Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

ITEPS ESL EFL EAL Teaching Methods - Grammar Translation

805 views

Published on

Presentation for Year 1 student-teachers training to be primary teachers for international schools. An explanation of Grammar translation as a second language teaching methods.

Published in: Education
  • Be the first to comment

ITEPS ESL EFL EAL Teaching Methods - Grammar Translation

  1. 1. http://iteps.eu/
  2. 2. input & output • comprehensible input - Krashen (1985) • comprehensible output – Swain (1985) Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman. Swain, M. (1985). Communicative competence: some roles of comprehensible input and output in its development. In S. Gass & C. Madden (eds.), Input in second language acquisitions (pp. 235-53). Rowley, MA: Newbury House.
  3. 3. Minchin, T. (2013, September 25). Occasional address. [Video file and blog post]. Retrieved from http://www.timminchin.com/2013/09/25/occasional-address/
  4. 4. Grammar-translation teachers • explain grammar rules • speak L1 students • translate words and texts • do grammar exercises • focus on words and sentences
  5. 5. grammar • most controversial and least understood • chains and slots – We are not at home. – I am at school. – She is in the hospital. – We are satisfied with the explanation today. Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education.
  6. 6. grammar “No man can run speedily to the mark of language that is shackled … with grammar precepts” Webbe, J. (1622) Grammar as a hindrance to learning Latin. Modern Language notes xxvi(2). Retrieved from http://archive.org/stream/jstor-2916785/2916785_djvu.txt
  7. 7. Grammar-translation • creates unconfident speakers • hinders development of communication skills • no theory or reserach to support! Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Education.
  8. 8. grammar • Easy to teach and easy to test • Focus on grammar rules can damage communication skills • Grammar will be picked up through use of language • Our main aim is to set up an effective language learning process
  9. 9. grammar • I sleep well • I am sleeping well
  10. 10. grammar • I sleep well • I am sleeping well
  11. 11. grammar • I sleep well … all the time • I am sleeping well … for the last few days/weeks/months
  12. 12. Grammar-translation how much… how many…
  13. 13. more to language than grammar • Ik ben in het water gevallen • Ik ben in de sloot gevallen 14
  14. 14. • Ik ben in het water gevallen. • Ik ben in de sloot gevallen. • Ik ben in de liefde gevallen. 15 more to language than grammar
  15. 15. • Ik ben in het water gevallen. • Ik ben in de sloot gevallen. • Ik ben in de liefde gevallen. • Ik ben in de aap gelogeerd. 16 more to language than grammar
  16. 16. grammar vs vocabulary I said “een acorn viel op mijn hoofd” Trude heard “een eekhoorn viel op mijn hoofd” “op mijn hoofd heeft een eikel gevallen”
  17. 17. grammar “I had a lot of real-world material in me, believe you me” J.K. Rowlings - internationally published author trust you me walk you me build you me write APA reference for this, available from http://www.newyorker.com/magazine/2012/10/01/mugglemarch
  18. 18. grammar Julie Bytheway’s personal belief: Grammar-rule explanations are like sex education: answer questions and provide information as required write APA reference for this
  19. 19. translate from Dutch into English Er loopt een rode draad door mijn lessen. Ein roter Faden zieht sich durch meine Unterrichtsstunde.
  20. 20. Grammar-translation (A. Koenderink, personal communication, February 21, 2011)
  21. 21. Communicative methods (A. Koenderink, personal communication, February 21, 2011)
  22. 22. grammar deductive rule-driven inductive discovery Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education
  23. 23. deductive / rule-driven advantages • saves time • respects adult learners • meets learners’ expectations disadvantages • lowers motivation • too complex for children • long explanations • receptive learning • short-term memory • learning process = knowing rules inductive / discovery advantages • add to exisiting knowledge • meaningful • long-term memory • active learning, deep learning • patterns, problem solving • increases autonomy disadvantages • takes time • incorrect • long lesson preparation • language can be difficult
  24. 24. positive and negative second language learning experiences

×