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Mahdie Hosseini Comparison of the grammar translation method& directmethod & audio lingual method
22• GTM: the students should be able to read       literature written in the target       language.• DM: the students shou...
role of the teacher & the          student• GTM: the teacher is the authority in the        classroom.        the students...
role of the teacher & the         student• ALM: the teacher direct and control the        language behavior of the student...
characteristic of teaching/     learning process• GTM: -student are taught to translate from        one language into anot...
characteristic of teaching/     learning process• DM: -students need to associate meaning       with the target language d...
characteristic of teaching/     learning process• ALM:-New vocabulary and structural       patterns are presented through ...
the nature of student-teacher    interaction & student-student             interaction• GTM: teacher to students.        l...
the feeling of the student• GTM,DM,ALM:    THRE IS NO PRINCIPLE OF THESE    METHODS THAT RELATED TO THIS                AREA
how is the language            viewed?• GTM: literary language is considered.• DM: language is primarily spoken not      w...
how is culture viewed?• GTM: culture is viewed as consisting of        literature and the fine arts.• DM: they study the h...
what areas of language are       emphasized?• GTM: vocabulary and grammar• DM: vocabulary• ALM: sound system and grammatic...
what language skills are        emphasized?• GTM: reading and writing• DM: reading, writing, speaking, listening• ALM: lis...
what is the role of the students’       native language?• GTM: the students native language is        mostly used• DM: the...
how is evaluation         accomplished?• GTM: written tests in which students are        asked to translate.• DM: we did n...
how does the teacher respond to students errors?• GTM: the teacher gives them correct        answer.• DM: the teacher trie...
Coparison of three teaching methods
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Coparison of three teaching methods

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  • Not good, similar points are mentioned in different structure
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  • This is taken from 'Techniques & Principles in Language Teaching' by Diane Larsen-Freeman and Marti Anderson, isn't it?
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  • like it :)
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  • Mahdie Hosseini
  • Mahdie Hosseini
  • Mahdie Hosseini
  • Mahdie Hosseini
  • Mahdie Hosseini
  • Transcript of "Coparison of three teaching methods"

    1. 1. Mahdie Hosseini Comparison of the grammar translation method& directmethod & audio lingual method
    2. 2. 22• GTM: the students should be able to read literature written in the target language.• DM: the students should learn how to communicate in the target language.• ALM: the student should be able to use the target language communicatively .
    3. 3. role of the teacher & the student• GTM: the teacher is the authority in the classroom. the students do as she says so they can learn what she knows.• DM: the students and teachers are more like partners in the teaching-learning process.
    4. 4. role of the teacher & the student• ALM: the teacher direct and control the language behavior of the students. The students follow the teacher’s direction and respond as accurately and as rapidly as possible.
    5. 5. characteristic of teaching/ learning process• GTM: -student are taught to translate from one language into another. -students study grammar deductively. -students memorize native language equivalents for target language vocabulary words.
    6. 6. characteristic of teaching/ learning process• DM: -students need to associate meaning with the target language directly. -Grammar is taught inductively. -the syllabus used in direct method is based upon situation or topic. -student practice vocabulary by using new words in complete sentences.
    7. 7. characteristic of teaching/ learning process• ALM:-New vocabulary and structural patterns are presented through dialogues. -The dialogues are learned through imitation and repetition. -Grammar is induced from the examples given -cultural information is contextualized in dialogues or presented by the teacher -Student’s reading and written work is based upon the oral work they did earlier.
    8. 8. the nature of student-teacher interaction & student-student interaction• GTM: teacher to students. little student initiation and little student-student interaction.• DM: teacher to student & student to teacher students converse with one another.• ALM: teacher and student student to student : in chain drills: teacher-
    9. 9. the feeling of the student• GTM,DM,ALM: THRE IS NO PRINCIPLE OF THESE METHODS THAT RELATED TO THIS AREA
    10. 10. how is the language viewed?• GTM: literary language is considered.• DM: language is primarily spoken not written.• ALM: everyday speech is emphasized and comprises several different levels: phonological, morphological, syntactic.
    11. 11. how is culture viewed?• GTM: culture is viewed as consisting of literature and the fine arts.• DM: they study the history, geography and daily lives of the speakers of the language.• ALM: culture consists of the everyday behavior and lifestyle of the target language speakers.
    12. 12. what areas of language are emphasized?• GTM: vocabulary and grammar• DM: vocabulary• ALM: sound system and grammatical pattern.
    13. 13. what language skills are emphasized?• GTM: reading and writing• DM: reading, writing, speaking, listening• ALM: listening, speaking, reading, writing(natural order)
    14. 14. what is the role of the students’ native language?• GTM: the students native language is mostly used• DM: the students’ native language should not be used in the classroom.• ALM: the target language is used in the classroom.
    15. 15. how is evaluation accomplished?• GTM: written tests in which students are asked to translate.• DM: we did not actually see any formal evaluation in the class we observed.• ALM: the answer to this question is not obvious.
    16. 16. how does the teacher respond to students errors?• GTM: the teacher gives them correct answer.• DM: the teacher tries to get students to self-correct.• ALM: students errors are to be avoided if at all possible.
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