GRAMMAR-TRANSLATION METHOD
Principal characteristics:
The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from intellectual development that results from foreign language study;
detailed analysis of grammar rules
application of this knowledge to the task of translating sentences and texts into and out of the target language
Reading and writing are the major focus; little or no systematic attention is paid to
speaking or listening.
Vocabulary selection - based on the reading texts. Words taught through bilingual word lists; memorization.
Accuracy is emphasized. Students are expected to attain high standards in translation.
Grammar - taught deductively (presentation and study of grammar rules, practice through translation exercises).
Students' native language is the medium of instruction; it's used to explain new items and to enable comparisons to be made between the foreign language and the student's native language.
Techniques associated with the Grammar-Translation Method:
Translation of a literary passage (written, spoken or both).
Answering comprehension questions.
Synonyms and antonyms.
Deductive application of rules.
Fill-in-the-blanks: students are given sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses.
Memorization (vocabulary, grammatical rules).
Using words in sentences (to show that students understand the meaning and use of a new vocabulary item).
Composition (topics based on some aspect of the reading passage). Instead of writing a composition, students may be asked to prepare a summary of the reading passage.
The Direct Method
It originated from child language learning in the 19th century. At various times throughout the history of language teaching, attempts have been made to make second language learning more like first language learning.
Principal characteristics:
Classroom instruction was conducted in the target language.
Only everyday vocabulary and sentences were taught.
Oral communication was taught through question-and-answer exchanges.
Grammar was taught inductively.
New teaching points were introduced orally.
Concrete vocabulary was introduced through demonstration, objects and pictures; abstract vocabulary was taught by association of ideas.
Both speech and listening comprehension were taught.
Correct pronunciation and grammar were emphasized.
Techniques associated with the Direct Method
Reading aloud (teacher uses gestures, pictures, realia, exercises or other means to make the meaning of the section clear).
Question-and-answer exercises (conducted in order to practise new words and structures; only in the target language).
Getting students to self-correct (teacher may ask them to make a choice between what they said and alternative answer he supplies, repeat what a student has just said, using a questioning voice, or repeat what the student said, stopping just before the error).
Conversation practice.
Fill-in-the-blanks exercises.
Dictation.
Paragraph writing.
The Audio-Lingual Method
Principal characteristics:
Students should be able to use the target language communicatively. In order to achieve this, students need to overlearn the target language; to learn to use it automatically, they must form new habits in the target language and overcome the old habits of their native language.
T directs and controls the lg behaviour of the students, provides good model for imitation. Students are imitators of the T's model or the tapes.
New vocabulary and structures are presented through dialogues which are memorized through imitation and repetition.
Everyday English is emphasized; beginners are presented with only simple forms.
Structures of the lg are emphasized; skills are developed in their natural order (listening, speaking , reading and writing); oral skills receive more attention; pronunciation taught from the beginning.
Techniques associated with the the Audio-Lingual Method:
Dialogue memorization (dialogues are often used to begin a new lesson; certain sentence patterns and grammar points are included within the dialogue and are later practiced in drills based on the lines of the dialogue);
Backchaining drill (T breaks down the sentence into several parts; students repeat parts of the sentence, starting with the last one and extending backwards to the beginning);
Variety of drills;
Use of minimal pairs (e.g. ship - sheep; sing - sin; mouth - mouse etc.);
Inductive way of teaching grammar;
Grammar games (to get students to practise a grammar point within a context);
The Communicative Approach
Principal characteristics:
The main goal of foreign language study is to become communicatively competent. Students should be able to use the foreign lg appropriate to a given social context and manage the process of negotiating meaning with the interlocutors.
Teacher's roles in the learning process - a facilitator of students' learning:
a manager of classroom activities (establishes situations likely to promote communication);
an advisor answering students' questions and monitoring their performance;
a co-communicator engaging in the communicative activities along with the students;
3. Lg functions are emphasized;
a variety of forms for each function (e.g. prediction: “It may rain.”
“Perhaps it will rain.”), or the same form for a variety of functions (e.g. may
- to make a prediction, to give permission);
Errors are treated as a natural outcome of the development of communication skills.
Techniques associated with the Communicative Approach:
Use of authentic materials and realia;
Scrambled sentences (students' task is to put the sentences in the proper order and this way to restore the text; they may be also asked to put the picture strip story in order and write lines to accompany the pictures);
Language games (games are truly communicative if they have the three features of communication: information gap, choice, and feedback);
Role play;