Direct method and series method
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The document discusses the Direct Method of language teaching. It was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. Key aspects of the Direct Method include using only the target language in the classroom, teaching grammar inductively without explicit rules, focusing on speaking before reading and writing, and immersing students in everyday language use and culture.
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Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method where learners listen to instructions in the target language and perform physical actions. It is based on the belief that language is learned most effectively by comprehending language without pressure to produce it. Key principles of TPR include using movement to enhance memory, imperatives to provide instruction, and developing comprehension before production. TPR has advantages like being memorable and engaging for kinesthetic learners, but has limitations for teaching abstract concepts and prioritizing receptive over productive skills.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
The Grammar Translation Method
The grammar-translation method focuses on teaching grammar rules and translating texts between the native and target languages. It was originally used to teach classical languages through reading and writing. Key principles include an emphasis on accuracy over fluency, learning vocabulary through direct translation, and discussing readings in the native language. Grammar is taught deductively through explanations in the native language and applying rules to translations.
The Audio-Lingual Method
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
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Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method where learners listen to instructions in the target language and perform physical actions. It is based on the belief that language is learned most effectively by comprehending language without pressure to produce it. Key principles of TPR include using movement to enhance memory, imperatives to provide instruction, and developing comprehension before production. TPR has advantages like being memorable and engaging for kinesthetic learners, but has limitations for teaching abstract concepts and prioritizing receptive over productive skills.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
The Grammar Translation Method
The grammar-translation method focuses on teaching grammar rules and translating texts between the native and target languages. It was originally used to teach classical languages through reading and writing. Key principles include an emphasis on accuracy over fluency, learning vocabulary through direct translation, and discussing readings in the native language. Grammar is taught deductively through explanations in the native language and applying rules to translations.
The Audio-Lingual Method
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
The Natural Approach
This document summarizes the key aspects of the Natural Approach developed by Stephen Krashen and Tracy Terrell. The Natural Approach focuses on meaningful communication through comprehensible input in the target language. It emphasizes acquiring language through exposure rather than conscious learning of grammar rules. The teacher acts as a facilitator who creates a low-anxiety environment rich with activities to promote comprehension and communication.
Approaches and Methods for Language Teaching
This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.
The oral approach and situational language teaching
The document discusses the oral approach and situational language teaching methods. It provides background on the origins of these approaches from British applied linguists in the 1920s-1930s. The key aspects are vocabulary control, grammar control, and teaching language situational through a systematic selection, gradation, and presentation of content. The approaches emphasize beginning with oral language, using the target language in class, introducing new points situational, and a focus on vocabulary and grammar sequencing. Lessons follow a pattern of presenting new structures, practicing them through drills and repetition, and moving to freer use across skills. The conclusions note this built upon established techniques and offered a practical methodology for many contexts.
Total Physical Response
Here I am sharing my presentation of paper no-12 English Language Teaching. It is submited to Department of English Dr. Dilip Barad.
Silent way
The Silent Way teaching methodology developed by Caleb Gattegno in the 1960s emphasizes learner independence and autonomy. It is based on the premise that the teacher should be silent as much as possible to encourage student language production. Pronunciation is fundamental, and specialized teaching materials like Cuisenaire rods are used to help students learn without translation or repetition. While the full Silent Way is rarely used, its focus on learner-centeredness and pronunciation continues to influence language teaching.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
What is CLT?
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
The audio lingual method
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Total Physical Response
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Grammar Translation Method (G.T.M)
The grammar translation method focuses on learning grammar rules and their application through translation between the target and native languages. Vocabulary is learned through direct translation of word lists and little teaching is done in the target language. Classes are taught in the native language with an emphasis on reading, writing, and translation accuracy over fluency. Exercises include translating passages, answering reading comprehension questions, and applying grammar rules through fill-in-the-blank and sentence translation activities.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Elt methods and approaches
The document discusses four major methods of teaching English as a foreign language: the Grammar-Translation Method, Direct Method, Audio-Lingual Method, and Silent Way Method. It provides background information and characteristics of each method, including their theoretical foundations, principles, techniques used, advantages, and criticisms. The four methods represent major historical approaches to foreign language teaching.
Coparison of three teaching methods
The document compares three language teaching methods: the grammar translation method (GTM), the direct method (DM), and the audio-lingual method (ALM). GTM focuses on grammar rules and translation, DM emphasizes spoken communication, and ALM uses repetition of dialogues to teach grammar and vocabulary. The teacher's role and student interaction differ between the methods. GTM has the teacher as the authority while DM encourages student-teacher and student-student interaction. ALM has the teacher controlling student language behavior through drills.
Direct method
The document discusses the Direct Method approach to teaching foreign languages. Some key points:
1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language.
2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction.
3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice.
4) While
Direct Method (DM) of Language Teaching
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
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The Natural Approach
This document summarizes the key aspects of the Natural Approach developed by Stephen Krashen and Tracy Terrell. The Natural Approach focuses on meaningful communication through comprehensible input in the target language. It emphasizes acquiring language through exposure rather than conscious learning of grammar rules. The teacher acts as a facilitator who creates a low-anxiety environment rich with activities to promote comprehension and communication.
Approaches and Methods for Language Teaching
This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.
The oral approach and situational language teaching
The document discusses the oral approach and situational language teaching methods. It provides background on the origins of these approaches from British applied linguists in the 1920s-1930s. The key aspects are vocabulary control, grammar control, and teaching language situational through a systematic selection, gradation, and presentation of content. The approaches emphasize beginning with oral language, using the target language in class, introducing new points situational, and a focus on vocabulary and grammar sequencing. Lessons follow a pattern of presenting new structures, practicing them through drills and repetition, and moving to freer use across skills. The conclusions note this built upon established techniques and offered a practical methodology for many contexts.
Total Physical Response
Here I am sharing my presentation of paper no-12 English Language Teaching. It is submited to Department of English Dr. Dilip Barad.
Silent way
The Silent Way teaching methodology developed by Caleb Gattegno in the 1960s emphasizes learner independence and autonomy. It is based on the premise that the teacher should be silent as much as possible to encourage student language production. Pronunciation is fundamental, and specialized teaching materials like Cuisenaire rods are used to help students learn without translation or repetition. While the full Silent Way is rarely used, its focus on learner-centeredness and pronunciation continues to influence language teaching.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
What is CLT?
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
The audio lingual method
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Total Physical Response
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Grammar Translation Method (G.T.M)
The grammar translation method focuses on learning grammar rules and their application through translation between the target and native languages. Vocabulary is learned through direct translation of word lists and little teaching is done in the target language. Classes are taught in the native language with an emphasis on reading, writing, and translation accuracy over fluency. Exercises include translating passages, answering reading comprehension questions, and applying grammar rules through fill-in-the-blank and sentence translation activities.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Elt methods and approaches
The document discusses four major methods of teaching English as a foreign language: the Grammar-Translation Method, Direct Method, Audio-Lingual Method, and Silent Way Method. It provides background information and characteristics of each method, including their theoretical foundations, principles, techniques used, advantages, and criticisms. The four methods represent major historical approaches to foreign language teaching.
Coparison of three teaching methods
The document compares three language teaching methods: the grammar translation method (GTM), the direct method (DM), and the audio-lingual method (ALM). GTM focuses on grammar rules and translation, DM emphasizes spoken communication, and ALM uses repetition of dialogues to teach grammar and vocabulary. The teacher's role and student interaction differ between the methods. GTM has the teacher as the authority while DM encourages student-teacher and student-student interaction. ALM has the teacher controlling student language behavior through drills.
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Direct method
The document discusses the Direct Method approach to teaching foreign languages. Some key points:
1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language.
2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction.
3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice.
4) While
Direct Method (DM) of Language Teaching
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
The grammar translation method
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s.
The oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
The Direct Method in Language Teaching
The document summarizes the Direct Method approach to language teaching. It was developed in the late 19th century as an alternative to the Grammar Translation Method. Some key points of the Direct Method include: exclusively using the target language, inductive grammar instruction, emphasizing oral skills and communication over translation, and basing lessons on everyday vocabulary and real-world topics rather than linguistic rules. Techniques include reading aloud, question-answer exercises, and conversation practice.
Situational language teaching
Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.
Grammar Translation Method
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
The silent way Approach
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
Situational language teaching
Situational language teaching is an approach developed by British linguists in the 1930s-1960s that focuses on teaching language through oral practice of vocabulary and grammar in real-world situations. It is based on behaviorist learning theory and emphasizes introducing language points orally before presenting them in written form. Key characteristics include using the target language in the classroom, practicing new language points situationally, and gradually introducing reading and writing after an oral basis is established. Both teachers and materials utilize real objects, pictures, and gestures to design activities for learners to practice pronunciation, revision, and oral exercises.
The Natural Approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell. It is based on theories of how natural language is acquired. Key principles include:
1) Language is acquired through understanding messages, not conscious learning of grammar rules.
2) Students should receive large amounts of comprehensible input through activities focused on meaning, not production.
3) A relaxed environment helps lower students' anxiety levels so they can acquire language more easily.
Communicative language teaching method(1)
Communicative language teaching is a method based on the idea that language is used for communication. The goal is for students to develop communicative competence through engaging in meaningful tasks and real-world language use. The teacher facilitates communication between students and guides them, while students actively practice communicating. Activities include role plays, games, and using authentic materials. Errors are tolerated as students focus on fluency over accuracy.
Total Physical Response (TPR Method)
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher based on his observations of how children acquire their first language. TPR teaches language through physical actions in response to verbal commands. Students listen and then perform actions commanded by the instructor in the target language without having to vocally respond themselves. TPR is often used with beginners and young learners to develop listening comprehension and vocabulary through coordinated speech and movement before introducing speaking.
Direct teaching presentation rc
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century. The Direct Method teaches language through use of the target language exclusively in the classroom, without translation. Grammar is learned inductively through examples and practice, not explicit rule explanations. Vocabulary is taught through demonstration and everyday contexts rather than memorization. The goal is practical communication skills through oral interaction and self-correction.
Grammar translation method presentation
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Audiolingual Method
The audiolingual method was widely used in the 1950s and 1960s to teach language. It was based on behaviorism and believed that language skills are learned through habit formation from oral presentation and positive reinforcement. The goals of this method were accurate pronunciation, grammar, quick responses in speech, and sufficient vocabulary. Teachers used dialogues, drills, and pattern practices with repetition and substitution to help students develop correct habits without mistakes.
Community language learning [ CLL ]
Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
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Similar to Direct method and series method
Direct method.pptx
The direct method, also known as the natural method, teaches foreign languages using only the target language without translation. It emphasizes teaching pronunciation and having students learn through demonstration, interaction, and immersion rather than being taught grammar rules. Some principles are using real-world objects to demonstrate meaning, encouraging students to communicate and self-correct, and inductively teaching grammar.
The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
Direct method
The document discusses the direct method of teaching English. It originated in Germany and France in the 19th century as a contrast to the grammar-translation method. The direct method teaches English using only the target language, through demonstration, pictures, and inductive grammar instruction. It focuses on oral communication skills and emphasizes correct pronunciation and grammar. Classroom instruction is conducted exclusively in English. However, it may not be effective for large class sizes and does not focus on reading and writing skills. The teacher's role is to use objects and actions to illustrate concepts and have students practice questioning and answering in English.
Method of teaching
The direct method is a foreign language teaching technique developed in the 19th century as an alternative to the grammar translation method. It immerses learners in the target language from the beginning. Key principles include using only the target language, teaching grammar inductively through examples, prioritizing speaking practice over reading and writing, situating language in realistic contexts, and encouraging thinking in the target language. Strategies incorporate reading aloud, self-correction, conversation practice through questioning, fill-in-the-blank exercises, and dictation.
Dm
The direct method of teaching foreign languages was developed in response to limitations of the grammar translation method. It focuses on developing oral communication skills in the target language and refrains from using the learner's native language. Key principles include using the target language exclusively, teaching grammar inductively, and focusing on pronunciation. The teacher acts as a facilitator rather than instructor, and students learn through demonstrations, questions, and spontaneous use of the language.
thedirectmethod-141028041504-conversion-gate02.pdf
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate rather than explain or translate, and students inductively learn grammar through examples and exercises like reading aloud, question-answering, and fill-in-the-blanks. Correct pronunciation and everyday vocabulary and sentences are emphasized over explicit grammar rules.
the use and principles direct method.pptx
The Direct Method was developed in reaction to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in class. Teachers demonstrate rather than explain or translate, and students induce grammar rules through examples and exercises. New vocabulary is taught through known words and demonstrations, pronunciation and grammar are emphasized, and the goal is effective communication in the target language.
Chapter v “Approaches to Language Teaching”
This document summarizes several different language teaching methods:
- Grammar-Translation focuses on explicit grammar instruction and translation exercises from the native to target language.
- Audiolingualism uses drills and repetition of example dialogues to teach structures and vocabulary.
- The Direct Method aims to use only the target language in instruction to increase exposure and practice.
- The Natural Approach prioritizes comprehensible input and delays error correction to reduce student anxiety.
- Total Physical Response uses physical actions in response to commands to help students understand spoken language before speaking.
- Suggestopedia incorporates relaxation techniques like rhythmic breathing to create an environment more open to suggestion and language acquisition.
El metodo directo
The document discusses the Direct Method, an approach to foreign language teaching that was developed in the late 19th century as an alternative to the Grammar Translation Method. Some key principles of the Direct Method are conducting instruction only in the target language, teaching vocabulary through pictures and examples rather than translation, and focusing on speaking before reading and writing. The method aims to immerse students in the language and have them learn through examples and practice rather than relying on rules. It also bans translation and aims to teach grammar inductively by having students deduce rules from examples.
power point: Direct method by zuliana_nurbalinda
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
Direct approach
The direct method was a reaction to the grammar-translation method and focused on using only the target language in instruction. It emphasized spoken language and taught vocabulary through demonstration and pictures before introducing grammar inductively. Some key figures who adopted this approach were Gottlieb Heness, Lambert Sauveur, and Maximilian Berlitz, who founded language schools using these principles. The direct method's strengths included following a natural learning process and emphasizing communication skills, while weaknesses included a lack of structural practice and risk of incorrect rule induction.
DIRECT METHOD VS GRAMMAR TRANSLATION
The document discusses two methods of foreign language teaching:
1. The Grammar Translation Method emphasizes translation and grammar study over communication. It was commonly used in the 19th century but has disadvantages like inhibiting free expression.
2. The Direct Method aims to teach language directly without translation. It focuses on oral communication, vocabulary, and pronunciation. While more effective for language acquisition, it has limitations like difficulty with abstract concepts and lack of written work.
The document provides examples of teachers using activities from each method in their classrooms, highlighting their different approaches to teaching English as a foreign language.
21 st century teaching language approaches
The document discusses the history and key aspects of various language teaching approaches. It begins by describing early approaches like the Grammar Translation Approach used for Latin and Greek. It then outlines several subsequent approaches that reacted to perceived limitations, including the Direct Method, Reading Approach, and Audio-Lingual Approach. Later sections summarize the Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach, and Communicative Approach. The summary emphasizes that approaches evolved in response to prior limitations and that modern approaches are grounded in theories of language learning and use.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Direct method zuliana_nurbalinda
The Direct Method was created in the 19th century as an alternative to the Grammar-Translation Method. It seeks to immerse students in the target language in the same way they learned their first language. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids. Speaking is taught before reading and writing, using realistic everyday situations. Strategies include reading aloud, question-and-answer exercises, self-correction, conversation practice, fill-in-the-blank exercises, and dictation. The teacher's role is as a demonstrator, facilitator, partner, and monitor, while students are active learners, observers, and practitioners.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and dramatization to associate words and phrases with their meanings. It aims to build direct relations between experience and language.
2. It was developed in the early 1900s in response to issues with the Grammar Translation Method. It uses only the target language in instruction and refrains from translating into students' native languages.
3. Techniques include question-answer exchanges, dictation, reading aloud, map drawing, and paragraph writing. Grammar is taught inductively and oral communication is emphasized over other skills.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and immersion in the target language. Grammar is taught inductively.
2. Class is conducted exclusively in English, focusing on oral communication through questioning and answers between students and teachers.
3. While initially popular, the Direct Method fell out of favor due to difficulties with implementation in public schools due to constraints like budget, class size, teacher qualifications, and lack of focus on reading and writing.
Armedia Wiratama (16108810013)
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
Second language and Direct approach
The direct approach aims to immerse learners in the target language similarly to first language acquisition. All instruction is conducted exclusively in the target language without translation. Grammar is taught inductively, vocabulary is taught through demonstration and real-world objects, and an emphasis is placed on oral communication and self-correction. The goal is for learners to start thinking in the target language as soon as possible.
Similar to Direct method and series method (20)
thedirectmethod-141028041504-conversion-gate02.pdf
thedirectmethod-141028041504-conversion-gate02.pdf
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Direct method and series method
- 2. The Direct Method of language teaching is also called: The Reform Method The Natural Method The Anti- Grammatical Method The Berlitz Method
- 3. The Direct Method was developed by Maximilian Berlitz as a reaction to the Grammar Translation Method. It sought to immerse the learner in the same way as when the first language is learnt.
- 5. - No translation is allowed - No use of the L1
- 6. Meaning should be connected directly with the second language through demonstration and visual aids.
- 7. This method argues that a foreign language can be taught without translation, unlike the argument of the Grammar-Translation Method.
- 8. Rather than translating the teaching material, the teacher is expected to directly use the target language in class because a language can best be taught by using it actively in the classroom.
- 10. 1. The only available languaje is the target language. NEVER TRANSLATE: DEMONSTRATE
- 11. 2. Grammar is taught inductively. There may never be an explicit grammar rule given. DO NOT GIVE RULES: MAKE THEM FIGURE OUT THE RULE.
- 12. 3. Speaking is taught first before reading and writing. Students should speak at least 80% of the time during the lesson.
- 13. 4. The learner is actively involved in using the languaje in realistic everyday situations. Students are intruduced to the ways of life of L2 .
- 14. 5. Students are encouraged to think in the target languaje. NOTE: The teacher and learners are partners in the classroom. Teacher / learner interaction Learner /learner interaction
- 16. Students take turns reading sections of a passage, a play or a dialogue out loud.
- 22. Is a strategy that weaves culture into languaje production and presents cultural practices in the target languaje. The language is expression.
- 23. Originated by Francois Gouin Is a sequence of six to eight phrases describing a predictable process, such as preparing a target culture dish, making a purchase, or going through customs.
- 24. Moves students from receptive to productive language. May cover a range of contexts including a cultural practice, appropiate behavior in a particular situation or classroom process. Role of the teacher: offer students series of connected sentences.
- 25. Choose a function or context Select expressions Order logically Associate actions with each statement Illustrate with visuals
- 26. No more than 6-8 sentences Leghth of 7-8 sillables Verbs that can be acted out Vocabulary easy visualized Logical sequence Same person and tense in all sentences *the vocabulary is complex but easy to understand and remember.
- 27. Teacher presents orally using words, pantomime and props Teacher repets orally, class joins in with pantomime but now words Class pantomimes series as teacher repeats orally without actions Class imitates series orally and with actions
- 28. NO TRANSLATION NO GRAMMAR NO GRAMMAR EXPLANATIONS