GTM/DM/SLT Flashcards
What are the principal characteristics of the Grammar-Translation method?
1) Grammar-Translation is a way of studying a language that approached the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.
2) Reading and writing are the main focus; little to no attention is paid to speaking or listening.
3) Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.
4) The sentence is the basic unit of teaching and language practice.
5) Accuracy is emphasized.
6) Grammar is taught deductively- that is by presentation of the grammar rules, which are then practicced through translation exercises.
7) The students’ native language are the medium of instruction.
What are the principles and procedures of the Direct Method?
1) Classroom instruction was conducted exclusively in the target language.
2) Only everyday vocabulary and sentences were taught.
3) Oral communication skills were built up in a carefully graded progression organised around question-and-answer exchanges.
4) Grammar was taught inductively.
5) New teaching points were introduced orally.
6) Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was tauught by association of ideas.
7) Both speech and listening comprehension were taught.
8) Correct pronunciation and grammar were emphasized.
What are the main characteristics of the Oral Approach?
1) Language begins with the spoken language. Material is taught orally before it is presented in written form.
2) The target language is the language of the classroom.
3) New language points are introduced and practiced situationally.
4) For the vocabulary selection, special procedures are followed (General Service List)
5) Items of grammar are following the principle that simple forms should be taught before complex ones.
6) Reading and writing are introduced after grammar and lexis.
What is the theory of language underlying SLT?
It can be characterized as a type of structuralism. Underlying every language was a system of grammatical structures that had to be mastered in learning a language. Speech was regarded as the basis of language, and structure was viewd as being at the heart of the speaking ability.
What is the theory of learning underlying SLT?
It is a type of behaviorist habit-learning theory. There are three processes in learning a language- receiving the knowledge or materials, fixing it in the memory by repetition, and using it in actual practice until it becomes a personal skill. SLT adopts an inductive approach to the teaching of grammar. The meaning of words or structures is not to be given through explanation in either the native language or the target language but is to be induced from the way the form is used in a situation.
What are the objectives of SLT?
The objectives of SLT are to teach a practical command of the four basic skills of language.The skills are approached through structure. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.
What is the syllabus structure of SLT?
Basic to the teaching of English in SLT is a structural syllabus and a word list. A structural syllabus is a list of the basic structures and sentence patterns of English, arranged according to their order of presentation. In SLT, structures are always taught withing sentences, and vocabulary is chosen according to how well it enables sentence patterns to be taught.
What are the learner roles in SLT?
In the initial stages of learning, the learner is required to simply listen and repeat what the teacher says and to respond to questions and commands. The learner has no control over the content of learning and is often regarded as likely to succumb to undesirable behaviors unless skillfully manipulated by the teacher.
What are the teacher roles in SLT?
Presentation stage: he is the model; sets up situations and models the new structures, he manipulates, uses questions, commands, etc.
Practice stage: organizes the drills, the activities, the review
What is the role of instructional materials in SLT?
SLT is dependent on both a textbook and visual aids. The textbook contains tightly organised lessons planned around different grammatical structures. Visual aids may be produced by the teacher or may be commercially produced; they consist of wall charts, flashcards, pictures, and so on. The visual element together with a carefully graded grammatical syllabus is a crucial aspect of SLT.
