Language Teaching Methods

Question 1

is a traditional teaching technique
that was used to teach Latin and Greek and was
particularly in vogue in the 16th century.

Answer 1

Grammar Translation Method (first known as
Classical Method)

Question 2

It focuses on grammatical rules, syntactic, structures,
along with the rote memorization of vocabulary and
translation of literary text.

Answer 2

Grammar Translation Method (first known as
Classical Method)

Question 2

CHARACTERISTICS OF GRAMMAR TRANSLATION METHOD:

Answer 2

• Classes are taught in the mother tongue with the little active use of
  the target language.
• Much vocabulary is taught in the form of lists of words.
• Long elaborate explanations of the grammar given.
• Grammar provides the rules for putting words together and
  instruction often focuses on the form and inflection of the words.
• Reading of difficult texts is begun early.
• Often the only drills are exercises in translating disconnected
  sentences from the target language into the mother tongue.
• Little or no attention given to the pronunciation.
  This does not enhance students’ communicative ability in a language.

Question 3

this is premised on the principle that second language learning should be more like the
first language learning- lots of interaction, spontaneous use of the language, no translation between first and second languages and no little or no analysis of grammatical rules.

Answer 3

The Direct Method

Question 4

CHARACTERISTICS OF DIRECT METHOD:

Answer 4

• Classroom instruction was conducted exclusively in the target language.
• Only everyday vocabulary and sentences were taught.
• Oral communication classes were built up in a carefully traded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.
• Concrete vocabulary was taught through demonstration, objects and pictures. Abstract vocabulary was taught through association
  of ideas.
• Both speech and listening of target language are taught.
• Correct pronunciation and grammar were emphasized.

Question 5

Like the direct method, the audio-lingual method advised that students should be taught a language directly, without using the students’ native language to explain new words or grammar in the target language

Answer 5

The Audiolingual Method (ALM)

Question 6

CHARACTERISTICS OF ALM:

Answer 6

• New material is presented in dialog form
• There is dependence on mimicry, memorization of set phrases and overlearning.
• There is little or no grammatical explanation.
• Vocabulary is strictly limited and learned in context.
• There is much use of tapes, language labs and visual aids.
• Very little use of mother tongue by teachers.
• There is great effort to get students to produce error-free utterances.

Question 7

Failure of ALM

Answer 7

it didn’t teach long-term communicative proficiency.
Language is not really learned through a process of habit formation and overlearning

Question 8

products of multidisciplinary researches
after ALMwaned.

Answer 8

The Designer Method

Question 9

a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling- approach in which the teacher acts as a counselor, while the learner is seen as a client and collaborator.

Answer 9

Community Language Learning

Question 10

Teaching method based on the idea how the
human brain works and how we learn most
effectively. It includes a rich sensory learning, a
positive expectation of success and the use of a
varied range of methods like dramatized texts,
music, active participation in songs and games,
etc.

Answer 10

Suggestopedia

Question 11

This method capitalized on discovery
learning.

Answer 11

The Silent Way

Question 12

HOW THE SILENT WAY LEARNING IS FACILITATED:

Answer 12

*If the learner discovers or creates rather than
remembers and repeats what is to be learned.
*By accompanying physical objects
*By problem solving involving the material to be
learned (Richards and Rodgers, 1986).

Question 13

A method of teaching language or vocabulary concepts by using physical movement to react to verbal input. This method demands listening and acting. The teacher is the “director” and the students are the “actors” (Asher,1977).

Answer 13

Total Physical Response

Question 14

This method aimed at the goal of basic personal communication skills; everyday language situations – conversations, shopping, listening to the radio.

Answer 14

The Natural Method

Question 15

NATURAL METHOD INVOLVES THREE STAGES:

Answer 15

*The Preproduction Stage
*Early Production Stage
*Extending Production

Question 16

The primary goal of CLTis for student to acquire proficienc through uses of the target language in speaking, listening, reading, and writing. To make that happen, teachers make informed use of authentic text and context. Learning the target language will empower them to communicate beyond the classroom, such as self-learning by reading books, magazines and newspaper.

Answer 16

Communicative Language Teaching

Question 17

FIVE FEATURES OF CLT:

Answer 17

• An emphasis on learning to communicate through interaction in the target language.
• The introduction of authentic texts into the learning situation.
• The provision of opportunities for learners to focus no only on language, but also on the learning process itself.
• An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning.
• An attempt to link classroom language learning with language activation outside the classroom (David Nunan, 1991)

Question 18

An approach to teaching that focuses on the
learners and their development rather than on
the transmission of content; it addresses the
balance of power in teaching and learning, moves
toward learners actively constructing their own
knowledge, and puts the responsibility for
learning on the learners.

Answer 18

Learner-Centered Teaching

Question 19

An educational approach which aims to
organize classroom activities into academic and
social learning experiences. There is much more
to cooperative learning than merely arranging
students into groups, and it has been described as
“structuring positive interdependence.” Students
must work in groups to complete tasks
collectively toward academic goals.

Answer 19

Cooperative Learning

Question 20

Communication is essentially interactive in nature
and so necessarily, language classes must be highly interactive. Interactive learning is a hands- on approach to help students become more engaged and retain more material. With or without a form of technology, interactive learning helps students strengthen problem solving and critical thinking skills.

Answer 20

Interactive Learning

Question 21

MOST LIKELY TO BE FOUND IN INTERACTIVE LANGUAGE CLASS:

Answer 21

• Most likely to be found in interactive language class:
• Doing a significant amount of pair work or group works.
• Receiving authentic language in real world context.
• Producing language for genuine, meaningful communication.
• Performing classroom tasks that prepare them for actual language used out there.
• Practicing oral communication through give and take actual conversation.

Question 22

Argues that language should be taught as a “whole.” It is a theory of language instruction developed to help young children learn to read, and to the teaching of ESL (English as a Second Language).

Answer 22

Whole Language Education

Question 23

An approach to language teaching that
focuses not on the language itself, but rather
on what is being taught through the
language; that is, the language becomes the
medium through which something new is
learned.

Answer 23

Content-centered Education

Question 23

An approach in which
revolves around the completion of
meaningful tasks.

Answer 23

TBL (Task-based learning), or TBLT (Task-based language teaching)

Question 24

THREE PHASES OF TASKED-BASED LEARNING:

Answer 24

*Pre-task
*Task
*Post-Task or Language Focus

Question 25

Phase of a TBL lesson is the moment when the teacher sets the task, contextualizes the topic of the lesson, raises students’ interest and prepares learners to perform the task.

Answer 25

Pre-task TBL

Question 26

In this stage of the TBL lesson, learners perform the
task proposed. They are supposed to perform the
task in small groups or pairs, and use their existing
knowledge of language to express themselves in a
spontaneous way. As the focus is communication, the teacher is not supposed to carry out extensive error correction at this stage, but should monitor and provide support.

Answer 26

Task TBL

Question 27

The phase when students evaluate their performance. This might be done by comparing the
outcome of their task to that of a proficient user of
the language. It can also involve feedback provided
by the teacher and subsequent practice of language
items that emerged from the task.

Answer 27

Post-task or Language Focus