Language

1. TOPIC
HISTORICAL OVERVIEW OF
LANGUAGE TEACHING METHOD
1
ADVANCED METHODOLOGY FOR LANGUAGE TEACHING
Instructor: Mrs. NGUYEN NHA TRAN
Presented by: Group 1
Class: TDIP2019 – Open University
Date: 13th April, 2019

2. 2
GROUP’S ASSEGNMENT
No. Subtopic Presenter
1 The Reform Movement
Lê Thị Thùy Dương
1991401110010
2 The Post-Method Era
Lê Minh Duy
1991401110012
3 Direct method
Trần Ngọc Hữu
1991401110020
4
Language teaching innovations in the
nineteenth century
Lương Thị Thanh Lan
1991401110025
5 The grammar – Translation method
Nguyễn Thị Nhật Linh
1991401110027

3. 1
2
3
D4
C
5 E
B
A
CONTENT

4. 4
THE GRAMMAR - TRANSLATION METHOD
Dates back to Aramus 1466-1953 and originally
used to teach Latin and Greek in the late 19th
and early 20th centuries
A method of foreign or second language teaching
which makes used of translation and grammar
study as the main teaching and learning activities.
Presenter: Nguyen Thi Nhat Linh

5. Key features
5
Classes are taught in mother tongue, with
little active use of the target language.
Long elaborate explanations of the intricacies
of grammar are given.
Grammar provides the rules for putting words
together, and instruction often focuses on the
form and inflection of words.
Often the only drills are excecises in translating
disconected sentences from the target language
into the mother tongue

6. 6
Principles and Techniques
1
2 Deductive application of rules
The ability of communicating in the target
language is not a goal.
Presenter: Nguyen Thi Nhat Linh

7. 7
Advantages and Disadvantages
Easy for
teachers to
teach and
less presure
for learners
Lack
comprehens
ion and
interaction
Presenter: Nguyen Thi Nhat Linh

8. Language teaching
innovations in the
nineteenth century
Presenter: Luong Thi Thanh Lan

9. The mid-19th century
• The movement towards rejection of the
Grammar-Translation Method increasingly
developed. Among its leaders were - the
Frenchmen C. Marcel and F. Gouin and -
the Englishman T. Prendergast
• Three specialists were the first to pay
attention to children’s mode of language
acquisition. Children use situational and
contextual cues to interpret utterances.
They use memorised phrases and “routines”
in speaking.
Presenter: Luong Thi Thanh Lan

10. C.Marcel (Frenchman)
(1793-1896)
• Child learning as a model
• Emphasized importance of meaning
• Proposed reading be taught before other skills
• Located language teaching within a broader
framework
Presenter: Luong Thi Thanh Lan

11. • The first person the
observation that children
use contextual and
situational cues
• Proposed the first
structural syllabus
• Advocated that learners
be taught the most basic
structural patterns Thomas Prendergast
(1806-1886)
Presenter: Luong Thi Thanh Lan

12. Gouin’s “series”
included sequences
of sentences related
to some activities. He
emphasized on:
teaching items in
context; use of
gestures and action
to convey the
meaning of
utterances
F.Gouin (1831-1896)
Presenter: Luong Thi Thanh Lan

13. Presenter: Tran Ngoc Huu

14. Direct method
 The teacher, frustrated by the limits of the Grammar
translation method in terms of its inability to create
communicative competence in students.
Then they began to experiment with the new way of
teaching language like Direct Method. This
method’s name comes from the fact that meaning is
to be conveyed directly in the target language. And
it’s also called Natural Method.
Presenter: Tran Ngoc Huu

15. Direct method
 Aim: to establish the direct bond between thought and
expressions, experience and language. The learner
should experience the new language tin the same way as
he experience his mother tongue.
 Its main features are:
1. Only the use of target language is allowed in class,
2. The students are encourage to think in the target
language.
3. Grammar should be taught inductively.
4. The teacher should demonstrate not explain or
translate.
Presenter: Tran Ngoc Huu

16. Direct method
5. Vocabularies should be learned in full sentences
rather than memorizing word lists.
6. Pronunciation should be worked on right from the
beginning.
7. Objects should be used to help students
understand the meaning.
8. The learners should be actively involved in using
the target language in realistic everyday situation.
9. The syllabus is based on situations, topics, not on
linguistic structure.
Presenter: Tran Ngoc Huu

17. Strategies using Direct Method
 Q&A
 Using pictures, actions to teach the vocabularies.
 Reading aloud
 Getting students to self-correct
 Conversation practice
 Map drawing
 The goal of teachers is to encourage students to think in
target language.
 The role of the teacher is to direct the class activities and
the role of the students is more active than in Grammar
Translation Method.
 The interaction: T-St, St-St, St-whole class, St-T
Presenter: Tran Ngoc Huu

18. The reform
movement

19. Henry Sweet
Linguists
Wilhelm Veitor Paul Passy
 shared principles on which a new approach to teaching foreign
language should be based on.

20.  Speech patterns were fundamental element.
 Phonetics should be applied to teaching and teacher
training.
 Learners should hear the language before seeing it in
written form.
 Words should be presented in sentences, and sentences
should be practiced in meaningful contexts.

21.  Grammar should be taught inductively.
 Translation should be avoided.
 Conversation texts and dialogue are used to teach
conversational phrases and idioms.
 The theoretical foundations for principled approach to
language teaching.

22. 23
THE POST-METHOD ERA
Why are methods no longer suitable?
 Methods are too prescriptive
 Methods are only suitable for novices, but not for
experienced teachers
 Methods presents a deficit view of teaching

23. 24
THE POST-METHOD ERA
Adapting the method to the teaching context
• Modifying principles and procedures according to the
teaching context
• Developing personalized understanding of teaching
methods
• Taking local factors (class size, classroom resources,
leaners’ proficiency, etc.) into account

24. 25
THE POST-METHOD ERA
Using principled eclecticism
• Blending different methods into teacher’s own method
• Reviewing, selecting, blending different principles and
practices
• Helping students achieve success in language learning

25. 26
THE POST-METHOD ERA
Using personal principles and practical
knowledge
• Develop personal practical knowledge (PPK)
• Develop a set of core values and beliefs that
shape teachers’ approach to teaching

26. 27
THE POST-METHOD ERA
Personal practical knowledge
Teacher
training
Teaching
experience
Personal
philosophy

27. 28
THE POST-METHOD ERA
• Engage all leaners in the lesson.
• Develop learner responsibility.
• Be tolerant of learners’ mistakes.
• Develop learners’ confidence.
• Respond to learners’ difficulty and build on them.
• Practice both accuracy and fluency.
• Address learners’ needs and interests

28. 29
References
• Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language
teaching (2nd ed.). Cambridge: CUP.
• https://www.slideshare.net/vacoka/grammar-translation-method-
presentation?next_slideshow=2