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The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
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The Grammar-Translation Method and Multiple Approach

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We talk about the Grammar

We talk about the Grammar

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  1. METHODS AND APPROACHES OF A SECOND LANGUAGE Unit 2. Oriented Methodologies for Second Language Teaching Text: The Grammar-Translation Method and Multiple Approach Professor: César Hernández May, 2010 MAESTRIA EN EDUCACION BILINGÜE MEB
  2. The Grammar-Translation Method Background <ul><li>It was essencial for powers of the mind. </li></ul><ul><li>Used teach Latin and Greek. </li></ul><ul><li>Teaching Method in late XIX and early XX </li></ul>Main idea Understand native language with an analysis of the grammar of the target language and translation.
  3. The Grammar-Translation Method Major Characteristics 1. Student first learned the rules grammar. 2. Prescription for translating. Bilingual list vocabulary Reading lesson Short text Exercises 3. Students learn according the translate text. 4. The gold is to convert L1 to L2 and vice versa. Using a dictionary 5. Few opportunities for listening and speaking practice
  4. The Grammar-Translation Method Proficiency Orientation <ul><li>Oral proficiency has a little to offer. </li></ul><ul><li>Consists of reading aloud. </li></ul><ul><li>There is not personalization or contextualization. </li></ul><ul><li>Not groups interaction. </li></ul><ul><li>No concern for the teaching culture. </li></ul><ul><li>Affective concerns nonexistent. </li></ul><ul><li>Defensive learning envoriment. </li></ul><ul><li>Methodology is not necessary (more conductive) </li></ul>
  5. The Grammar-Translation Method Potencial Drawbacks <ul><li>Meticulous of the grammar explanations. </li></ul><ul><li>Written exercises. </li></ul><ul><li>Vocabulary list. </li></ul><ul><li>Academic forms of language. </li></ul><ul><li>Development competence in written stylistics. </li></ul><ul><li>Purpose instruction. </li></ul><ul><li>The method does not seem appropiate for advance students. </li></ul>
  6. The Multiple Approach Background <ul><li>Introduced by Sauze 1920s. </li></ul><ul><li>Fundamental form of Direct Method in XIX and XX. </li></ul><ul><li>Adult learning is different as Child manner. </li></ul>
  7. The Multiple Approach Major Characteristics 1. Language is generated. 2. Language is also culture. 3. Target Language exclusively as Instruction. 4. Single emphasis. 5. All for skill should be taught at the sametime. 6. Grammar is taught inductively. 7. Question-answer exchange.
  8. The Multiple Approach Proficiency Orientation <ul><li>It is an adaptation of the Direct Method. </li></ul><ul><li>Oriented toward everyday vocabulary and situation. </li></ul><ul><li>Method is quite teacher centered. </li></ul><ul><li>Teacher question limits. </li></ul><ul><li>Students are encouraged to create language. </li></ul><ul><li>Very little opportunity for communicative exchange. </li></ul>
  9. The Multiple Approach Potencial Drawbacks <ul><li>Strong Emphasis on teacher centered. </li></ul><ul><li>Questioning Techniques. </li></ul><ul><li>Student develop: fluency, flexibility and creative. </li></ul><ul><li>Work with small-groups. </li></ul><ul><li>Paired communication activities. </li></ul>

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