ELT201 Week 3 The Direct Method PDF

The Direct Method ELT201 Week-3  It emphasizes the mind’s internal processes, such as how learners process, store, and Revision on retrieve language information. Language learning is seen as acquiring rules and Theory, knowledge, no...

The Direct Method ELT201 Week-3  It emphasizes the mind’s internal processes, such as how learners process, store, and Revision on retrieve language information. Language learning is seen as acquiring rules and Theory, knowledge, not just forming habits. Approach A) theory and Method B) Approach C) Method  Students learn grammar rules by rote memorization and then practice the rules by Revision on doing grammar drills and translating Theory, sentences to and from the target language. Approach A) theory and Method B) Approach C) Method  Language learning is seen as a process Revision on of habit formation through stimulus, response, and reinforcement. Theory, Approach A) theory and Method B) Approach C) Method  In this ……….. the emphasis is on learning grammatical and phonological Revision on structure, especially for speaking and Theory, listening. Approach A) theory and Method B) Approach C) Method  Emphasize the emotional and psychological factors in language learning. aim to tap into learners’ Revision on subconscious by reducing stress and Theory, creating a comfortable environment for Approach language learning. and Method A) Theory B) Approach C) Method  This is a learner-centered ……… that emphasizes autonomy and problem-solving, encouraging students to explore the language on their own. For example, students may be asked to form Revision on sentences or manipulate language structures Theory, using rods of different lengths and colors, with the teacher only providing minimal Approach guidance or corrections. and Method A) Theory B) Approach C) Method  It views learning as an active, constructive process where learners build their understanding based on Revision on their experiences and prior knowledge. Theory, Language learning is a personal and Approach social activity. and Method A) Theory B) Approach C) Method  It highlights the importance of social interaction in learning. Language Revision on learning is seen as a mediated process through communication with more Theory, knowledgeable others. Approach and Method A) Theory B) Approach C) Method  It focuses on using language to convey meaning. Language learning is not just about knowledge of rules, but about the ability to use language effectively in real-world communication. Revision on Materials emphasize functional language use Theory, rather than purely grammatical forms. Activities are often task-based, encouraging learners to use Approach language in context. and Method A) Theory B) Approach C) Method  It sees language learning as the result of completing meaningful tasks where language use is a by-product of the task itself. Learners Revision on focus on communication, problem-solving, Theory, and completing tasks rather than on the language itself. Approach and Method A) Theory B) Approach C) Method  1. What are the primary skills emphasized in the Grammar-Translation Method? 2. How is grammar typically taught in the Grammar-Translation Method? Grammar 3. Which language is primarily used for Translation instruction in the Grammar-Translation Method? Revision 4. What type of exercises are central to the Grammar-Translation Method? 5. What is the role of vocabulary in the Grammar-Translation Method? How is it typically taught?  6. In which historical context was the Grammar-Translation Method first developed? 7. What are the major weaknesses of the Grammar-Translation Method in terms of Grammar communicative skills? Translation 8. Why is pronunciation often neglected in the Grammar-Translation Method? Revision 9. How does the Grammar-Translation Method handle error correction? 10. What is the main criticism of the Grammar-Translation Method concerning to real-world language use?  1. The Grammar-Translation Method was originally used to teach modern languages like English and French. 2. The Grammar-Translation Method focuses on communication and fluency. Grammar 3. Little attention is given to pronunciation in the Translation Grammar-Translation Method. Revision 4. Students in the Grammar-Translation Method are encouraged to use the target language creatively. True-False 5. The Grammar-Translation Method emphasizes the use of the target language in the classroom. 6. Grammar is taught deductively in the Grammar-Translation Method.  In the 1880s, it was developed in response to the Grammar Translation Method. The supporters of the Direct Method The Direct introduced it in France and Germany (it was Method officially approved in both countries at the turn of the century), and it became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools to teach French.  “meaning should be conveyed directly in the target language through the use of demonstration and visual aids, without resorting to the native language of the student. The Direct Method The basic rule of the Direct method was: "No translation is allowed" It bases the context and strategies for second language acquisition on the first language acquisition process.  1) Reading in the target language should be taught from the beginning. The reading skills will be developed through practice with speaking. Language is primarily speech. 2)Objects (e.g. realia or picture) in the classroom Principles of environment should be used to help students understand the meaning. the Direct 3)The native language should not be used in the Method classroom. 4)The teacher should demonstrate, not explain or translate. Students should make a direct association between the target language and meaning.  5)The purpose of language learning is communication. 6)Students should learn to think in the target language as soon as possible. Vocabulary is Principles of acquired more naturally if students use it in full the Direct sentences, rather than memorizing word lists. Method 7)Pronunciation should be worked on right from the beginning of language instruction. 8)Self-correction facilitates language learning.  9)Lessons should contain some conversational activity. Students should use language in real contexts. Students should be encouraged to speak as much as possible. Principles of 10)Grammar should be taught inductively. the Direct 11)Writing is an important skill, to be developed Method from the beginning of language instruction. 12)The syllabus is based on situations or topics, not usually on linguistic structures. 13) Learning another language also involves learning how speakers of that language live (culture).  (1)Teachers who use the Direct What are the Method intend that students learn goals of how to communicate in the target teachers who language. use the Direct Method? (2)Students should learn to think in the target language.  What is the The teacher and the students are role of the students and more like partners in the teacher? teaching/learning process.  (1)Teachers who use the Direct Method believe students need to associate meaning and the target language directly. (2)When the teacher introduces a new target language word or phrase, he or she demonstrates its meaning through the use of What are realia, pictures, or pantomime. some (3)Students speak in the target language and communicate as if they were in real situations. characteristic (4)The syllabus used in the Direct Method is based upon s of the situations (language that people would use at a bank or when teaching/lear going shopping) or topics (such as geography, money, or the weather). ning process? (5)Grammar is taught by inferring from the context (inductively). (6)Students practice vocabulary by using new words in complete sentences.  What is the The initiation of the interaction goes both nature of ways, from teacher to student and from interaction in student to teacher, although the latter is often teacher-directed. the classroom? Students converse with one another as well.  (1)Language is primarily spoken, not written. (2)Students study common, everyday speech in How is the target language. language (3)They also study culture consisting of the and culture history of the people who speak the target language, the geography of the country or viewed? countries where the language is spoken, and information about the daily lives of the speakers of the language.  (1)Vocabulary is emphasized over grammar. (2)Work on all four skills (reading, writing, What speaking, and listening) occurs from the start. language (3)Oral communication is seen as basic. skills are (4)The reading and writing exercises are based emphasized? on what the students practice orally first. (5)Pronunciation also receives attention right from the beginning of a course.  (1)Students are asked to use the language, not to demonstrate their knowledge about the language. How is evaluation (2)They are asked to do so using both oral and written skills. For example, (a) the students accomplished? might be interviewed orally by the teacher or (b) might be asked to write a paragraph about something they have studied.  The teacher tries to get students to self-correct whenever possible. a)The teacher may have students self-correct by How does the asking them to choose between what they said and teacher an alternative answer he supplied. respond to b)The teacher might simply repeat what a student has just said, using a questioning voice to signal to student the student that something is wrong with it. errors? c)Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong  1)Reading aloud a)Students take turns reading sections of a passage, play, or dialog out loud. What are the b)At the end of each student's turn, the teacher uses main gestures, pictures, realia, examples, or other means to techniques of make the meaning of the section clear. the Direct 2)Question and answer exercise Method? Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them.  3)Conversation practice a) The teacher asks students a number of questions in the target language. What are the b)The questions contained a particular grammar structure. main c)Later, the students would be able to ask each other their techniques of own questions using the same grammatical structure. the Direct 4)Fill-in-the-blank exercise All the items are in the target language; furthermore, no Method? explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson  5)Dictation The teacher reads the passage three times. (a) The first time the teacher reads it at a normal speed, while the students just listen. (b) The second time he reads the passage phrase by phrase, pausing long enough to What are the allow students to write down what they have heard. (c) The last time the teacher again reads at a normal speed, and students check their main work. 6)Map drawing techniques of a)The aim is to give students listening comprehension practice. The the Direct students are given a map with the geographical features unnamed. Then the teacher gives the students directions. Method? b)The students then instructed the teacher to do the same thing with a map he had drawn on the blackboard. c)Each student could have a turn giving the teacher instructions for finding and labeling one geographical feature.  8)Paragraph writing What are the a)The teacher may ask the students to write a main paragraph in their own words based on the techniques of reading materials. the Direct b)Students could do this from memory or they Method? could use the reading passage in the lesson as a model. Check your in the pervious chapter on the Grammar-Translation understanding Method, we learned that grammar was treated deductively. In the Direct Method, grammar is of the Direct treated inductively. Method What is the difference between deductive and inductive treatments of the grammar?  Deductive grammar teaching is based on facts and statements, it is also based on prior logic. Therefore the learners are told the grammatical rule and will work from that. Inductive grammar teaching is based on trial and error and experiments. The learners learn from Answer trying different things, and seeing what works and what does not. Through experimenting they figure out the grammatical rules. They infer the meaning from the context.  2-What are some of the characteristics of the Check your Direct Method that make it so distinctive from the Grammar –Translation Method? understanding of the Direct 3-It has been said that it may be advantageous to a teacher using the Direct Method not to Method know his student`s native language. Do you agree? Why?  1-choose a particular situation ( such as at the bank, or the doctor's office) or a particular topic (such as articles Apply what of clothing, holidays, or the weather) and write a short passage or a dialog on the theme you have chosen. Now you think about how you will convey its meaning to the understood students without using their native language. about the 2-Select a grammar point. Plan how you will get students to practice the grammar point. What examples can you Direct provide them with so that they can induce the rule Method themselves? 3-Practice writing and giving a dictation as it is described in the Direct Method chapter.