theory AJ. Root Flashcards
group 1 Transaltion Method
cognates คืออะไร ยกตัวอย่าง
words have the same origin
or related in some ways
possibility - English
Possibilidad - Spanish
-ty = -dad -tad
group 1 Transaltion Method
Classical Method
Classical Method คือเอา Text มาอ่านแล้ววิเคราะห์
มากจาก Classical Languge กรีก-ละติน
มีการอ่าน literature ด้วย
คำถาม base on reading
- อ่าน
- ศัพท์
- แกรมม่า
group 1 Transaltion Method
จุดเน้นคืออะไร เรียนอะไรเป็นส่วนมาก
•what’s skills?
- Reading
- Writing
** focus on written Language not a spoken langugae**
เรียน Grammar and Vocabulary
group 1 Transaltion Method
Teacher ROle & Goal
• คุณสมบัติคือ
เป็นคนที่มีอำนาจสูงสุดในการควบคุมชั้นเรียน (authority) ไม่ใช่ guide/ facilitator
Goal
- อ่าน lit เป็น (to be able to read literature)
(students learn culture through lit)
- แปลภาษาเก่ง (To translate from one langugae to another)
group 1 Transaltion Method
Student Role
• เป็นนักเรียนแบบไหน
•ครูให้ทำอะไร
• ถูกสอนแบบ deductive/inductive
-The students do as the teacher say
-follow
- be asked to tanslate
be taught deductively
- passive receiver
group 1 Transaltion Method
Teaching Process
•language in the class
- Use students’ native lang
- Translate
- study grammar
- student memorize vocab and grammar rules
group 1 Transaltion Method
เรียนแบบ
deductive = Rule- example หรือ
inductive = Example - Rules
deductive เรียนแกรมม่าก่อนเลย
group 1 Transaltion Method
Interaction ในคลาสเป็นยังไงบ้าง
+ Teacher to Student
- Student to student (rarely)
group 1 Transaltion Method
Evaluate ยังไง
ทำ written test
- Translation
- Question about the topics that they read
- Question about application of grammar
group 1 Transaltion Method
respond to student error
- give a clue/ another chance
- prompt double checking on their answers by asking “Are you sure?” “Do you have any ideas?”
** Corrct answer is consideredd very important”
group 1 Transaltion Method
Teachniques
- Translation of a literary passage
- Reading Comprehension question
- Cognates
- Memorization
- Deductive application of role
- Fill- in the blank
- Use words in sentences
- Composition
- Antonyms/ synonyms
which theory make student feel passive in the class and suit to teacher who isn’t fluent in target language?
GTM Grammar translation Method
overlearn
Audio lingual method 2
continue teaching until students can respond automatically
Group 1 Grammar Translation
Advantages
- Useful in large class
- Good to use in various levels of students
- Easy to understand (เพราะแปลเลย) take less effort and time
Group 1 Grammar Translation
Disadvantage
- make students passive in the class
- uninteresting
- students lack of ability to think in English
Group 1 Grammar Translation
ใช้ course syllabus แบบไหน
ใช้ Structural syllabus
to master grammar rules and vocab
Group 1 Grammar Translation
AKA/ general info
- classical method
- traditional method
- prussian method
for foreign language teaching
first country is Germany
late 19th begining 20th
ceased after the emergence of DIRECT METHOD
no or less pronunciation
vocab is taught by isulated words
grammar provide the rules
exercise : grammar analysis
Group 2 The Audio-Lingual Method/ Army method
จุดเน้น
•order topic ด้วย
Speaking and Listening skill (Pronunciation)
- Pronunciation
- Grammar
- Vocabulary
Group 2 The Audio-Lingual Method
Role and goal of teacher
- to make students eventually remember patterns of sentence (overlearn)
- use language communicatively
- Teacher is a conductor (orchestra)
also authority and monitor (correct or wrong)
Group 2 The Audio-Lingual Method
Role of students
- students follow teacher direction
Being an immitator of teacher’s role
Group 2 The Audio-Lingual Method
Teaching process
- No Ss’ native language
- new vocab pattern through dialog
- oral work
dialogs/ follow and repeat
grammatical/ example ( No grammar rules, figure out)
Group 2 The Audio-Lingual Method
deductive or inductive
rules- examples examples-rules
inductive
Group 2 The Audio-Lingual Method
interation
+ teacher to students
+ some students to students
Group 2 The Audio-Lingual Method
language emphasized
•order 4 skills
- sound system
- grammatical patterns
Natural order
1. Listening
2. Speaking
3. Reading
4. Writing
mostly in target language
A little Mother tongue
Group 2 The Audio-Lingual Method
evaluation
- fill in an appropriate verb form in the sentence
- ทดสอบเป็นหัวข้อ distinguish words
Distinguish sound eg. leave live (minimal pairs) - Discrete-point test —-> integrative test
INFORMATION ℹ️
🐯discrete-point test = ทดสอบจุดย่อย
- multiple choice
- true/false (ทดสอบความรู่แกรมม่า)
- fill in the blank
- spelling 💖
สมมุติว่าทำแค่ true or false แกรมม่าก็ไม่สามารถวัดความสามารถที่แท้จริงของเด็กได้ เพราะมันเดาได้
🐯 integrative test = ทดสอบแบบบูรณาการ
- The most basic integrative test is dictation (punctuation and capitalization)💖
- cloze test
✅ grammar, vocabulary, context ทดสอบได้หลายอย่างกว่า
✅ dictation ก็ require several skills like spontaneous
•Add• An integrative test draws on a variety of sources. Syntax, vocabulary, “schema,” cultural awareness, reading skills, pronunciation and grammar are all factors the test maker and test taker need to keep in mind.
“based on authentic uses of language
•Add discrete• Good students can guess many items without really understanding, and such tests do not prepare the learners for English usage outside the classroom. In addition, mastering “irregular verbs” on a test does not imply communicative competence.
Group 2 The Audio-Lingual Method
Ss’ error
- immediately correct พยายามให้เกิดความผิดพลาดน้อยที่สุด until Ss can pronounce it the closet
- ถ้าเด็กพูดผิดให้อธิบาย ว่าถ้าพูดผิดแล้วจะเกิดปัญหาอะไรบ้าง จะเกิด misunderstood
- review about Ss’ difficulty
- Change the rythm
Group 2 The Audio-Lingual Method
Tecchniques
- Dialog Memorization
- Repetition drill ()mimic teacher)
- backward buil-up drill ที่ขยายคำไปเรื่อยๆ
- chain drill สลับกันพูดถัดไปเรื่อยๆ จนครบ แล้วก้มี pair say the entire dialog
-single slot substitution (สั้นๆ เช่น ประธานกับ v.to be)
- Multiple-slot subsititution drill (make it longer/ T gives cue I am going to the office the/ she/ then/ go to the park)
- transformation drill (affirmative/ negative/ active/ question)
and then do a question-and-answer drill
- minimal pairs เกี่ยวกับ pronunciation (sheep/ ship/ leave/ live/ he’s/ his)
- complete the dialog with the words given
Group 2 The Audio-Lingual Method
about grammar rules
no grammar rules will be given to students
and they will figure it out by themselves
Group 2 The Audio-Lingual Method
psychology theory
related to Behaviorism กลุ่มพฤติกรรมนิยม
- ทฤษฎีการวางเงื่อนไขของพาฟลอฟ
- ทฤษฎีการเชื่อมโยงของ Thorndike ลองผิดลองถูกจนพอใจ
Group 2 The Audio-Lingual Method
Limitation
- in the meaning of vocabuary (student strugles with real situation)
- too much repetition
lose attention
do not understand
Group 2 The Audio-Lingual Method
Reinforcement and behaviorism
Positive reinforcement helps the students to develop correct habits.
Behaviorism
- Human beings learn language in the same way as other habits are learned through the process of training or conditioning.
(then it relates to repetition and memorizing drill)
it leads to strong skill
- Analogy is a better foundation for language learning than analysis.
(that’s why we changed from GRammar Translation to The Auddio lingual method)
Group 2 The Audio-Lingual Method
Course Syllabus
Analytic, structure-based and linguistic
(Key items of phonology, morphology, and syntax)
Lesson Plan
Warm-up
Presentation
Practice
Production
Wrap-up
Obejective
K- knowledge
P-Practice
A- Attitude
Group 3 Direct Method
concept
“Learn like a native?”
- only English in the class
- focus on Speaking & Listening // writing and reading
- It is a Natural Approach (learn like a native)
Group 3 Direct Method
Inductive or deductive
inductive
Example – rules
Group 3 Direct Method
Teacher’s Goal and role
- teach Ss to learn how to communicate and to think in the target language
- correct students (pronunciation)
- direcct the lesson (not direct translation , act illustration)
Group 3 Direct Method
Ss’ error
- guide the answer and get other students help if finallay it’s not correct the teaccher sho the correct one
Give alternative - self correction
Group 3 Direct Method
Teacher and students’ relationships
student’s role
be a partner through the lesson
- participate with teacher and peers
Group 3 Direct Method
FOcus
🥺pending
first Vocabulary
(then Grammar) / reading skill
give example and usage
-reading
-speaking
Group 3 Direct Method
interaction
teacheer to students (assign work)
student to student (discussing about topic)
Group 3 Direct Method
language and culture
- spoken language to communicate
- culture -everyday speech/ culture/ history/ geography
- discussion and teacher ask and answer question
Group 3 Direct Method
Evaluation
behavioral observation forms / checklist forms
No formal evaluation
Group 3 Direct Method
self-correction
and what gonna be if the teacher give the direct answer?
- give them a second change (give an alternative)
- repeat the wrong one by giving them a signal
- at or on??
- Ss lost real understanding
Group 3 Direct Method
Techniques
- Conversation practice
-question an danswer exercise - dictation
- paragrah writing
- Reading aloud
Group 3 Direct Method
Course syllabus
topical and situational syllabus
Group 3 Direct Method
Receptive skills vs. Productive skills
ฟัง พูด
อ่าน เขียน
Productive = speaking and writing
Receptive = listening and reading
They are skills for leaning vocabulary
Receptive skills
- Learner receive and understand
- don’t produce it
AKA passive skills
Productive Skills
- require language out put
- Learners produce language
AKA sctive skills
Group 3 Direct Method
advantages
- practice by using target language// get familiar
-nature method– speaking and listening - participation in the class (don’t be bored and has a great attitude)
