Linguistics Methods PDF

¿ 1. Grammar-Translation Method Goals: Focus on reading literature, translation accuracy, and enhancing grammatical knowledge to improve native language skills. Role of Teacher: Authoritative figure providing grammar rules, vocabulary explanations, and assigning trans...

¿ 1. Grammar-Translation Method Goals: Focus on reading literature, translation accuracy, and enhancing grammatical knowledge to improve native language skills. Role of Teacher: Authoritative figure providing grammar rules, vocabulary explanations, and assigning translation exercises; corrects errors. Role of Students: Passive learners memorizing rules and engaging in translation exercises. Characteristics: Emphasizes structured translation and grammar; teacher-centered with limited student interaction. Interaction: Predominantly teacher-directed; minimal peer collaboration. Dealing with Feelings: Intellectual focus; emotional aspects largely ignored. View of Language: System of rules for translation. View of Culture: Understood through literature; limited emphasis on everyday practices. Areas Emphasized: Reading and writing over speaking and listening. Native Language Role: Central to learning through translation. Evaluation: Conducted through written tests and translation tasks. Response to Errors: Immediate correction focusing on accuracy. 2. Direct Method Goals: Teach students to think and communicate in the target language through oral skills and immersion. Role of Teacher: Partner facilitating direct interactions in the target language. Role of Students: Active participants engaging in conversation without relying on their native language. Characteristics: Focus on immersion; grammar taught inductively through practical exercises. Interaction: Dynamic and interactive; encourages peer engagement. Dealing with Feelings: May build confidence but does not explicitly address emotional aspects. View of Language: Tool for communication; grammar learned through context. View of Culture: Integral to language learning; exposure to everyday life. Areas Emphasized: Speaking and listening prioritized over reading and writing. Native Language Role: Not used; students learn directly through the target language. Evaluation: Based on speaking and writing abilities; informal assessments. Response to Errors: Encourages self-correction and discovery of errors. 3. Audio-Lingual Method Goals: Form language habits through repetition and drills; prioritize listening and speaking skills. Role of Teacher: Leader directing interactions; initiates drills and corrects responses. Role of Students: Listeners and responders engaging in structured dialogues. Characteristics: Behaviorist approach emphasizing drilling and repetition. Interaction: Mostly teacher-directed; limited student feedback. Dealing with Feelings: Minimal emotional consideration; focus on performance may induce stress. View of Language: Series of habits formed through practice. View of Culture: Reflected through the behaviors of native speakers. Areas Emphasized: Speaking and listening prioritized; reading and writing less emphasized. Native Language Role: Avoided; instruction entirely in the target language. Evaluation: Based on performance in drills; discrete-point tests may assess knowledge. Response to Errors: Immediate correction to reinforce correct habits. 4. Silent Way Goals: Foster independence and self-expression; encourage exploration of the language. Role of Teacher: Facilitator using silence to promote self-discovery. Role of Students: Active learners working through problems and self-correcting. Characteristics: Student-centered approach utilizing visual tools. Interaction: Minimal teacher guidance; encourages collaboration among students. Dealing with Feelings: Sensitive to student emotions; creates a non-threatening environment. View of Language: Tool for self-expression and exploration. View of Culture: Part of language; focus on internalizing rules. Areas Emphasized: Pronunciation and speaking. Native Language Role: Minimally used; focus on target language. Evaluation: Informal observation of progress. Response to Errors: Encourages self-correction. 5. Desuggestopedia Goals: Accelerate learning by reducing psychological barriers; create a relaxed environment. Role of Teacher: Positive presence encouraging a stress-free atmosphere. Role of Students: Engaged participants in a relaxed setting. Characteristics: Stress-free environment; incorporates music and drama. Interaction: Positive, encouraging interactions with peers.  Dealing with Feelings: Focus on reducing anxiety and fostering a positive atmosphere. View of Language: Means of rapid communication. View of Culture: Incorporated through creative activities. Areas Emphasized: All language areas; focus on communication. Native Language Role: Used initially to clarify concepts; transitions to target language. Evaluation: Minimal formal evaluation; focuses on comfort. Response to Errors: Gentle correction. 6. Community Language Learning Goals: Build community and trust; facilitate meaningful communication and support among learners. Role of Teacher: Counselor facilitating conversations and addressing emotional needs. Role of Students: Clients learning from one another; actively participate in discussions. Characteristics: Student-driven, meaningful communication in a supportive environment. Interaction: Based on trust; encourages sharing and collaboration. Dealing with Feelings: Explicitly addresses emotions; fosters trust. View of Language: Means of communication emphasizing understanding. View of Culture: Important aspect of communication; centered on real-life interactions. Areas Emphasized: Listening and speaking, with writing and reading introduced later. Native Language Role: Used to build trust; transitions to target language over time. Evaluation: Progress assessed through communicative use; informal feedback. Response to Errors: Supportive feedback to help understand and correct mistakes. 7. Total Physical Response (TPR) Goals: Develop comprehension and listening skills through physical activity; reduce stress associated with language learning. Role of Teacher: Issues commands in the target language; sets up comprehension scenarios. Role of Students: Active participants responding physically to commands. Characteristics: Focused on physical movement; effective for beginners. Interaction: Teacher directs through commands; responses evolve over time. Dealing with Feelings: Reduces stress; creates a low-anxiety environment. View of Language: Means of understanding and responding to commands. View of Culture: Not emphasized; focus on comprehension. Areas Emphasized: Listening and comprehension; understanding through actions.  Native Language Role: Not used; students respond in the target language. Evaluation: Based on ability to respond to commands; no formal tests. Response to Errors: Errors are gently corrected; stress minimized.