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
21 st century teaching language approachesronadelarosa
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.
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.
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.
This document provides background information and comparisons of various language teaching approaches including Audiolingualism, the Direct Method, the Natural Approach, Total Physical Response (TPR), and the Communicative Approach. It discusses the origins and key aspects of each approach, including underlying theories of language and learning, goals and objectives, syllabus design, types of learning activities, roles of teachers and learners, and the use of instructional materials. The approaches range from those that are more teacher-centered and focus on grammar and repetition, like Audiolingualism, to those that are more learner-centered and emphasize meaningful communication, such as the Communicative Approach.
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 EXAMJose Obando
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.
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.
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.
21 st century teaching language approachesronadelarosa
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.
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.
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.
This document provides background information and comparisons of various language teaching approaches including Audiolingualism, the Direct Method, the Natural Approach, Total Physical Response (TPR), and the Communicative Approach. It discusses the origins and key aspects of each approach, including underlying theories of language and learning, goals and objectives, syllabus design, types of learning activities, roles of teachers and learners, and the use of instructional materials. The approaches range from those that are more teacher-centered and focus on grammar and repetition, like Audiolingualism, to those that are more learner-centered and emphasize meaningful communication, such as the Communicative Approach.
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 EXAMJose Obando
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.
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.
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.
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.
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
Approaches and Methods in TESOL - Traditional MethodsNando Aufar
This document discusses several traditional language teaching methods: Direct Method, Cognitive-Code Learning, Situational Language Teaching, Grammar Translation Method, and Audiolingual Method. Each method is defined and its key principles and techniques are outlined. The Direct Method teaches vocabulary and grammar directly through demonstration and questions/answers without translation. Cognitive-Code Learning emphasizes the conscious learning of language rules. Situational Language Teaching introduces language points orally within situations. Grammar Translation focuses on translating sentences and texts between the target and native languages. Audiolingual Method uses behaviorist drills to teach correct grammar usage through listening and speaking practice.
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
This document discusses the historical bases and evolution of approaches to language teaching over time. It outlines nine major approaches used in the 20th century including Grammar Translation, Direct Approach, Reading Approach, Audio-Lingualism, Oral-Situational, Cognitive, Affective Humanistic, Comprehension-Based, and Communicative. It then discusses Communicative Language Teaching (CLT) as the dominant approach in the 21st century, noting that CLT focuses on developing communicative competence through meaningful interaction and negotiation of meaning. The document ends by posing the question of how teachers can facilitate Communicative Language Teaching in the classroom.
This document discusses and compares two language teaching methods: the grammar-translation method and the direct method. The grammar-translation method emphasizes teaching grammar rules and having students translate between their native language and the target language. It focuses on reading and writing but not speaking. In contrast, the direct method aims to teach language without translation, using objects, actions, gestures to link words directly to their meanings. It focuses on speaking and immerses students in the target language.
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
Second language and its teaching methods Mohsan Raza
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
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
1. An approach, method, and technique are related but distinct terms in language teaching, with an approach being the broadest and a technique being the narrowest. A method provides specific procedures for teaching language skills and content.
2. Important variables for evaluating methods include goals, beliefs about language/learning, prescription for teachers, and attitudes towards activities/materials.
3. Early methods included Grammar-Translation, focused on reading skills, and Direct Method, prioritizing oral skills over translation with no learner native language use.
4. Later methods incorporated linguistic and psychological theories, including Audiolingualism using behaviorism and Cognitive Code Learning highlighting rule learning.
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.
This document outlines 10 language teaching methodologies: 1) Grammar-translation, 2) Direct Method, 3) Reading Approach, 4) Audiolingual Method, 5) The Silent Way, 6) Suggestopedia, 7) Community Language Learning, 8) Total Physical Response, 9) The Natural Approach, and 10) Communicative Language Teaching. Each methodology is summarized with its focus, techniques, and principles for teaching language skills like reading, writing, speaking, and listening.
This document summarizes several language teaching methodologies that have been proposed over time, influenced by developments in linguistics and psychology. It explains the Grammar Translation Method, Direct Method, Reading Method, Audiolingual Method, Natural Approach, Suggestopedia, Total Physical Response, Silent Way, Communicative Language Teaching, and TPR Storytelling. For each method, it provides the principles, typical techniques or activities used, and sometimes origins or key influences on the approach. The document aims to explain these major language teaching methodologies in a simple, easy to understand way.
The document discusses various approaches to teaching English as a foreign language. It begins by describing teacher-centered and student-centered approaches. Teacher-centered approaches focus on the teacher imparting knowledge while student-centered approaches give students more freedom and focus on collaboration. It then summarizes 10 different language teaching methods: grammar translation, direct method, structural approach, oral approach/situational language teaching, audiolingual method, total physical response, silent way, communicative language teaching, natural approach, and task-based language teaching. For each method it provides a brief overview of the theories and techniques used.
The document discusses the Audio-Lingual Method, an approach to foreign language teaching developed in the 1940s. It emphasizes speaking and listening over reading and writing, uses dialogues and drills, and discourages using the native language. The theory was based on behaviorist psychology and focused on habit formation. While initially successful for military language training, it declined in the 1960s due to criticisms of its effectiveness and lack of focus on communication.
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.
The document defines key terms related to second language acquisition such as interlanguage, communicative approach, and grammar translation method. It also describes several common approaches to teaching second languages like the audio-lingual method, community language learning, and total physical response. Additionally, it discusses differences between first and second language acquisition and brain areas involved in language processing like Broca's and Wernicke's areas.
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.
this will test your knowledge on the latest trends and application of technology in the class that will enhance your knowledge and skills to the limit so that you would know the importance of integrating technology in the classroom as it is a prerequisite for students to be
The basics of copyediting and proofreadingEzekielAnselm
This will give you glimpse on the nature of copyediting for you to know the basic signs and symbols that you need to master in order to let go of all your worries in technical writing because at the end of the day you will either be
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.
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
Approaches and Methods in TESOL - Traditional MethodsNando Aufar
This document discusses several traditional language teaching methods: Direct Method, Cognitive-Code Learning, Situational Language Teaching, Grammar Translation Method, and Audiolingual Method. Each method is defined and its key principles and techniques are outlined. The Direct Method teaches vocabulary and grammar directly through demonstration and questions/answers without translation. Cognitive-Code Learning emphasizes the conscious learning of language rules. Situational Language Teaching introduces language points orally within situations. Grammar Translation focuses on translating sentences and texts between the target and native languages. Audiolingual Method uses behaviorist drills to teach correct grammar usage through listening and speaking practice.
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
This document discusses the historical bases and evolution of approaches to language teaching over time. It outlines nine major approaches used in the 20th century including Grammar Translation, Direct Approach, Reading Approach, Audio-Lingualism, Oral-Situational, Cognitive, Affective Humanistic, Comprehension-Based, and Communicative. It then discusses Communicative Language Teaching (CLT) as the dominant approach in the 21st century, noting that CLT focuses on developing communicative competence through meaningful interaction and negotiation of meaning. The document ends by posing the question of how teachers can facilitate Communicative Language Teaching in the classroom.
This document discusses and compares two language teaching methods: the grammar-translation method and the direct method. The grammar-translation method emphasizes teaching grammar rules and having students translate between their native language and the target language. It focuses on reading and writing but not speaking. In contrast, the direct method aims to teach language without translation, using objects, actions, gestures to link words directly to their meanings. It focuses on speaking and immerses students in the target language.
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
Second language and its teaching methods Mohsan Raza
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
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
1. An approach, method, and technique are related but distinct terms in language teaching, with an approach being the broadest and a technique being the narrowest. A method provides specific procedures for teaching language skills and content.
2. Important variables for evaluating methods include goals, beliefs about language/learning, prescription for teachers, and attitudes towards activities/materials.
3. Early methods included Grammar-Translation, focused on reading skills, and Direct Method, prioritizing oral skills over translation with no learner native language use.
4. Later methods incorporated linguistic and psychological theories, including Audiolingualism using behaviorism and Cognitive Code Learning highlighting rule learning.
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.
This document outlines 10 language teaching methodologies: 1) Grammar-translation, 2) Direct Method, 3) Reading Approach, 4) Audiolingual Method, 5) The Silent Way, 6) Suggestopedia, 7) Community Language Learning, 8) Total Physical Response, 9) The Natural Approach, and 10) Communicative Language Teaching. Each methodology is summarized with its focus, techniques, and principles for teaching language skills like reading, writing, speaking, and listening.
This document summarizes several language teaching methodologies that have been proposed over time, influenced by developments in linguistics and psychology. It explains the Grammar Translation Method, Direct Method, Reading Method, Audiolingual Method, Natural Approach, Suggestopedia, Total Physical Response, Silent Way, Communicative Language Teaching, and TPR Storytelling. For each method, it provides the principles, typical techniques or activities used, and sometimes origins or key influences on the approach. The document aims to explain these major language teaching methodologies in a simple, easy to understand way.
The document discusses various approaches to teaching English as a foreign language. It begins by describing teacher-centered and student-centered approaches. Teacher-centered approaches focus on the teacher imparting knowledge while student-centered approaches give students more freedom and focus on collaboration. It then summarizes 10 different language teaching methods: grammar translation, direct method, structural approach, oral approach/situational language teaching, audiolingual method, total physical response, silent way, communicative language teaching, natural approach, and task-based language teaching. For each method it provides a brief overview of the theories and techniques used.
The document discusses the Audio-Lingual Method, an approach to foreign language teaching developed in the 1940s. It emphasizes speaking and listening over reading and writing, uses dialogues and drills, and discourages using the native language. The theory was based on behaviorist psychology and focused on habit formation. While initially successful for military language training, it declined in the 1960s due to criticisms of its effectiveness and lack of focus on communication.
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.
The document defines key terms related to second language acquisition such as interlanguage, communicative approach, and grammar translation method. It also describes several common approaches to teaching second languages like the audio-lingual method, community language learning, and total physical response. Additionally, it discusses differences between first and second language acquisition and brain areas involved in language processing like Broca's and Wernicke's areas.
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.
this will test your knowledge on the latest trends and application of technology in the class that will enhance your knowledge and skills to the limit so that you would know the importance of integrating technology in the classroom as it is a prerequisite for students to be
The basics of copyediting and proofreadingEzekielAnselm
This will give you glimpse on the nature of copyediting for you to know the basic signs and symbols that you need to master in order to let go of all your worries in technical writing because at the end of the day you will either be
This will enhance your knowledge and skills to the needed expertise and competency to be globally competitive and culturally adept individual ready for the mission to spread the word of journalism to the rest of the world because with the power of journalism comes with great responsibility to the great nation of
this ppt focuses on the nature and principles of the media research. It also talks about defense mechanism in which everybody can use when in danger so that you know how to psychologically impact the necessary situations that will warrant
This ppt gives you the best way on how to handle and effectively respond to feedback. sometimes the best way to give feedback is to know that you are not the best and that you are always open for learning because in todays world
The presentation talks about the relationship of language, culture and society. It will tell you about how culture affects the language and the societal norms. It will also deepen your understanding how to use proper language in a given setting to achieve a societal chuchu. I don't know what to write anymore because it so hassle that this platform is doing this download for what.
This document provides information about the ENG 467 Discourse Analysis course. It includes details like the course code, credits, assessment breakdown, and required textbook. It also defines discourse, discusses the emergence of discourse analysis, and covers key topics in the field like speech act theory, Grice's cooperative principle, and conversation analysis. The instructor is Dr. Gibreel Alaghbary and office hours are provided.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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.
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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
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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24. Anextension of the approach used to teach
classical languages to the teaching of modern
languages.
Instruction isgivenin the native language ofthe
students.
25. There is little use of the target
language for communication.
Focus is on grammatical
parsing, i.e. , the form and
inflection of words.
26. There is early reading of
difficult words.
Atypical exercise is to translate
sentences from the target
language into the mother
tongue
27. The result of this approach is
usually an inability on the part
of the student to use the
language for communication.
The teacher does not have to
be able to speak the target
language.
29. - a reaction to the Grammar
Translation Approach and its
failure to produce learners who
could communicate in the
foreign language they had been
studying.
30. Actions and pictures are used to
make meanings clear.
Grammar is learned inductively.
31. No use of mother tongue is
permitted (i.e., the teacher does
not need to know the students’
native language).
Lessons begin with dialogues and
anecdotes in modern
conversational style.
32. •The teacher must be a native
speaker or has native like
proficiency in the target
language.
33. •Literary Texts are read for
pleasure and are not analyzed
grammatically.
• The target culture is also
taught inductively.
35. •A reaction to the problems
experienced in implementing
the Direct Approach;
36. •Reading was viewed as the
most usable skill to have in a
foreign language since not
many teachers could use
their foreign language well
enough to use a direct
approach effectively in class.
37. Only the grammar useful for reading
comprehension is taught.
Vocabulary is controlled at first
and then expanded.
38. Translation is once more a
respectable classroom
procedure.
Reading comprehension is the
only language skill emphasized.
The teacher does not need to
have good oral proficiency in
the target language.
40. • Areaction to the Reading
approach and its lack of emphasis
oral-aural skills ;this approach
became dominant in the United
States during the 1940s, 1950s, and
1960s;
41. • It draws from the Reform
Movement and the Direct
Approach but adds features
from structural lingustics
(Bloomfield 1933) and
behavioral psychology
(Skinner 1957)
42. Lessons begin with dialogues.
Imitation and memorization
are used, based on the
assumption that language is
habit formation.
44. Vocabulary is severely limited in
initial stages.
Agreat effort is made to
prevent learner errors.
Language is often manipulated
without regard to meaning or
context.
45. The teacher must be
proficient only in the
structures , vocabulary, etc.
that he or she is teaching since
learning activities and
materials are carefully
controlled.
47. Areaction to the Reading
Approach and its lack of
emphasis on oral-aural skills; this
approach was dominant in
Britain during the 1940s to
1960s;
48. It draws from the reform
movement and the Direct
Approach but adds features from
Firthian linguistics and the
emerging professional field of
language pedagogy.
49. The spoken language is
primary.
All language materialis
practiced orally before being
presented in written form.
50. Only the target language
should be used in the
classroom.
Efforts are made to ensure
that the most general and
useful lexical items are
presented.
51. Grammatical structures are
graded from simple to complex.
Newitems (lexical and
grammatical ) are introduced
and practiced situationally. (e.g.,
at the post office, at the bank, at
the dinner table)
53. Areaction to the behaviorist
features of the Audio-lingual
Approach; influenced by
cognitive psychology
( Neisser 1967) and Chomskyan
lingusitics
( Chomsky 1959, 1965)
54. Language learning is viewed
as rule acquisition , not habit
formation.
Instruction is often
individualized; learners are
responsible for their own
learning.
55. Grammar must be taught, but it
can be taught deductively
and /or inductively ( rules can
either be stated after practice or
left as implicit information for
the learners to process on their
own).
56. Pronunciation is de-
emphasized; perfection is
viewed as unrealistic and
unattainable.
Readingand writing are once
again as important as listening
and speaking.
61. Areaction to the general
lack of effective
considerations in both
Audiolingualism and the
Cognitive Approach.
( Moskowitz 1978 and Curran
1976)
62. Respect is emphasized for
the individual and for his or
her feelings.
Communication that is
meaningful to the learner is
emphasized.
63. Instruction involves much
work in pairs and small
groups.
Classatmosphere is viewed
as more important than
materials or methods.
64. Peersupport and
interaction are viewed as
necessary for learning.
Learning a foreign language
is viewed as a self-realization
experience.
65. The teacher is a counselor or
facilitator;
The teacher should be proficient in
the target language and the student’s
native language since translation
may be used heavily in the initial
stages to help students feel at ease;
66. C O M P R E H E N S I O N -
BASED
A P P R OA CH
67. An outgrowth of research in first
language acquisition that led some
language methodologists to assume
that second language learning is
very similar to first language
acquisition.
(Postovsky 1974 , Minitz 1981 ;
Krashen and Terrell 1983)
68. Listening comprehension is
very important and is viewed as
the basic skill that will allow
speaking , reading, and writing
to develop spontaneously over
time, given the right conditions.
69. Learners should begin
by listening to
meaningful speech and by
responding nonverbally in
meaningful waysbefore they
produce any languages
themselves.
70. Learners should not speak
until they feel ready to do so;
this results in better
pronunciation than if the
learner is forced to speak
immediately.
72. Rulelearning may help
learners monitor ( or
become aware of ) what they
do, but it will not aid their
acquisition or spontaneous
use of the target language.
73. Error correction is
seen as unnecessary and
perhaps even
counterproductive; the
important thing is that the
learners can understand and can
make themselves understood.
74. If the teacher is not a native
( or near-native) speaker,
appropriate materials such as
audiotapes and videotapes must
be available to provide the
appropriate input for the
learners.
76. An outgrowth of the work of
anthropological linguists
( Hymes 1972 ) and (Halliday ,
1973) who view language first
and foremost as a system for
communication.
77. It is assumed that the goal of
language teaching is learner ability
to communicate in the target
language.
It is assumed that the content of a
language course will include
semantic notions and social
functions , not just linguistic
structures.
78. Students regularly work in
groups or pairs to transfer
meaning in situations in which
one person has information that
the other(s) lack.
79. Students often engage in role
play or dramatization to adjust
their use of the target language
to different social contexts.
Classroom materials and
activities are often authentic to
reflect real-life situations and
demands.
80. Skills are integrated from the
beginning ;a given activity
might involve reading, speaking,
listening and writing.
The teacher’s role is primarily to
facilitate communication and
only secondarily to correct
errors.
81. The teacher should be
able to use the target
language fluently and
appropriately.