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Didactica
- 1. Group Members: Cartagena Diana Cedeño Gina Coronel Estefania Molina Carla Olmedo Samantha Umaquinga Alex TEACHING METHODS
- 2. GRAMMAR TRANSLATION METHOD WHAT IS IT? Makes use of translation and grammar study as the main teaching and learning activities
- 3. HISTORY Dates back to Erasmus 1466-1536 originally used to teach Latin and Greek in the late 19thand early 20thcenturies
- 4. CHARACTERISTICS Consists in transalating passages from one language into another. Vocabulary in the target language is learned through direct translation Little or no attention is given to pronunciation Grammar is taught with extensive explanations in the native language
- 5. TECHNIQUES Translation of a literary passage Antonyms synonyms Deductive application of rule Fill in the blank Memorization Use the words in sentences
- 6. . ADVANTAGES Easier to teach Does not require teachers to speak good English. Students learn english without talking with a native speaker. DISADVANTAGES Students lack comprehensin only translating word-for-word Students do not learn to read or have an extensive Very little student/teacher interaction
- 7. STUDENTS ROLE Do as the teacher says. Learners interact with the teacher, not with each other. What does the student do?
- 8. TEACHERS ROLE Make students able to read literature Authority students need to learn grammar rules and vocabulary The teacher should provide good mental exercise
- 9. GOUIN AND THE SERIES METHOD Is a sequence of sentences describing a certain topic or theme. The sentences have to be related with the topic.
- 10. HISTORY Began in the late 1800´s Francois gouin was a french teacher He tried to learn german, so he:
- 11. He still couldn´t LEARNING A NEW LANGUAGE IS TRANSFORMING PERCEPTION INTO CONCEPTS When he saw his nephew, he figured it out
- 12. CHARACTERISTICS Teaches directly it's more important to learn sentences to speak than words Verbs are the key elements in LEARNING: No more than 6-8 sentences with a Leghth of 7-8 sillables NO TRANSLATION NO GRAMMAR NO GRAMMAR EXPLANATIONS
- 13. Choose a function or context Select expressions Order logically Associate actions with each statement Illustrate with visuals
- 14. TECHNIQUES Repetition Oral parctice pantomimies
- 15. ADVANTAGES No complication in teaching grammar The topics learn are easy do to the facility it most be to learn. DISADVANTAGES When it comes to forming new sentences,not always will it be easy to structure because of the lak od grammnar they have.
- 16. STUDENTS ROLE Students will be bale to conect a serie sof sentences in the same tense. Learn more vocabulary new word.
- 17. TEACHERS ROLE Explain orally Explain using one tense at a time DOES NOT TRANSALTE
- 18. DIRECT METHOD Also known as the natual method, because it conects the meaning with the target
- 19. HISTORY It was established in Germany and France around 1900 One of its main proponents was the German Maximilian Berlitz
- 20. CHARACTERISTICS Teaches concepts and vocabulary through pantomiming, real-life objects and other visual materials Teaching grammar by using an inductive approach Centrality of spoken good pronunciation Active students
- 21. TECHNIQUES INSTRUCTION IN FOREING LANLUAGE EVERYDAY VOCABULARY ORAL COMMUNICATION QUESTION & ANSWER GRAMMAR
- 23. ADVANTAGES It teaches language in the same way the mother tongue is acquired Its technique develop a new and funner way of teaching DISADVANTAGES It may be a lit too much when tryiong to explain to little ones. . Its a complete method that will teach and guarantee
- 24. STUDENTS ROLE Students are very active. Oral communication skills are emphasized There is a large amount of Learner-Learner interaction.
- 25. TEACHERS ROLE Direct class activities Encourage students to participate in class and corrects their mistakes immediately students and teacher are partners in the learning process. Give confidence to students so that they can ask if they dont undersatnd something. Uses various techniques, tries to get students to self-correct
- 26. AUDIOLINGUAL METHOD Emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation.
- 27. HISTORY It was introduced in the UnitedStates in the 1940’s. During the Second World War. The U.S.government found it a great necessity to set up a speciallanguage-training program to supply the war withlanguage personnel.
- 28. CHARACTERISTICS New vocabulary and structural patterns are presented through dialogues. The dialogs are learned through imitation and repetition Grammar is induced from the examples given Explicit grammar rules are not provided Students’ reading and written work is based upon the oral work they did earlier.
- 29. ADVANTAGES It aims at developing listening and speaking skills It´s easy to teach even in big class group The students can imitate the way of native speaker in pronounce DISADVANTAGES The failure to teach long-term communicative proficiency. Memorizing and drilling also only create the students’ habits not their competences
- 32. STUDENTS ROLE Listen to the teacher, imitating, responding, performing controlled tasks Students play a reactive role by responding stimuli Students have little control over the content
- 33. TEACHERS ROLE Teacher-dominate the method Teachers control the direction and place of learning Monitors Instruct the students the right way.
- 34. COGNITIVE CODE LEARNING Cognitive-code learning refers to a theory of second language teaching and learning developed in 1960s There are two Theoretical models:
- 35. HISTORY Chompsky was the man who revolutionized in linguistics . Development of a second language as a combination of skills
- 36. B. Carroll and Kenneth Chastain promotedthe cognitive- code approach to the study of a second language as an alternative to the audio-lingual method.
- 37. ADVANTAGES A good foundation for elementary level So whatever the teacher knowS that's the only things the students can learn.
- 38. TEACHERS ROLE Build on what the students already know Help the students relate new material with themselves, their life experiences, and their previous knowledge Use graphic and procedures
- 39. STUDENTS ROLE The student acquires greater responsibility for their own learning Learn from their own errors