Traditional Approaches and Methods

Question 1

Traditional Approaches and Methods

Answer 1

 division based on the principles of language learning and on theoretical knowledge of how languages are learned
1. methods based on paradigmatic, structural relationships (compared with mother tongue)
2. methods emphasizing the communicative aspect

Question 2

The Grammar-Translation Method

Answer 2

 traditional method in language teaching in the 19th ct.
 the use of mother tongue (FL is taught through it)
 grammar essential (the core of LT) for the development of communicative skills
 grammar deductively, grammatical analysis
 translation
 LL memorize the rules, try to apply them, disconnected sentences
 vocabulary presented in long lists of isolated words + equivalents in the mother tongue
 errors not accepted (correct answer by T)
 reading as the basic skill – little comprehension
 text for grammatical analysis
 little attention to pronunciation, listening, speak.
 assessment: translate from the native lang. to the target lang. and vice versa, apply grammar rules, answer questions about foreign culture
 up-front teaching
 T–authority, decides about all aspects of a lesson
 affective factors not taken into consideration
 T-controller, interaction T → Ss

Question 3

GTM Typical Techniques

Answer 3

 translation of a literary passage (translating target language to native language)
 reading comprehension questions (finding information in a passage, making inferences, relating to personal experiences)
 antonyms/synonyms (finding antonyms and synonyms for words or sets of words)
 fill-in-the-blanks (filling in gaps in sentences with new words or items of a particular grammar type)
 memorization (memorizing vocabulary lists, grammatical rules and grammatical paradigms)
 use words in sentences (Ss create sentences to illustrate they know the meaning and use of new words)

Question 4

The Direct Method

Answer 4

 simulating the “natural way“ in which children learn first languages“
 the objective: the communication in the target language (classroom instruction in the target l.)
 vocabulary more important than grammar
 vocabulary items and concepts – visual aids (pictures, objects), mime, pantomime, association
 the mother tongue and translation avoided
 only everyday vocabulary and sentences
 small classes (language studied intensively)
 expensive
 criticized for its weak theoretical foundations

Question 5

The Direct Method – guidelines

Answer 5

• Never translate: demonstrate
• Never explain: act
• Never make a speech: ask questions
• Never imitate mistakes: correct
• Never speak with single words: use sentences
• Never speak too much: make students speak much
• Never use the book: use your lesson plan
• Never jump around: follow your plan
• Never go too fast: keep the pace of the student
• Never speak too slowly: speak normally
• Never speak too quickly: speak naturally
• Never speak too loudly: speak naturally
• Never be impatient: take it easy

Question 6

The main techniques of the Direct Method

Answer 6

 Reading aloud
 Question and answer exercise (full sentences)
 Self-correction (a choice – an alternative answer supplied, T repeats - a questioning voice, T repeats - stopping just before the error)
 Conversation practice (using grammatical structures)
 Fill-in-the-blank exercises
 Dictation
 Map drawing (Ss given a map with the geographical features unnamed, T – directions)

Question 7

The Audio-Lingual Method

Answer 7

o based on the behaviourist belief (see Behaviourism) that language learning is the acquisition of a set of correct language habits
o LLs repeat language structures
o the aim: the communicative use of the target language
o new material in dialogue form (Q-A pattern)
o dependence on mimicry, memorization of set phrases, overlearning
o vocabulary in contextualized dialogues
o structures sequenced by means of contrastive analysis and taught one at a time
o little or no grammatical explanation
o grammar taught inductively (analogy)
o pronunciation taught from the beginning, language laboratories, minimal pair drills
o listening and speaking, LLs can only start speaking freely after they have mastered language structures
o reading and writing in the early stages – very little
o errors not allowed
o tendency to manipulate language and disregard content
o T – orchestra leader providing Ss with a good model for imitation
o Ss – imitators

Question 8

DRILLS

Answer 8

 Repetition (S repeats an utterance as soon as he hears it)
 Inflection (one word in a sentence appears in another form when repeated)
 Replacement (one word is replaced by another)
 Restatement (S re-phrases an utterance)