Grammar Translation Direct Method Audio Lingual Total Physical RSP

Grammar Translation Direct Method Audio Lingual Total Physical Rsp
Approach Approach Approach Approach
- Nature of language - Nature of language - Nature of language - Nature of language

- Structural: language is a system of
- Structural: language is structurally
- Language is dialogue-based - Linear arrangement structures and vocabulary.
related elements for the coding of
- Functionally viewed - Hierarchy between elements - Grammar-based
meaning.
- The sentence is the basic unit - Systems within systems - Composed: Abstractions & Non-
- The sentence is the basic unit
abstractions
- Nature of language learning - Nature of language learning - Nature of language learning - Nature of language learning
- Using physical movements to react
- Behaviourim (Stimulus + Response
- Mechanical habit formation to verbal inputs.
+ Reinforcement)
- Aural-oral training - Conditions for effective use:
- Behaviourism - Language acquisition
- Analogy (inductive more than + Comprehensible
- Learning is not acquisition - Language proficiency  listening
deductive) + Active participation
and speaking spontaneously
- Cultural context - Bio-program, brain lateralization,
- Monolingual
reduction of stress
Design Design Design Design
- Objectives - Objectives - Objectives - Objectives
- General: - General:
+ To develop reading, writing, + Acquiring oral proficiency naturally
- General:
translating skill (at a beginning level)
+ to communicate in the target - General:
+ To develop student's mental - Specific:
language. + Improve Oral-Aural skills
discipline + Perform actions spontaneously in
- Specific: - Specific:
- Specific: correspondence with what the
+ Correct pronunciation + listening comprehension
+ by learning grammar rules and teacher suggests in terms of vocab
+ Common vocabulary + accurate pronunciation
vocabularies and structures in imperatives.
+ Accurate grammar + recognition of speech
+ by techniques: skimming/ + Enhance their oral skills especially
+ Gain oral competence (speaking > + the ability of writing
scanning/… listening comprehension.
listening)
+ Build up vocabulary and structures
in accordance with their needs.
- Syllabus - Syllabus - Syllabus - Syllabus
- Vocab-based
- Structural Syllabus - Structure-based - Topic-based
- Structure/ Grammar-based - Topic-based - Topic-based - Grammar-based
- Functional - Functional - Dialouge-focused
- Functional
- Types of teaching and learning - Types of teaching and learning - Types of teaching and learning - Types of teaching and learning
activities activities activities activities
- Teacher modeling
- Question answers, pronunciation
- Repetition - Comprehension check
- Reading comprehension question - Vocabulary teaching from
- Inflection - Meaningful drilling (not
- Deductive grammar learning demonstrations
- Replacement mechanical)
- Memorize lists of words - Inductive grammar teaching, self-
- Transformation - Role plays, slide presentations,
- Translate back and forth between correction
- Completion conversation
L1 and L2 - Dictation, writing a paragraph,
- Answer the question - Listen and draw (teach concrete
reading aloud
vocab); listen and do/ write/ dictate
- Learners’ roles - Learners’ roles - Learners’ roles - Learners’ roles
- Students are active more than
GTM (they are active in exploring - Listen to the teacher and physically
- Followers
new words and imitating via respond to the teacher’s commands.
- Passive: students are processive - Imitators
contexts, expression in target - Listen first for comprehension,
- Respond rapidly & accurately
language) then produce language later.
- Individual and work groups
- Teachers’ roles - Teachers’ roles - Teachers’ roles - Teachers’ roles
- Teacher-based - Oganizer, manager & director - central and active role, orchestra - Select learnable input (choose
- Teacher’s authority, oganizer, - Select materials and design their leader (the teacher has the appropiate language structures or
manager & director use. authority to direct, control the vocab, initiate models, present new
- Offer models, give clear language behavior of students and materials,…)
instructions decide what students learn) - Direct interaction (individual/ pair/
- Correct pronunciation, give feed - modeler of imitation ( As I have team/ group/ choral or class) work.
back just mentioned in the learner roles, - Offer models, give clear
- All teachers are proficient enough they give direction, and students instructions and check students’
in the foreign language to apply the repeat as much as possible. After comprehension.
principles of the method (it is largely that, language is formed, like a - Create a stress-free environment
dependent on the teacher's skill mechanical habit.) (create relaxing learning
rather than the textbook) - monitor and controls the learner's atmospheres, i.e. vocab games,
performance (teacher usually songs, puzzles, movement games,
control the pace of learning and “Simon says”…)
correct the student's mistake
immediately)
- The role of instructional materials - The role of instructional materials - The role of instructional materials - The role of instructional materials
- Assist the teachers to develop
language mastery in the learners - Optional and selective
- Technology had an important role - No basic text
- No textbooks in the first beginning
(If the teacher was not a native - For beginners: teacher's voice,
- Topic-based texts, culture-
speaker, the tape recorder provided actions, gestures
- Textbook geographic realia, visual aids
accurate models for dialogues and - Later on: common classroom
- Dictionary - Sources of input (animate and
drills) objects, flashcards, posters,
- Support teaching points inanimate) have a complementary
- The dialogue illustrates cultural pictures.
relationship
context (The syllabus of this method - Careful instructions, game books,…
- Based on the ability of teachers
is often taken from everyday life - Audio files of good quality.
conversations, so it also describes a - Support teaching points.
part of the culture of that language.)
Pros and Cons Pros and Cons Pros and Cons Pros and Cons
- Advantages - Advantages - Advantages - Advantages

- Develop reading and traslating
skills.
- Communication between the - It's fun, especially for children.
teachers and the learners does not - Helps to remember vocab.
cause linguistic problems - It is a good activity for those
- Few demands on teachers (even - Repetition with accuracy  deep students who learn best through
teachers who are not fluent in - A teacher uses various images/ memory, deep habits  Automacity actions and observation, and for
English can teach English through pictures to illustrates his/her point and spontaneity  fluency those who prefer to be in motion.
this method)  Clarity - Increase contact with 2nd language - Can be used in any size class, with
- Help students build up academic - Develop fluency of speech, good  more practice any number of students.
vocabulary pronunciations, expressions - Stress reduction from repetition -As in Suggestopedia, both
- Easy for students to understand - This method creates the suitable and imitation hemispheres of the brain are
clearly the meaning of words and environment for learning English - Stimulus can be in audio and visual worked.
sentence (by translating them in to Language. aids - It is easy to prepare and hardly any
the mother tongue) - Learners can be more confident - Learn about the cultural system of materials are needed.
- Restoring dead language: help to the target language - Focusing on listening allows
understand kind of ancient students to engage in language
literature. acquisition in a stress-free
- Enhancing mother tongue of environment
teachers: advance mother tongue by
using it to explain target language
- Disadvantages - Disadvantages - Disadvantages - Disadvantages
- ALM requires memorization,
repetition  boring, unsatisfying
lessons
- The grammar skill is not more
drilled.
- The learners play a passive role, so
they have little control over their
- Lack of communication and - Lack of skill balance (Focus on learning. - It can be a challenge for shy
interaction speaking & listening) - Mixed ability students may not feel students
- Teacher-centered  passive - Size: Small class satisfied - It's hard to teach students of
learners - High demand on teacher - students - Non-creativity higher levels
- Boring, monotonous have to learn with Native teachers - Depend on authenticity, quality of - It can be boring if the teacher
- Highly academic/useless - Costly input, native teachers repeats the same activity many
vocabulary (lack language of daily - No mother tongue (hard for - Students are unable to create times
use) average and below-average speech spontaneously - It is limited, since everything
- Just focus on translating  slow students) - Students maybe repeat and cannot be easily explained with this
down thinking  lack of fluency - Time consumption memorize what they don't method.
understand.
- It is not the same importance for
the 4 skills  Students tend to
mislearn skills
- Very little attention is paid to
communicative skills (repeat – not
focus on contexts)

Grammar Translation Direct Method Audio Lingual Total Physical RSP

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Grammar Translation Direct Method Audio Lingual Total Physical Rsp

Approach Approach Approach Approach

- Nature of language - Nature of language - Nature of language - Nature of language

- Objectives - Objectives - Objectives - Objectives

- Advantages - Advantages - Advantages - Advantages

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