The direct method ( dara anjar sasmita ) *second edission*
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The document describes the direct method of language teaching, which involves communicating directly in the target language without translation. The goals of teachers using this method are to teach students to communicate and think in the target language while drilling pronunciation. Teachers demonstrate new vocabulary to students, who then practice it, with an emphasis on vocabulary, practice, and pronunciation. Teaching techniques include reading aloud, question and answer exercises, self-correction, conversation practice, fill-in-the-blank exercises, dictation, map drawing, and paragraph writing.
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The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
Direct Method in ESL Demonstration
The document outlines the transactional model for a scripted English as a Second Language (ESL) lesson, which involves reviewing previous concepts, presenting new vocabulary and objectives, explaining and demonstrating the new language, practicing through questioning exchanges between teacher and students and among students, periodically reviewing concepts, and providing formative and summative assessments to evaluate student progress and comprehension. The goal is for teachers to gradually decrease guidance and increase independent practice so students can use the new language on their own.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
the audio lingual method
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If you wanna further information please join me on Facebook account: Guz't Eka or at twitter: @GuztEka or vie E-mail: Geniouzpeople@myself.com and my phone: 085857056723
Tpr
The document describes the Total Physical Response (TPR) method of foreign language instruction. It focuses on listening comprehension in the early stages by having students respond physically to verbal commands without speaking. The teacher models commands and students mimic the actions. Over time, students begin speaking by giving their own commands. The goal is to reduce anxiety and make learning enjoyable through physical engagement with the language.
The Audio-lingual method and The Silent Way
The document outlines principles of the Oral Approach to language teaching. It emphasizes oral-based instruction through repetition of dialogs, role plays, and drills. Grammar and vocabulary are taught implicitly through oral exercises rather than explicit instruction. The teacher leads students through modeling and chaining to promote automatic use of language without stopping to think. Pronunciation is taught from the beginning through minimal pairs.
Eg. direct method class
The document summarizes principles of language teaching and the practices used by students in their language classes. It lists 12 activities with the corresponding principles and how the students applied them. The students focused on speaking in their classes through activities like reading aloud, using objects to explain meanings, asking questions in the target language, and games. They also worked on pronunciation, grammar, and writing, but had limitations in how much they could communicate due to the students' level. The classes followed a syllabus based on topics like family and home.
How to teach grammar
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
Recommended
The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
Direct Method in ESL Demonstration
The document outlines the transactional model for a scripted English as a Second Language (ESL) lesson, which involves reviewing previous concepts, presenting new vocabulary and objectives, explaining and demonstrating the new language, practicing through questioning exchanges between teacher and students and among students, periodically reviewing concepts, and providing formative and summative assessments to evaluate student progress and comprehension. The goal is for teachers to gradually decrease guidance and increase independent practice so students can use the new language on their own.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
the audio lingual method
The audio Lingual method
If you wanna further information please join me on Facebook account: Guz't Eka or at twitter: @GuztEka or vie E-mail: Geniouzpeople@myself.com and my phone: 085857056723
Tpr
The document describes the Total Physical Response (TPR) method of foreign language instruction. It focuses on listening comprehension in the early stages by having students respond physically to verbal commands without speaking. The teacher models commands and students mimic the actions. Over time, students begin speaking by giving their own commands. The goal is to reduce anxiety and make learning enjoyable through physical engagement with the language.
The Audio-lingual method and The Silent Way
The document outlines principles of the Oral Approach to language teaching. It emphasizes oral-based instruction through repetition of dialogs, role plays, and drills. Grammar and vocabulary are taught implicitly through oral exercises rather than explicit instruction. The teacher leads students through modeling and chaining to promote automatic use of language without stopping to think. Pronunciation is taught from the beginning through minimal pairs.
Eg. direct method class
The document summarizes principles of language teaching and the practices used by students in their language classes. It lists 12 activities with the corresponding principles and how the students applied them. The students focused on speaking in their classes through activities like reading aloud, using objects to explain meanings, asking questions in the target language, and games. They also worked on pronunciation, grammar, and writing, but had limitations in how much they could communicate due to the students' level. The classes followed a syllabus based on topics like family and home.
How to teach grammar
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
Lesson plan. observation reflections
The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
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This document outlines a seminar presentation on approaches to teaching grammar. It discusses both arguments for and against directly teaching grammar. It presents three common approaches: deductive, inductive, and guided discovery. The inductive approach is examined in more detail, outlining its benefits such as better retention, student-centered learning, and engagement. Its drawbacks include being time-consuming and potentially frustrating students. The objectives are to discuss whether grammar should be taught, familiarize with teaching approaches, and examine the inductive approach's advantages and disadvantages.
Dm
The direct method of teaching foreign languages was developed in response to limitations of the grammar translation method. It focuses on developing oral communication skills in the target language and refrains from using the learner's native language. Key principles include using the target language exclusively, teaching grammar inductively, and focusing on pronunciation. The teacher acts as a facilitator rather than instructor, and students learn through demonstrations, questions, and spontaneous use of the language.
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The Audio Ligual Method Observation
This document outlines the key principles of behavioristic theory for language teaching. It focuses on using repetition drills, imitation, and reinforcement to teach vocabulary, pronunciation, and patterns through dialog memorization and substitution drills. The teacher introduces new dialogs and uses only the target language, correcting errors and drilling repetition until automaticity is achieved.
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The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Chapter v “Approaches to Language Teaching”
This document summarizes several different language teaching methods:
- Grammar-Translation focuses on explicit grammar instruction and translation exercises from the native to target language.
- Audiolingualism uses drills and repetition of example dialogues to teach structures and vocabulary.
- The Direct Method aims to use only the target language in instruction to increase exposure and practice.
- The Natural Approach prioritizes comprehensible input and delays error correction to reduce student anxiety.
- Total Physical Response uses physical actions in response to commands to help students understand spoken language before speaking.
- Suggestopedia incorporates relaxation techniques like rhythmic breathing to create an environment more open to suggestion and language acquisition.
Marcela salazar method of language
This document discusses various methods for teaching English as a foreign language. It outlines the Grammar Translation Method, Direct Method, Audiolingual Method, Total Physical Response, Suggestopedia Method, Silent Way Method, and Community Language Learning. For each method, it lists advantages and disadvantages. The methods range from an emphasis on grammar rules and translation to a focus on communication, using physical movement, lowering anxiety, and student-centered learning.
Lesson plan. observation reflections.emily
The document summarizes Emily's lesson plan and approach to teaching. It describes her use of affective-humanistic, reading, comprehension, and communicative approaches. Specifically, it notes that she addressed students respectfully, taught practical skills and grammar, ensured comprehension through emphasis, and encouraged communication through role plays and pair work. The teacher was interested in incorporating Emily's comprehension and communicative approaches to help make meaning clear for learners and connect them through the target language.
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The teacher used several approaches to engage students and help them learn effectively. She showed respect to students and made them feel comfortable. She taught practical skills like vocabulary and grammar structure. She emphasized explanations and used examples to help students comprehend the material. Finally, she used a quiz to check students' understanding and had them communicate in the target language.
Method (2) elvis hernandez
The document discusses several language teaching methods, including their advantages and disadvantages. It describes the Grammar Translation Method, noting its advantages are that the target language is quickly explained and vocabulary is easy to learn for beginners. However, it focuses more on grammar rules than meaning and results in a slow learning rate. Total Physical Response is described as helpful for learning vocabulary through actions but limited and not very creative. Suggestopedia aims to lower students' anxiety but can lead to infantilization and relies on hypnosis. The Community Language Learning method creates a warm relationship for speaking practice but success relies on the counselor's translation skills.
Trifolio situational approach
The document summarizes the Situational Language Teaching (SLT) method. Some key points:
- SLT focuses on teaching language structures and vocabulary through oral repetition and drills led by the teacher.
- Lessons typically involve practicing pronunciation, learning new material, and oral exercises with little learner control.
- Critics say SLT does not allow for learner creativity or uniqueness in language use.
Objectives and assessment
This document outlines objectives and materials for a lesson on using personal pronouns in affirmative statements. The three objectives are: 1) Students will identify personal pronouns in sentences, 2) Students will learn how to use personal pronouns in affirmative statements, and 3) Students will distinguish between singular and plural personal pronouns. The lesson will include warm-up questions, explaining the differences between singular and plural pronouns with examples, guided practice with example sentences, independent practice exercises, and two forms of assessment: a written evaluation and oral evaluation involving completing blanks in a dialogue.
Imam Sodikin (16108810026)
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2) Each approach is summarized, focusing on key aspects like whether it uses translation, focuses on grammar, drills vocabulary, emphasizes communication, or prioritizes tasks and authentic materials.
3) The approaches range from traditional methods like Grammar Translation to more modern communicative approaches, with varying levels of teacher involvement and use of the native language.
Methodology
This document describes several language teaching methodologies:
- Grammar-Translation focused on translating sentences between the first and target languages with an emphasis on accuracy.
- Direct Method abandoned translation and used only the target language, focusing on sentences and accuracy.
- Audiolingual Method used behaviorist drills to form habits through repetition of correct utterances.
- PPP and ESA introduced language through contexts before practicing and activating production.
- Community Language Learning and Suggestopaedia emphasized lowering students' anxiety.
- TPR used physical responses to commands, and The Silent Way minimized teacher speech to promote student discovery.
Situational learning teaching ppt
Situational language teaching is an approach where students acquire a language by learning how to behave in different situations, rather than by learning grammatical rules. It focuses on presenting vocabulary and grammar structures in meaningful, context-based activities. The teacher acts as a model by setting up situations, and students must be active participants by listening, repeating, responding to questions and commands. Lessons follow a progression from introduction to production, with an emphasis on accurate pronunciation and automatic use of basic structures through oral practice and drilling. The goal is for students to quickly and accurately respond in speech situations.
Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
Lesson plan lesson -assessment
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like I, you, he, she and it. Students will practice making positive and negative statements and asking/answering questions. They will work in pairs, taking turns reading statements and questions from a handout and responding to each other. For assessment, students will complete exercises in their workbook on using the verb "to be" and give a presentation introducing an activity they carried out.
Direct method (1)
The direct method aims to teach foreign languages in the same way people learn their first language, without translation. It uses the target language for all communication through meaningful contexts and visual aids. Grammar is taught inductively by having students discover rules. Key techniques include reading aloud, question-answer exercises, self-correction, and conversation practice to develop oral skills. While it promotes correct pronunciation, it requires an engaged teacher and may be difficult with large classes or abstract concepts.
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The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
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To Teach or Not to Teach Grammar
This document outlines a seminar presentation on approaches to teaching grammar. It discusses both arguments for and against directly teaching grammar. It presents three common approaches: deductive, inductive, and guided discovery. The inductive approach is examined in more detail, outlining its benefits such as better retention, student-centered learning, and engagement. Its drawbacks include being time-consuming and potentially frustrating students. The objectives are to discuss whether grammar should be taught, familiarize with teaching approaches, and examine the inductive approach's advantages and disadvantages.
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The direct method of teaching foreign languages was developed in response to limitations of the grammar translation method. It focuses on developing oral communication skills in the target language and refrains from using the learner's native language. Key principles include using the target language exclusively, teaching grammar inductively, and focusing on pronunciation. The teacher acts as a facilitator rather than instructor, and students learn through demonstrations, questions, and spontaneous use of the language.
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This document outlines best practices for teachers, learners, and classroom management. It discusses that good teachers should love students passionately, possess creativity and knowledge, and have patience. Good learners are willing to ask questions, enjoy studying, and not afraid of mistakes. The document also discusses using less teacher talking time and more student talking time. It covers managing teaching by being well-prepared and flexible to student needs, and evaluating lessons for success.
The Audio Ligual Method Observation
This document outlines the key principles of behavioristic theory for language teaching. It focuses on using repetition drills, imitation, and reinforcement to teach vocabulary, pronunciation, and patterns through dialog memorization and substitution drills. The teacher introduces new dialogs and uses only the target language, correcting errors and drilling repetition until automaticity is achieved.
Thegrammar translationmethod-130617182104-phpapp02
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Chapter v “Approaches to Language Teaching”
This document summarizes several different language teaching methods:
- Grammar-Translation focuses on explicit grammar instruction and translation exercises from the native to target language.
- Audiolingualism uses drills and repetition of example dialogues to teach structures and vocabulary.
- The Direct Method aims to use only the target language in instruction to increase exposure and practice.
- The Natural Approach prioritizes comprehensible input and delays error correction to reduce student anxiety.
- Total Physical Response uses physical actions in response to commands to help students understand spoken language before speaking.
- Suggestopedia incorporates relaxation techniques like rhythmic breathing to create an environment more open to suggestion and language acquisition.
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This document discusses various methods for teaching English as a foreign language. It outlines the Grammar Translation Method, Direct Method, Audiolingual Method, Total Physical Response, Suggestopedia Method, Silent Way Method, and Community Language Learning. For each method, it lists advantages and disadvantages. The methods range from an emphasis on grammar rules and translation to a focus on communication, using physical movement, lowering anxiety, and student-centered learning.
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The document summarizes Emily's lesson plan and approach to teaching. It describes her use of affective-humanistic, reading, comprehension, and communicative approaches. Specifically, it notes that she addressed students respectfully, taught practical skills and grammar, ensured comprehension through emphasis, and encouraged communication through role plays and pair work. The teacher was interested in incorporating Emily's comprehension and communicative approaches to help make meaning clear for learners and connect them through the target language.
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The teacher used several approaches to engage students and help them learn effectively. She showed respect to students and made them feel comfortable. She taught practical skills like vocabulary and grammar structure. She emphasized explanations and used examples to help students comprehend the material. Finally, she used a quiz to check students' understanding and had them communicate in the target language.
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The document discusses several language teaching methods, including their advantages and disadvantages. It describes the Grammar Translation Method, noting its advantages are that the target language is quickly explained and vocabulary is easy to learn for beginners. However, it focuses more on grammar rules than meaning and results in a slow learning rate. Total Physical Response is described as helpful for learning vocabulary through actions but limited and not very creative. Suggestopedia aims to lower students' anxiety but can lead to infantilization and relies on hypnosis. The Community Language Learning method creates a warm relationship for speaking practice but success relies on the counselor's translation skills.
Trifolio situational approach
The document summarizes the Situational Language Teaching (SLT) method. Some key points:
- SLT focuses on teaching language structures and vocabulary through oral repetition and drills led by the teacher.
- Lessons typically involve practicing pronunciation, learning new material, and oral exercises with little learner control.
- Critics say SLT does not allow for learner creativity or uniqueness in language use.
Objectives and assessment
This document outlines objectives and materials for a lesson on using personal pronouns in affirmative statements. The three objectives are: 1) Students will identify personal pronouns in sentences, 2) Students will learn how to use personal pronouns in affirmative statements, and 3) Students will distinguish between singular and plural personal pronouns. The lesson will include warm-up questions, explaining the differences between singular and plural pronouns with examples, guided practice with example sentences, independent practice exercises, and two forms of assessment: a written evaluation and oral evaluation involving completing blanks in a dialogue.
Imam Sodikin (16108810026)
1) The document discusses several different approaches to teaching English as a foreign language (TEFL), including the Direct Method, Grammar Translation Method, Audio Lingual Method, Structural Approach, Suggestopedia, Total Physical Response, Communicative Language Teaching, The Silent Way, Community Language Learning, Task Based Language Learning, and The Lexical Approach.
2) Each approach is summarized, focusing on key aspects like whether it uses translation, focuses on grammar, drills vocabulary, emphasizes communication, or prioritizes tasks and authentic materials.
3) The approaches range from traditional methods like Grammar Translation to more modern communicative approaches, with varying levels of teacher involvement and use of the native language.
Methodology
This document describes several language teaching methodologies:
- Grammar-Translation focused on translating sentences between the first and target languages with an emphasis on accuracy.
- Direct Method abandoned translation and used only the target language, focusing on sentences and accuracy.
- Audiolingual Method used behaviorist drills to form habits through repetition of correct utterances.
- PPP and ESA introduced language through contexts before practicing and activating production.
- Community Language Learning and Suggestopaedia emphasized lowering students' anxiety.
- TPR used physical responses to commands, and The Silent Way minimized teacher speech to promote student discovery.
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Situational language teaching is an approach where students acquire a language by learning how to behave in different situations, rather than by learning grammatical rules. It focuses on presenting vocabulary and grammar structures in meaningful, context-based activities. The teacher acts as a model by setting up situations, and students must be active participants by listening, repeating, responding to questions and commands. Lessons follow a progression from introduction to production, with an emphasis on accurate pronunciation and automatic use of basic structures through oral practice and drilling. The goal is for students to quickly and accurately respond in speech situations.
Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
Lesson plan lesson -assessment
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like I, you, he, she and it. Students will practice making positive and negative statements and asking/answering questions. They will work in pairs, taking turns reading statements and questions from a handout and responding to each other. For assessment, students will complete exercises in their workbook on using the verb "to be" and give a presentation introducing an activity they carried out.
Direct method (1)
The direct method aims to teach foreign languages in the same way people learn their first language, without translation. It uses the target language for all communication through meaningful contexts and visual aids. Grammar is taught inductively by having students discover rules. Key techniques include reading aloud, question-answer exercises, self-correction, and conversation practice to develop oral skills. While it promotes correct pronunciation, it requires an engaged teacher and may be difficult with large classes or abstract concepts.
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Similar to The direct method ( dara anjar sasmita ) *second edission*
Direct method class presentation/by Nazik
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
Directmethodclasspresentation 140518195425-phpapp01
The Direct Method was developed in response to the ineffectiveness of the Grammar-Translation Method in teaching communicative language skills. It focuses on teaching language through demonstration and visual aids without translation, requiring students to communicate solely in the target language. The teacher's role is to demonstrate meanings of new words through realia or pictures, while students practice speaking in real-world situations. Evaluation focuses on students using the language through oral and written skills, with teachers encouraging self-correction of errors.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and dramatization to associate words and phrases with their meanings. It aims to build direct relations between experience and language.
2. It was developed in the early 1900s in response to issues with the Grammar Translation Method. It uses only the target language in instruction and refrains from translating into students' native languages.
3. Techniques include question-answer exchanges, dictation, reading aloud, map drawing, and paragraph writing. Grammar is taught inductively and oral communication is emphasized over other skills.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and immersion in the target language. Grammar is taught inductively.
2. Class is conducted exclusively in English, focusing on oral communication through questioning and answers between students and teachers.
3. While initially popular, the Direct Method fell out of favor due to difficulties with implementation in public schools due to constraints like budget, class size, teacher qualifications, and lack of focus on reading and writing.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Unit 8, ENGLISH IV CODE NO 6471
This document discusses various teaching methods for English, including grammar translation, direct method, bilingual method, reading method, situation method, audio-lingual method, total physical response, blended learning, and cooperative learning. For each method, it provides the key characteristics, advantages, and disadvantages. It emphasizes that teaching methodology should provide systematic and scientific guidance for teaching English effectively.
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.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
The Direct Method in Language Teaching
The document summarizes the Direct Method approach to language teaching. It was developed in the late 19th century as an alternative to the Grammar Translation Method. Some key points of the Direct Method include: exclusively using the target language, inductive grammar instruction, emphasizing oral skills and communication over translation, and basing lessons on everyday vocabulary and real-world topics rather than linguistic rules. Techniques include reading aloud, question-answer exercises, and conversation practice.
Harvendra Singh Method Of Teaching
English Language Teaching focuses on developing communicative competence through concepts, techniques, and classroom methods that address the communicative needs of language learners. It is based on the idea that the goal of language acquisition is the ability to communicate effectively. ELT teaches English to people whose first language is not English.
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.How to teach vocabulary using the direct method
1) The direct method for teaching vocabulary emphasizes speaking the target language exclusively in class. New words are introduced orally using real-world objects, pictures, and body movements.
2) Grammar is taught inductively and concretely. Students practice self-correction to improve pronunciation and comprehension.
3) The teacher introduces words by saying them clearly for students to repeat. Visual aids help explain meanings when students don't understand through questioning.
Reading & Writing: Observations from tertiary level class room, what students...
Reading & Writing: Observations from tertiary level class room, what students’ lack & how we can help them.
Resume
This document discusses several language teaching methods:
- Audio Lingual Method focuses on repetition to memorize words through drilling and avoids using the native language.
- Total Physical Response uses physical actions in response to commands to improve vocabulary and engagement.
- Blended Learning combines online and in-person learning, while Role Playing uses dialogues and dramas.
- Several other methods are discussed including Competency-Based Language Teaching, Collaborative Learning, and Community Language Learning.
The Direct Method to English Language Teaching - Rais Abdessamad.pptx
The document outlines the direct method approach to teaching foreign languages. It begins with definitions and historical background, then discusses key objectives, features, techniques, advantages, and criticisms of the direct method. The direct method aims to teach foreign languages through immersion in the target language only, similar to how a first language is acquired. It focuses on oral communication over grammar rules and uses techniques like role plays, pictures, and real-world objects instead of translation. While it aims to develop fluency, it has been criticized for not developing other skills like reading and writing as effectively. An example of applying the method in a restaurant role play is also provided.
Learning Method
The document discusses three language teaching methods:
1) The Audio-Lingual Method emphasizes listening and speaking before reading and writing through drills and imitation. It aims for communicative competence but lacks focus on real communication.
2) Total Physical Response uses actions and gestures to coordinate speech and learning in an enjoyable way with the teacher and students as actors.
3) The Silent Way teaches independently through visual clues from the teacher without direct instruction to establish fluency, with an emphasis on student-centered learning and interaction.
Presentasi tefl
The document discusses three language teaching methods:
1) The Audio-Lingual Method emphasizes listening and speaking before reading and writing through drills and imitation. It aims for communicative competence but lacks focus on real communication.
2) Total Physical Response uses actions and gestures to coordinate speech and learning in an enjoyable way with the teacher and students as actors.
3) The Silent Way teaches independently through visual clues from the teacher without direct instruction to establish fluency, with an emphasis on student-centered learning and interaction.
Learning Method (Teaching English As a Foreign Language)
The document discusses three language teaching methods:
1) The Audio-Lingual Method emphasizes listening and speaking before reading and writing through drills and imitation. It aims for communicative competence but lacks grammar explanation.
2) Total Physical Response uses actions and gestures to accompany language. Both teacher and students act out commands to learn vocabulary and structures.
3) The Silent Way teaches independently through visual clues instead of direct instruction. The teacher monitors students and encourages oral responses using Cuisenaire sticks to introduce new concepts.
teaching methods
This document discusses different teaching methods for foreign languages. It defines a teaching method as having an orientation based on a learning theory, objectives, tasks, and roles. Several orientations are described, such as grammar-based and communicative. Four common teaching methods - Grammar Translation, Direct, Audio-Lingual, and Communicative - are then outlined in detail, comparing their characteristics, focuses, advantages, and disadvantages. The document provides an overview of the philosophies and practices of different approaches to teaching foreign languages.
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The direct method ( dara anjar sasmita ) *second edission*
- 1. THE DIRECT METHOD Created by Dara Anjar Sasmita 141100789
- 2. THE DIRECT METHOD Introduction The Direct Method is convey directly the words into target language. No translation is allowed.
- 3. WHAT ARE THE TEACHER GOALS IN USING THIS METHOD ? Comunicate using target language. Teach student to think. Drill in pronounciation.
- 4. WHAT IS THE ROLE OF TEACHER AND STUDENT ? HOW IS TEACHING LEARNING PROCESS ? Teacher and students are more like partner. Teacher demonstrate the new vocabulary. Students practice the new vocabulary.
- 6. EMPHASIZED IN LANGUAGE SKILLS. Vocabulary. Practice. Pronounciation.
- 7. THE WAY IN DIRECT METHOD Reading aloud. Question and answer exercise. Getting students to self-correct. Conversation practice.
- 8. THE WAY IN DIRECT METHOD Fill in the blanks. Dictation. Map drawing. Paragraph writing.
- 9. Choose one of some technique that suitable with you and your audiance. Thats all Thanks a lot