Direct method By Katherine Camacho
•
1 like•431 views
The Direct Method was established in Germany and France around 1900 as a contrast to traditional Grammar-Translation methods of language teaching. It immerses learners in the target language similarly to how a first language is acquired, with all teaching done in the target language through oral interaction and without using the learner's native language. Grammar is taught inductively with a focus on speaking and listening everyday language. While initially popular, the Direct Method fell out of favor due to its assumption that a second language is acquired the same as a first, when the conditions are actually very different. It paved the way for the later Audio-Lingual Method.
Report
Share
Report
Share
Recommended
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Direct method
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
The role of universal grammar in first and second language acquisition
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
The universal grammar approach
This document discusses Noam Chomsky's theory of Universal Grammar and its implications for first and second language acquisition. Some key points:
- Chomsky proposed that all humans are born with an innate, universal grammar that explains underlying linguistic knowledge. This helps explain why language acquisition follows similar developmental patterns across languages.
- Universal Grammar consists of principles that are universal across languages and parameters that can vary between languages. Learners need only set parameter values based on the language input.
- Evidence from first language acquisition supports the idea that children arrive at complex grammatical rules too quickly to learn from input alone, suggesting an innate linguistic system.
- Universal Grammar can account for both first and second language acquisition, as second language
Total physical response
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movements and actions in response to verbal commands to help students learn a new language. It is based on the theory that language is best learned through physical motor activity that traces memory connections in the brain. TPR focuses on beginner language learning through interactive physical activities but may have limitations for teaching abstract concepts or engaging shy students.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
First and second language acquisition
The document discusses various topics related to first and second language acquisition including different teaching methods, theories of second language acquisition, and characteristics of first language acquisition. It also covers the psychosocial aspects of language learning based on Piaget and Vygotsky's theories. Finally, it discusses social and discourse aspects of interlanguage as well as psycholinguistic aspects such as language transfer and processing operations.
Recommended
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Direct method
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
The role of universal grammar in first and second language acquisition
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
The universal grammar approach
This document discusses Noam Chomsky's theory of Universal Grammar and its implications for first and second language acquisition. Some key points:
- Chomsky proposed that all humans are born with an innate, universal grammar that explains underlying linguistic knowledge. This helps explain why language acquisition follows similar developmental patterns across languages.
- Universal Grammar consists of principles that are universal across languages and parameters that can vary between languages. Learners need only set parameter values based on the language input.
- Evidence from first language acquisition supports the idea that children arrive at complex grammatical rules too quickly to learn from input alone, suggesting an innate linguistic system.
- Universal Grammar can account for both first and second language acquisition, as second language
Total physical response
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movements and actions in response to verbal commands to help students learn a new language. It is based on the theory that language is best learned through physical motor activity that traces memory connections in the brain. TPR focuses on beginner language learning through interactive physical activities but may have limitations for teaching abstract concepts or engaging shy students.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
First and second language acquisition
The document discusses various topics related to first and second language acquisition including different teaching methods, theories of second language acquisition, and characteristics of first language acquisition. It also covers the psychosocial aspects of language learning based on Piaget and Vygotsky's theories. Finally, it discusses social and discourse aspects of interlanguage as well as psycholinguistic aspects such as language transfer and processing operations.
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.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Theories of language acquisition
The document discusses several theories of language acquisition:
- Behaviorism posits that language is learned through reinforcement but fails to explain innate language structures.
- Chomsky argued language has an innate "language acquisition device" based on limited language input children receive. However, it neglects the social context of language.
- Cognitive theories link language development to cognitive development but cannot fully explain syntax.
- Input/interactionist theories emphasize the importance of language interactions with caregivers, though children still progress through similar stages across cultures. Overall, the theories provide partial rather than complete explanations of language acquisition.
Language policy and planning
We looked at some basic and introductoty concepts in one of the most significant activities in applied linguistics: Language policy and planning
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Language teaching approaches
Language teaching approaches Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.The monitor model
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
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
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.
Monitor Model
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
task based language teaching TBLT
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
This document discusses theories of first language acquisition in children. It covers 3 main perspectives: behaviorist, innatist, and interactionist. The behaviorist view is that children learn language through imitation and reinforcement. The innatist perspective is that humans are biologically programmed for language. The interactionist view is that language develops through social interaction and is dependent on cognitive development. Child-directed speech and feedback from caregivers play an important role in most children acquiring language normally.
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
Second language acquisition
- Second language acquisition can occur through natural communication with others or through conscious learning. It is easier for children to acquire a second language, as there is often a "critical period" for language acquisition.
- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
Sociolinguistics, ch 9
This document provides an overview of key concepts in sociolinguistics. It discusses how sociolinguistics studies language variation and change in relation to social factors. Some key points covered include:
- Sociolinguistics examines how social factors like region, age, and gender correlate with linguistic differences.
- Languages have standardized and non-standard varieties, and sociolinguists look at issues of prestige and stigmatization.
- Researchers describe language variation through concepts like idiolects, sociolects, and linguistic variables.
- Phonological, grammatical, and lexical variation are all studied using descriptive tools from the different levels of language.
Innatism
This document discusses theories of second language acquisition, including Noam Chomsky's theory of Universal Grammar and Stephen Krashen's Monitor Model. Krashen's Monitor Model proposes that language is acquired through exposure to comprehensible input, not conscious learning of rules. It suggests language acquisition is a subconscious process, while learning involves conscious attention to form and rules. The focus should be on creating conditions for acquisition rather than learning.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
Contents page photoshoot plan
The document outlines plans for a photoshoot to illustrate a magazine contents page. It details shooting locations in Cleethorpes, equipment used including a Nikon D3200 camera and tripod, and dates for the photoshoot during November 2015. The goal is to capture images representing different sections of the magazine like fashion and places to visit in Cleethorpes beyond just beaches. One key image planned is of Cleethorpes Pier at night to symbolize the seaside town.
Here are pictures of all the equipment and
This document lists the various equipment and technologies used for video and photo production including a DSLR camera, Gorilla Pod, tripod, shoulder mount, Go Pro and head strap, Premier Pro video editing software, and Adobe Photoshop.
More Related Content
What's hot
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.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Theories of language acquisition
The document discusses several theories of language acquisition:
- Behaviorism posits that language is learned through reinforcement but fails to explain innate language structures.
- Chomsky argued language has an innate "language acquisition device" based on limited language input children receive. However, it neglects the social context of language.
- Cognitive theories link language development to cognitive development but cannot fully explain syntax.
- Input/interactionist theories emphasize the importance of language interactions with caregivers, though children still progress through similar stages across cultures. Overall, the theories provide partial rather than complete explanations of language acquisition.
Language policy and planning
We looked at some basic and introductoty concepts in one of the most significant activities in applied linguistics: Language policy and planning
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Language teaching approaches
Language teaching approaches Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.The monitor model
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
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
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.
Monitor Model
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
task based language teaching TBLT
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
This document discusses theories of first language acquisition in children. It covers 3 main perspectives: behaviorist, innatist, and interactionist. The behaviorist view is that children learn language through imitation and reinforcement. The innatist perspective is that humans are biologically programmed for language. The interactionist view is that language develops through social interaction and is dependent on cognitive development. Child-directed speech and feedback from caregivers play an important role in most children acquiring language normally.
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
Second language acquisition
- Second language acquisition can occur through natural communication with others or through conscious learning. It is easier for children to acquire a second language, as there is often a "critical period" for language acquisition.
- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
Sociolinguistics, ch 9
This document provides an overview of key concepts in sociolinguistics. It discusses how sociolinguistics studies language variation and change in relation to social factors. Some key points covered include:
- Sociolinguistics examines how social factors like region, age, and gender correlate with linguistic differences.
- Languages have standardized and non-standard varieties, and sociolinguists look at issues of prestige and stigmatization.
- Researchers describe language variation through concepts like idiolects, sociolects, and linguistic variables.
- Phonological, grammatical, and lexical variation are all studied using descriptive tools from the different levels of language.
Innatism
This document discusses theories of second language acquisition, including Noam Chomsky's theory of Universal Grammar and Stephen Krashen's Monitor Model. Krashen's Monitor Model proposes that language is acquired through exposure to comprehensible input, not conscious learning of rules. It suggests language acquisition is a subconscious process, while learning involves conscious attention to form and rules. The focus should be on creating conditions for acquisition rather than learning.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
What's hot (20)
SLA ,Learning Theories , Second language Aquisition
SLA ,Learning Theories , Second language Aquisition
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
Viewers also liked
Contents page photoshoot plan
The document outlines plans for a photoshoot to illustrate a magazine contents page. It details shooting locations in Cleethorpes, equipment used including a Nikon D3200 camera and tripod, and dates for the photoshoot during November 2015. The goal is to capture images representing different sections of the magazine like fashion and places to visit in Cleethorpes beyond just beaches. One key image planned is of Cleethorpes Pier at night to symbolize the seaside town.
Here are pictures of all the equipment and
This document lists the various equipment and technologies used for video and photo production including a DSLR camera, Gorilla Pod, tripod, shoulder mount, Go Pro and head strap, Premier Pro video editing software, and Adobe Photoshop.
Fonts
The document discusses font and color choices for a magazine cover. For fonts, the author wants to use three similar sans serif fonts for text, with a bolder font for the masthead to make it stand out. Sans serif fonts are chosen to seem more informal for the target audience of females aged 18-30. The chosen colors are purples and blues, as these were advised to suit the target audience better than other colors like pink. Blues represent qualities like trust and calmness, relating to the beach sunset cover image. Purples represent luxury, relevant to the magazine's luxury boutique shop contents. Darker blues and purples will mainly be used.
Jewellery design
The document discusses a jewelry design project where the student used everyday materials like foil, string, straw, paperclips and cotton buds to create accessories. The student particularly liked the look of a foil backed chain and decided to use that design for the final piece, but with smaller chains. Photoshop images were included to show sample designs.
Evaluation Q6 (1)
The document discusses various technologies used during the process of constructing a product. It describes 9 technologies used for research and planning: Blogger, YouTube, Prezi, PowerPoint, Dafont, SlideShare, Art of Title, Slidely. Technologies used for construction included Final Cut Pro, cameras, YouTube to MP3 converter. Technologies used for evaluation included Emaze, YouTube annotations, PowToon, and Slides. For each technology, a brief overview of how it was used and what was learned is provided.
Blood workshop
Group 8 created four types of fake blood for a workshop: 1) Green washing up liquid with red food colouring, 2) Golden syrup, water, cocoa and red food colouring, 3) Ketchup, golden syrup, red food colouring and water, and 4) Icing sugar. In their reflection, they determined icing sugar looked the most realistic while the cocoa blood looked the worst due to improper mixing of the cocoa into the solution.
Costume, props and make up research assignment 46
This document discusses costume and weapon choices for a slasher film based on influences from classic slasher movies. It recommends a dark costume inspired by Jason from Friday the 13th but updated for modern times. For victims, it suggests casual everyday clothing as seen in The Texas Chain Saw Massacre and Scream. A sharp blade or knife is recommended as the weapon, as prominently featured in films like Scream, Inside and the slasher subgenre in general.
Assignment 2: What is an OTS?
This document analyzes the opening title sequences of two films: Dawn of the Dead (2004) and 22 Jump Street (2014). It describes what is seen, heard, and felt in each OTS through bullet points. Similarities between the two OTS's include that they both set the scene, include the film title, and introduce the storyline. Differences include their different genres (horror vs. comedy) and use of music/sounds. The conclusion lists common elements generally expected in a film's opening title sequence, such as relating to the film, providing insight into the plot, including title and genre, and portraying narrative mystery.
Evaluation Q6
The document discusses various technologies used during the process of constructing a product. It describes 9 technologies:
1. Blogger - Used for research and planning, it allowed organizing work through blog posts.
2. Prezi - Also used for planning, it created neat presentations and was easy to embed.
3. Final Cut Pro - The editing software, it taught transitions and blending clips together smoothly.
4. Powtoon - An animation tool used for evaluation, it added unique interactivity like PowerPoint.
5. Other tools included Dafont for fonts, Slidely for image slideshows, and Emaze for interactive presentations.
6. Skills like using blades to trim clips
MohitBilakhia
Mohit Bilakhia is seeking a challenging position utilizing his experience as a DevOps Engineer. He has a B.E. in Computer Engineering from St. Francis Institute of Technology. He is currently working at ATOS India Pvt. Ltd. where his responsibilities include configuring continuous integration environments, performing build-deployment automation, and monitoring systems. His technical skills include Java, Linux, MySQL, Jenkins, and Nagios. He has worked on projects involving automated provisioning and testing cloud infrastructure.
Scream timeline
This title sequence introduces the production company and film title with the longest display times. It includes credits for the director, writer, producer, director of photography, and production designer, each displayed for under a second. A consistent sharp font is used throughout to create a scratchy, screaming effect, with the film title shown in an enlarged, stylized version at the end to help audiences remember it.
Audience research 1
The document discusses readership figures for different magazines to help understand target audiences. It provides readership statistics for ASOS magazine, Canary Wharf magazine, and Vogue magazine from industry sources. ASOS magazine has the highest circulation figure of 476,569 compared to 200,032 for Vogue and 53,512 for Canary Wharf. However, readership figures are typically higher than circulation as they estimate the number of actual readers rather than just copies distributed. The figures help inform the document's understanding of audiences for different types of magazines.
Viewers also liked (17)
Similar to Direct method By Katherine Camacho
Direct method by Carlos Cabezas
The Direct method is one of the English teaching methods. This method uses only the target language, while the native language is set aside.
Paper assignment approaches
This is my group's paper assignment for approaches and methods in TESOL for 5th semester in English Education Department at UNISNU Jepara
Directmethod 101025035619-phpapp01
The document discusses the Direct Method, a language teaching method developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach foreign languages in a similar way that children acquire their first language, through immersion in the target language without translation or explicit grammar instruction. Key features included using the target language exclusively, teaching vocabulary through examples rather than word lists, emphasizing pronunciation, and focusing first on oral skills. The document outlines the principles and strategies of the Direct Method and compares it to the Grammar Translation Method. It notes both its advantages in promoting communicative skills but also limitations that prevented widespread adoption.
Methodical-History-of-Language-Teaching-TEFL.pdf
The document summarizes the methodical history of language teaching from ancient to modern times. It traces the evolution of approaches from traditional grammar-focused methods to more recent research-driven and communicative techniques. Key methods discussed include the grammar translation method, direct method, audiolingual method, communicative language teaching, and more modern approaches like task-based learning, content and language integrated learning, and Dogme. The history is portrayed as a rich tapestry that has advanced based on developments in understanding how people acquire 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.
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 and gram
The direct method of teaching foreign languages refrains from using the learner's native language and uses only the target language. It focuses on developing oral skills through techniques like questioning and demonstration without translation. In contrast, the grammar-translation method uses the learner's native language and focuses on learning grammatical rules and translating sentences between the target and native languages to develop reading skills. It pays less attention to speaking and listening. While the direct method aims to build direct associations between language and experience, the grammar-translation method's goals are to enable reading literature and develop general mental discipline through translation.
Strategies.pptx
These are the 21st language learning strategies that every language educator should know. It will help you think of better strategies to make your class lively and not boring so that students can maximize their full potential
1 brief history of language teaching
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
Strategies to teach english
The document provides a historical overview of several methods and approaches that have been used to teach English as a second or foreign language over time. It discusses the grammar-translation method, the direct method, the audio-lingual method, suggestopedia, the silent way, total physical response, and the communicative approach. Each method is summarized in terms of its underlying principles and assumptions about language learning.
The Direct Method.ppt
The direct method summarizes an approach to teaching foreign languages that focuses on oral communication, vocabulary acquisition through exposure and demonstration rather than translation, and immersing students in the target language. Key aspects include using real-world situations and visual aids to directly associate meanings, emphasizing speaking practice over reading/writing, and having the teacher demonstrate through questioning rather than explaining or translating. The goal is for students to learn to think and communicate in the target language like a native speaker.
Methods_and_Approaches_in_ELT.pptx
The Audio-Lingual Method is based on behaviorist theories of language learning. It views language as habits that can be formed through conditioning and reinforcement. The method emphasizes oral proficiency and drills students in grammatical sentence patterns. The teacher serves as a model for students to mimic, and controls classroom interactions. Students are not allowed to use their native language, in order to avoid interference with target language acquisition. Accuracy is prioritized over fluency in the short term.
UTNM.pptxPREPARATION COURSE FOR PET EXAM
The document provides a historical overview of approaches to language teaching from the 17th century to present. It discusses major methods that emerged such as the Grammar Translation Method, Direct Method, Audiolingual Method, Cognitive Code Learning Theory, Total Physical Response, and Communicative Language Teaching. Each method is summarized in terms of its key principles and differences from other approaches. The document also outlines the main elements that comprise a language teaching methodology according to Richards and Rodgers, including theories of language and learning, instructional design features, objectives, syllabus, activities, and roles of teachers and learners.
Methods_and_Approaches_in_ELT.pptx
The Audio-Lingual Method is based on behaviorist theories of language learning. It views language as habits that can be formed through conditioning and reinforcement. The method emphasizes oral proficiency and drills students in grammatical sentence patterns. The teacher serves as a model for students to mimic, and students practice through repetition and memorization. Native language use is discouraged to prevent interference with target language acquisition. Accuracy is prioritized over fluency in the short term.
History of language_teaching
The document provides a history of language teaching methods from the 17th century to modern times. It begins with the Classical Period where education focused on religious orthodoxy and morality. Foreign language learning emphasized intellectuality through Greek and Latin. The Grammar Translation Method from 1850-1950s stressed grammar rules, memorization, and translation with no speaking practice. Reformers in the early 20th century emphasized meaning and presenting language in context. The Direct Method used the target language exclusively with a focus on oral communication. The Audiolingual Method of the 1950s was based on behaviorism and drilled grammar patterns orally. Later methods incorporated situations and communicative language teaching focused on using language to communicate authentically.
Methods
The document provides a brief history of different teaching approaches and methods for foreign languages:
1. The Grammar-Translation Method (18th century) focused on reading literature through studying grammar rules and vocabulary lists. Students translated sentences but did not learn to speak the language.
2. The Direct Method (19th century) prioritized speaking proficiency through exclusive use of the target language, demonstrations, and question/answer drills. Grammar was inductively taught through examples.
3. The Audiolingual Method (1960s) used dialogues and drills based on behaviorist psychology to teach speech habits through repetition and correction of mistakes.
4. Later humanistic methods focused more on learner needs
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.
Method or approach chart dmavd
The document summarizes various language teaching methods from the 19th century to present day, including the Series Method, Berlitz Method, Audiolingual Method, Structural Situational Method, Silent Way, Total Physical Response, Communicative Language Teaching, Natural Approach, Cooperative Language Teaching, Content-Based Language Teaching, and Task-Based Language Teaching. It also provides brief biographies of influential applied linguists such as Claude Marcel, Francois Gouin, Thomas Prendergast, Noam Chomsky, and Earl Stevick.
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.
Similar to Direct method By Katherine Camacho (20)
More from Katherine Beatriz
MY BEAUTIFUL LOJA
Loja is a city and province in Ecuador known for its national symbols and tourist attractions. The document discusses Loja city and some of the different cantons in the province like Pindal and Misama, as well as the tourist places found in Loja.
Proyecto investigación
El documento compara el proceso de enseñanza del idioma inglés en dos colegios de Quito, Ecuador: el Colegio Spellman femenino, privado y prestigioso, y el Colegio Menor de la Universidad Central, público y de bajos recursos. Se investigarán aspectos como la metodología, materiales, docentes y resultados de los estudiantes en cada colegio para identificar las posibles diferencias en la calidad de la enseñanza del inglés.
Les stéréotypes de la France
Dans cette document il ya beaucoup d'information de la Frances et de son habitants
Mala alimentación Ecuatoriana
Este documento presenta un proyecto de investigación sobre los efectos de una mala alimentación en los estudiantes de noveno semestre de la carrera de Auditoría en la Universidad Central del Ecuador. El objetivo es determinar las consecuencias de una mala alimentación en el rendimiento académico de los estudiantes e informarles sobre hábitos alimenticios saludables. El proyecto analizará los factores que influyen en la alimentación de los estudiantes y las enfermedades y problemas que puede causar una dieta poco saludable.
Pensamiento crítico
El pensamiento crítico consiste en analizar y evaluar de manera razonada las afirmaciones aceptadas como verdaderas, evitando el conformismo. Implica considerar múltiples perspectivas para llegar a conclusiones fundamentadas, en lugar de simplemente oponerse a los demás. Su objetivo es mitigar los engaños de la vida cotidiana mediante un análisis informado.
PEDAGOGÍA Y SUS DIFERENTES PROCESOS.
Este documento presenta información sobre la pedagogía. Explica que la pedagogía es un proceso intencionado y sistemático para enseñar conocimientos. Luego describe las diferentes fases de la educación, incluyendo la crianza, el adiestramiento, la instrucción, la educación y la autoeducación. Finalmente, discute brevemente la aparición de la pedagogía y cómo se desarrolló a partir de la religión y la filosofía en la antigua Grecia.
Auto conocimiento para el Aprendizaje.. Psicología::Camacho Katherine. psicol...
El capítulo trata sobre el desarrollo cognitivo en la adolescencia. Señala que en esta etapa los adolescentes desarrollan habilidades de pensamiento más abstracto y complejo. Comienzan a pensar de manera hipotético-deductiva y pueden considerar múltiples perspectivas. Asimismo, mejoran sus habilidades de resolución de problemas y toma de decisiones. No obstante, su juicio y manejo de riesgos aún no alcanzan su madurez. Finalmente, el capítulo resalta que es importante brindar a los adolescentes oport
More from Katherine Beatriz (7)
Auto conocimiento para el Aprendizaje.. Psicología::Camacho Katherine. psicol...
Auto conocimiento para el Aprendizaje.. Psicología::Camacho Katherine. psicol...
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Topic : Bed making
Subject : Nursing Foundation
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Direct method By Katherine Camacho
- 2. HISTORY It was established in Germany and France around 1900 and contrasts with the Grammar translation method and other traditional approaches.
- 3. • Joseph Sauveur • Maximilian Berlitz He used to use in his clases an intensive oral interaction, withouth using mother tongue He created many schools who were attended by immigrants
- 4. DIRECT? • New knowledge should be connected directly with the target Language
- 5. In the Direct Method language is learnt for communication where language is primarily speech, as Larsen-Freeman (2000) states. Vietor (1882) "This study of grammar is a useless torture. It is certainly not understood; therefore it can have no effect as far as the moulding of the intellect is concerned and no-one could seriously believe that children could learn their living tongue from it." DEFINITION
- 6. HOW THE DIRECT METHOD IS DEVELOPPED? -Response to the Grammar-Translation method. -Immerse the learner in the same way as when a first language is learnt. -All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. -The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.
- 7. EXAMPLE:
- 8. Never translate, always demonstrate First Basic Vocabulary ( Objects, pictures, realia, miming) Do not gives rules: make them figure out the rule. Oral transmission ( Speech and listening) Learning by self correction Basic principles
- 12. Advantages Disadvantages Total immersion technique (use language naturally) Less time, budget, teacher background and opportunity in schools (grades) Oral skills (correct pronunciation) Lack of organized and systematic grammar Imitation of the natural way humans learn any language Child is not interested in recognition of new living situations After a short popularity in the beginning of the 20th century, its son began to lose its appeal because of these constraints. It then paved the way to the AUDIO-LINGUAL METHOD
- 13. BIBLIOGRAPHY: -Bashir, A. (2013). Direct Method (DM) of Language Teaching. Retrieved from: http://es.slideshare.net/Ayeshabashir1990/direct-method-of-language-teaching -Direct Method. (n.d.). British Council. Retrieved from: https://www.teachingenglish.org.uk/article/direct-method -Lugilde, S. (2012). Direct method’s innovations in the mother tongue’s teaching. Retrieved from: http://revista.academiamaestre.es/2012/05/las-innovaciones-del-metodo-directo- en-la-ensenanza-de-lenguas/ -Tugrul, C. (2013). The Direct-Method: A Good Start to Teach Oral Language. Iraq: Department of Languages, Ishik University -