Language Teaching Methods PDF

LANGUAGE TEACHING METHODS PROF. HICHAM ZYAD OUTLINE Grammar translation method Gouin’s method Berlitz’s method (direct method) Audio-lingual method Communicative language teaching Task-based language teaching Content-based language teaching Blended and online language teaching GRA...

LANGUAGE TEACHING METHODS PROF. HICHAM ZYAD OUTLINE Grammar translation method Gouin’s method Berlitz’s method (direct method) Audio-lingual method Communicative language teaching Task-based language teaching Content-based language teaching Blended and online language teaching GRAMMAR TRANSLATION 1. Introduction: - Originated in the 19th century and was widely used in classical language education. - Primarily used for teaching Latin and Ancient Greek, but later applied to modern languages. - Focuses on grammar rules, translation, and reading comprehension. 2. Principles: - Emphasis on reading and understanding literary texts. - Translation serves as a bridge between the target language and the native language. - Grammar rules are taught deductively through explicit explanations. 3. Methodology: - Vocabulary acquisition is based on word lists and isolated vocabulary items. - Grammar rules are presented through rules and explanations in the native language. - Translation exercises involve both translating sentences from the native language to the target language (L1 to L2) and vice versa (L2 to L1). - Minimal focus on speaking and listening skills. 4. Criticisms: - Limited focus on speaking and listening skills, resulting in poor communication skills. - Little emphasis on practical language use in real-life situations. - Grammar rules might be memorized without a deep understanding of their usage. - Does not reflect how language is naturally acquired. - Translation does not always capture nuances and cultural context. GOUIN’S METHOD 1. Introduction: - Developed by Jean-Louis Gouin, a French teacher, in the late 19th century. - Based on the idea of teaching language through actions and contexts, rather than focusing solely on grammar rules and vocabulary. 2. Principles: - Language acquisition is most effective when it mimics the way a child learns their native language. - Learning should be based on the natural sequence of a conversation or activity. 3. Methodology: - Central concept: "Series Method" or "Series-Analysis Method." - Lessons are divided into thematic series of connected actions and situations. - Focus is on the repetition and variation of sentences that follow a logical sequence. - Teacher models sentences and actions, and students repeat and imitate. - Gradually, complexity increases, introducing new vocabulary and grammatical structures. 4. Criticisms: - Limited application for more complex grammatical structures. - May not provide a comprehensive understanding of grammar rules. - Could be challenging for languages with significant grammatical differences from the learner's native language. BERLITZ’S METHOD 1. Introduction: - Developed by Maximilian Berlitz in the late 19th century. - Focused on immersive language learning, similar to how children acquire their native language. 2. Principles: - Emphasizes spoken language over written language. - Grammar rules are learned implicitly through exposure and practice. - Cultural context and practical communication are key components. 3. Methodology: - Full immersion: All instruction is conducted in the target language. - Direct teaching: Explanation in the native language is avoided. - Use of real-life situations and dialogues to teach language in context. - Vocabulary and phrases are introduced gradually, with repetition and reinforcement. 4. Criticisms: - Lack of explicit grammar instruction might lead to incomplete understanding. - Limited focus on reading and writing skills. - May not suit all learning styles, as some learners benefit from explicit explanations. AUDIOLINGUAL METHOD 1. Introduction: - Emerged during World War II and gained popularity in the 1950s and 1960s. - A response to the need for effective language training for military personnel. - Also known as the "Army Method" or "Aural-Oral Method." 2. Principles: - Based on the behaviourist theory of learning, emphasizing habit formation through repetition and reinforcement. - Focuses on spoken language skills over written language. 3. Methodology: - Central belief: Language learning is a process of forming habits, similar to learning motor skills. - Repetition is a key feature, with the aim of automating correct language patterns. - Structural patterns (sentence patterns) are emphasized. - Error correction is immediate and emphasized to avoid forming incorrect habits. 4. Criticisms: - Focus on memorization may not lead to deeper understanding of language structure. - Limited emphasis on meaningful communication and comprehension. - May not prepare learners for real-life language use, as spontaneous communication is often different from rehearsed drills. - Neglects reading and writing skills.