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GRAMMAR TRANSLATION METHOD.
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Period: to
Grammar Translation Method.
-Grammar was taught as a set of rules.
-Practice was done through written
exercises.
-Vocabulary was learnt via translated
lists.
-Written text was seen as the ‘real’
language.
-Speaking and listening were seen as less important. -
DIRECT METHOD.
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Direct Method.
- Speaking and Listening were the most important skills. -Students learnt sequences of strictly-chosen grammatical phrases by listening and repetition. -Grammar ‘rules’ were avoided, and replaced by phrases. -Vocabulary was learnt either incidentally, as part of the phrases being taught, or via lists grouped under types of situation.
- The method is still the basis of lower-level teaching in Berlitz’s ubiquitous and successful language schools
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AUDIO-LINGUAL METHOD.
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Audio-Lingual Method.
-The learning method was based on behaviourist psychology – stimulus-response learning.
-Language exercises for speaking were mostly listen and repeat.
-Language exercises for writing were
multiple choice and gapfill. -
STRUCTURAL-SITUATIONAL METHOD.
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Structural-Situational Method.
-Language presentation and practice was situationalised and so was always given social meaning.
-Speaking and listening were the most important skills.
-All the techniques of audio-lingual
method were used, but the famous ‘situation’ was added (mimes, pictures, sounds). -
HUMANISTIC APPROACHES.
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Humanistic Approaches Method.
-It focuses on the hidden internal experiences and emphasis the role of feelings must be incorporated into the learning experience.
-Students assimilate things best when they
are talking about themselves.
-Students have an active role. -
COMMUNICATIVE LANGUAGE TEACHING I.
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SILENT WAY METHOD.
-Created by Caleb Gattego. It is a language teaching methodology based on the idea that teachers should be as quiet as possible during a class, but students should be encouraged to produce as much language as possible. -
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Communicative Language Teaching I.
-It constitutes the predominant approach to the teaching of second languages, the fundamental merit of the communicative approach lies in seeing language as a means of communication for which it is necessary that students be able to express themselves fluently and appropriately outside the classroom, that is, focuses on the development of communicative competence. -
COMMUNICATIVE LANGUAGE TEACHING II.
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Communicative Language Teaching II.
-Students interview each other about their daily routines to get controlled practice.
-Students discuss a real thing without
interruption and the teacher takes notes of the mistakes and feeds these back afterwards. -
TOTAL PHYSICAL RESPONSE.
-It was developed by James Asher, this method implements the teaching of the second language through the combination between speech (oral language) and action; proposes to generate language learning through physical activities. -
NATURAL APPROACH METHOD.
-Created by Tracy Terrell and Stephen Krashen. One of the main premises is that the target language develops in two ways: "acquisition" which is a subconscious process and "learning" which is a conscious process. It is based on communication activities focused on the needs of the student. It focuses on the meaning, not the form of the language. The materials used are from the real world. -
TEST-TEACH-TEST.
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Test-Teach-Test.
-The students are given a task without any prior teaching of the relevant language points, (1° TEST), if the students have problems and make mistakes, the teacher knows that they have to teach the biggest errors (TEACH phase); this is followed by the students doing further practice exercises of these target items (2° TEST). This is a popular and resilient piece of methodology which brings together a number of principles, and has stood the test of time. -
TASK-BASED APPROACHES.
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Task-Based
-Developed by N. Prabhu. Learning activities from the simple and brief exercises to more complex, such as group problem-solving and decision-making. -
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Negotiated Syllabus.
-It has become the norm for many professional language training organisations; based on the principle that we first find out what students want and test them to find out what they need, and then negotiate the syllabus with them. -
LEXICAL VIEWS OF LANGUAGE.
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Lexical Views of Language.
-Developed by Michael Lewis. This approach makes a distinction between vocabulary - traditionally conceived as individual words - and lexis that includes not only isolated words but also combinations of words that we store in our lexicon. It is proposed that language consists of meaningful expressions that when combined produce coherent continuous texts. Language is idiomatic, more metaphorical than literal, and what is important is how words together create meaning. -
OUTPUT-FEEDBACK.
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NOTICING (CONSCIOUSNESS-RAISING).
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Output-Feedback.
-Authentic communicative activities in the
classroom are used as data for feedback, such as individualised feedback sheets, overhead slides full of errors for class discussion, full-scale remedial presentations, etc. -
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Noticing.
-Using the classroom to gradually raise students’ awareness.
-Presentation and practice work with students on any language item is raising the noticeability of that language in the minds of the students.
-This awareness-raising is therefore only the
first stage of a series of stages by which the language item, and the language awareness surrounding it, passes into the unconscious of the student. -
GRAMMATICALIZATION.
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Grammaticalization.
-Language is grammaticalised lexis. Using this principle for language syllabuses, some schools have dispensed with grammar, and give the title ‘lexis’ to many language
‘bits’ which once might have been called grammar; as for language exercises, we can use global
text exercises in which the grammar has been taken out
and which the students have then to
put back. -
THE MODERN INTEGRATED LANGUAGE TEACHER.
-The modern teacher is able to use any approach from the past as long as it is appropriate and useful.
-It is based on multiple theories, styles, ideas or to obtain complementary information about a topic.