through explicit rules ROLE OF L1 is L1 is not L1 is not L1 is L1 allowed.clas permitted allowed permitted sroom when instruction is needed given in L1 MATERIAL Text from Reading Dialogues Sound color theT.L passages, charts, color dialogues rods etc. etc
  • 100. SYLLABU Structural Situational Structural Structural S syllabus and topical syllabus syllabus syllabus GOALS To teach To enable To enable To enable AND translation, to students to students to students to OBJECTI read and communicate speak and use the T.L VES translate in T.L as well write in T.L for self literary text in as think in T.L expression T.L ERROR Error is Student’s self Error is Error are CORREC corrected by correction corrected by natural and TION the teacher teachers since inevitable and strictly. error cause self correction accuracy is bad habit is there emphasized formation
  • 101. STUDENTS Not dealt No info No info Students feelings FEELING with about about are taken in students students students consideration feelings feelings feelings EVALUATIO Through Students Discrete- Continuous N translation, ability to use point test monitoring by the fill in the language is teacher occur. it blanks, tested, not doesn’t give any synonyms, about formal test antonyms language etc SKILLS Reading and Speaking Listening, Listening, writing and listening speaking, speaking, reading is reading and and writing emphasized writing
  • 102. CONCENTRA Vocabulary Pronunciation Pronunciation pronunciation TE ON and grammar and everyday and grammar vocabulary TECHNIQUE Translation of Reading Dialogue, Sound color S a literary text, aloud, chain char,words rote question and drill,repititive chart memorization answer drill etc Cuisenaire etc exercise, rods etc. conversation etc