The Grammar Translation Method

The Grammar Translation Method is not new, It has had different names, but language teachers have used it for many years. At one time it was called Classical Method since it was first used in the teaching of the classical languages, such as Latin & Greek.Earlier this century, this method was used for the purpose ofhelping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better.

Finally it was thought that foreign language learning would help them grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway.Students translate a reading passage from the target language into their native language. The reading passage provides the focus for several classes : Vocabulary, and Grammatical structures in the passage are studied in subsequent lessons. The passage may be excerpted from some work from the target language literature or a teacher may write a passage carefully designed to include particular grammar rules and vocabulary.Students answer question in the target language based on their understanding of reading passage. Students are given one set of words and are asked to find antonyms in the reading passage. Asking students to find synonyms for a particular set words would do a similar exercise. Or students might be asked to define a set word words based on their understanding of them as they occur in the reading passage.Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the language. Students are also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language.It seems that Grammar Translation Method needs a big effort from the teachers in order to make Grammar and Vocabulary become interesting for the students.The strengthpoints of GTM are students will be able to master the appropriate structures of a language and mistakes made by them in applying speaking ability will not be that much.The weaknesspoints of GTM tends to be boring to the students in their learning activity. For students who early get bored, they will not be able to master grammar well.

GRAMMAR

DEFINITIVE ARTICLEVERB ENDINGS

MascFemNeutPL1 -en

NominativeMeMenMasLenSing2 -a

IdiotiveDetDefDofTen3 -o

ImaginativeJebKinLosFen

IllogitiveTalSibPenKen1 -ens

Plural2 -ato

3 -unt

VOCCABULARY

sabla(m)chairabrounderlistput

maldi(f)tablelefoncordthrow

labro(f)bookpartiagainstnuto be

gardi(m)Boy

randos(n)floor

borden(n)ceiling

NotesIf an object. is under 2 ft high from ground level, the Idiotive case is used.If an object is 2 t over from ground level, the Imaginative case is usedA chair is always considered to be less than 2 ft high, no matter what its actual height may be.Direct = object IllogitiveExample:The chair is under the table / Det sabla nmabro kin maldiTranslate thesentences:-1) The book is under the chair.2) The boy puts the book on the table.3) The boy puts the book on the floor.4) The boy throws the book against the ceiling.5) The boy throws the books against the ceiling

The Direct Method Direct Method is the one of many method in teaching. Direct Method usually emphasize on the using of target language. So, if you as the student want to learn English in class to be certain your teacher must use the English language because he uses Direct Method. They should learn to speak and understand target language in every situation. In Direct method also use the drill method too in the class. Drill method is the method by the teacher which is given to the students to imitate the word from teacher. For example: Teacher says Hello and Students say Hello etc. Teacher focuses on speaking and listening in class. Role of teacher in Direct Method is passive and students must be active, we do not need the dialogue, text for reading and translation session. Just given an examples with using target language by the teacher in Direct Method. This method also called Natural Approach and Direct Method provides the learners with practically useful knowledge of language.The Direct Method has several important points, there are:1. This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction.2. The goal of this method is to enable the students to speak/communicate in target language.3. Lessons begin with a dialogue using a modern conversational style in the target language.4. Material is first presented orally with actions or pictures.5. The mother language is never used. Therefore, there is no translation.6. The preferred type of exercise is a series of questions in the target language based on the dialogue of an anecdotal narrative.7. In this method, teacher emphasizes listening first.8. Students mimic the teacher.9. Mistakes made by students are allowed.10. Questions are answered in the target language.11. Grammar is taught inductively. Rules are generalized from practice and experience with the target language.12. Verbs are used first and systematically conjugated much later after some oral mastery of the target language.13. Advanced students read literature for comprehension and pleasure.14. Literary texts are not analyzed grammatically.15. The culture associated with the target language is also taught inductively.16. Culture is considered an important aspect of learning the language.Realizing that The Grammar Translation Method of second language instruction did not work to impart spoken proficiency in the target language, in the late 1800's, The Direct Method surfaced in language instruction. The need for a system that worked to teach spoken competence is what drove those to create The Direct Method. What it entailed was methods of language acquisition that were more closely related to how first (native) languages were acquired. The main goal was to teach how to think in the second language and move as far away as possible from the harmful grammar-first approach. It did not seek to make constant references to one's first or native language, as does The Grammar Translation Method.

The Direct Method brought a new wave of thought into second language teaching. The shift in philosophy of second language education led its proponents to believe that all instruction should be taught in the target language with no translation into the learner's native tongue. The emphasis was in forming connections between meaning and the second language being learned. One of the major and famous advocates of The Direct Method was Charles Berlitz. His schools still employ this method and are famous worldwide.

The basic idea was to learn to think in the language one wanted to learn. This was to be done without relating the learner's first language to the second language at all. Through the use of picture and pantomime, meaning was to be conveyed. The objective was to make links between meaning and the target language. If you were shown a picture of a cat, the word c-a-t in English would not be used to help you learn that in Spanish, the word is gato. The picture would convey the meaning of the word spoken by the teacher.

A problem with The Direct Method is that it met with opposition in public schools that are governed by strong political forces. Second language learning, for communicative purposes, was never popular in education and especially in mainstream America. Budgets, time, classroom size, and teacher incompetence were all cited reasons for sending The Direct Method into decline in the public eye. It is still employed in private schools.

The Audio-Lingual Method

Audio-lingual Method: Or the Army Method or also the New Key is a style of teaching used in teaching foreign languages. It is based on behaviorist ideology, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcementcorrect use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the Direct Method. Like the Direct Method, the Audio-Lingual Method advised that students be taught a language directly, without using the students native language to explain new words or grammar in the target language. However, unlike the Direct Method, the Audio-lingual Method didnt focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar. Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instructioneverything is simply memorized in form.The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. Charles Fries, the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure or grammar was the starting point for the student. OBJECTIVES The aim of this method is:1. to make students able to use the target language communicatively and automatically without stopping to think; and2. to help students to acquire the structural patterns. PRINCIPLES The principles of this method are:1. Instructions are given in the target language.2. Language forms occur within a context.3. Students native language interferes as little as possible with the students attempts to acquire the target language.4. Teaching is directed to provide students with a native-speaker-like model.5. Analogy provides a better foundation for language learning than analysis.6. Errors are carefully avoided because they lead to the formation of bad habits.7. Positive reinforcement helps the student to develop correct habits.8. Students are encouraged to learn to respond to both verbal and nonverbal stimuli.9. The teacher is regarded as an orchestra leader-conducting, guiding and controlling the students behavior in the target language.10. Learning a foreign language is treated on par with the native language learning.11. A comparison between the native language and the target language is supposed to help teachers to find the areas with which their students probably experience difficulty: this is expected to help students to overcome the habit of the native language.12. Language is not seen separated from culture. Culture is the everyday behavior of people who use the target language. One of the teachers responsibilities is to present information about that culture in context.13. Students are taken to be the imitators of the teachers model or the tapes.14. The dialogue is the chief means of presenting vocabulary, structures and it is learned through repetition and imitation.15. Mimicry, memorization and pattern drills are the practice techniques that are emphasized.16. Most of the interaction is between the teacher and the learner and it is imitated by the learner.17. Listening and speaking are given priority in language teaching, and they precede reading and writing.18. Correct pronunciation, stress, rhythm and intonation are emphasized.19. The meanings of the words are derived in a linguistic and cultural context and not in isolation.20. Audio-visual aids are used to assist the students ability to form new language habits.TECHNIQUES Those are the common features of the Audio-Lingual method of language teaching. Again, there may be substantial variation in practice. The lesson typically begins with a dialogue, which contains the structure and vocabulary of the lesson. The student is expected to mimic the dialogue and eventually memorize it. Often, the class practices the dialogue as a group, and then in smaller groups. The dialogue is followed by pattern drill on the structure introduced in the dialogue. The aim of the drill is to strengthen habits, to make the pattern automatic.The techniques derived from the principles of the Audio-Lingual method are as follows:1. Students listen to a native-like model such as the teacher of a tape-recorder.2. Students repeat the new material chorally and individually.3. Teachers correct students errors immediately and directly.4. Dialogues are memorized by reversing roles between (teacher-student) (student-student).5. Students are encouraged to change certain key words or phrases in the dialogue.6. Students write short guided compositions on given topics.7. Students are encouraged to induce grammatical rules.8. Students are involved in language games and role-play.9. Filling-in the blanks exercise is used.10. Minimal pairs are used.11. Teachers ask questions about the new items or ask general questions.12. Substitution drills, chain drills, transformation drills and expansion drills are used.13. Language laboratory is used for intensive practice of language structures as well as supra segmental features.14. Dialogue is copied in students notebook.15. Students are asked to read aloud.

Suggestopedia

The prime objective of Suggestopedia is to tap into more of students mental potential to learn, in order to accelerate the process by which they learn to understand and use the target language for communication. Four factors considered essential in this process were the provision of a relaxed and comfortable learning environment, the use of soft Baroque music to help increase alpha brain waves and decrease blood pressure and heart rate, desuggestion in terms of the psychological barriers learners place on their own learning potential, and suggestibility through the encouragement of learners assuming child-like and/or new roles and names in the target language.Here are some of the key features of Suggestopedia:(1) Learning is facilitated in an environment that is as comfortable as possible, featuring soft cushioned seating and dim lighting.(2) Peripheral learning is encouraged through the presence in the learning environment of posters and decorations featuring the target language and various grammatical information.(3) The teacher assumes a role of complete authority and control in the classroom.(4) Self-perceived and psychological barriers to learners potential to learn are desuggested.(5) Students are encouraged to be child-like, take mental trips with the teacher and assume new roles and names in the target language in order to become more suggestible.(6) Baroque music is played softly in the background to increase mental relaxation and potential to take in and retain new material during the lesson.(7) Students work from lengthy dialogs in the target language, with an accompanying translation into the students native language.(8) Errors are tolerated, the emphasis being on content and not structure. Grammar and vocabulary are presented and given treatment from the teacher, but not dwelt on.(9) Homework is limited to students re-reading the dialog they are studying once before they go to sleep at night and once in the morning before they get up.(10) Music, drama and the Arts are integrated into the learning process as often as possible.Larsen-Freeman, in her bookTechniques and Principles in Language Teaching(1986:84-86) provides expanded descriptions of some common/typical techniques closely associated with Suggestopedia. The listing here is in summary form only.(1) Classroom Set-up(Emphasis is placed on creating a physical environment that does not feel like a normal classroom,and makes the students feel as relaxed and comfortable as possible)(2) Peripheral Learning(Students can absorb information effortlessly when it is perceived as part of the environment, ratherthan the material to be attended to)(3) Positive Suggestion(Teachers appeal to students consciousness and subconscious in order to better orchestrate the suggestive factors involved in the learning situation)(4) Visualization(Students are asked to close their eyes and visualize scenes and events, to help them relax, facilitate positive suggestion and encourage creativity from the students)(5) Choose a New Identity(Students select a target language name and/or occupation that places them inside the languagelanguage they are learning)(6) Role-play(Students pretend temporarily that they are someone else and perform a role using the target language)(7) First Concert(Teacher does a slow, dramatic reading of the dialog synchronized in intonation with classical music)(8) Second Concert(Students put aside their scripts and the teacher reads at normal speed according to the content, not the accompanying pre-Classical or Baroque music this typically ends the class for the day)(9) Primary Activation(Students playfully reread the target language out loud, as individuals or in groups)(10) Secondary Activation(Students engage in various activities designed to help the students learn the material and use it morespontaneously activities include singing, dancing, dramatizations and games communicative intent and not form being the focus).

Community Language Learning

Community Language Learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counselor would be able to speak the learners L1. This methodology is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.The language-counseling relationship begins with the clients linguistic confusion and conflict. The aim of the language counselors skill is first to communicate an empathy for the clients threatened inadequate state and to aid him linguistically. Then slowly the teacher-counselor strives to enable him to arrive at his own increasingly independent language adequacy. This process is furthered by the language counselors ability to establish a warm, understanding, and accepting relationship, thus becoming an other-language self for client.Community Language Learning is an innovative approach that Brown (1994:58) lists as one of the Designer Methods of the Spirited Seventies. It is certainly unique in that it is one of the first methods to be developed that really focused on the feelings of the students and tried to address affective factors in learning (particularly for adult learners). It was also the first method to combine the field of language learning with dynamics and principles of counseling.Important and beneficial as that may be, it could be said that the method goes too far in the direction of affective factors at the expense of other considerations. It has been criticized for being too non-directive, and it certainly is not method which could be recommended for students who are learning English as part of a standard, compulsory education curriculum. The method assumes that students intrinsically want to learn the new language and that is not always the case. In the class where only half (or less) of the students actually want to be there, the principles of the group support/dynamic are very likely to fall down.The method has other limitations. The teacher must be fluent in both the target language and the students mother language. It cannot be used for large or very large classrooms, and would be quite limited in terms of how it could be applied to classes of young learners, who tend to instinctively expect a certain amount of active direction from the teacher.Still, the basic affective principle is a good one and various Community Language Learning techniques can be very effectively in combination with other methods. The tape recording and transcription elements are very useful, and any method which stresses the feelings and independent development of the learners themselves is one worth looking at and trying out in variety of ways.A Brief HistoryThe age of audiolingualism, with its emphasis on surface forms and on the rote practice of patterns, began to wane when the Chomskyan revolution in linguistics turned linguists and language teachers towards the deep structure of language. Psychologists began to recognize the fundamentally affective and interpersonal nature of language learning. The decade of the 1970s was a chaotic but exceedingly fruitful era during which L2 learning and teaching increasingly recognized the importance of the affective domain, hence the birth of an affectively based teaching methodthe community language learning method (CLL).Community Language Learning (CLL) is the name of a method developed by Charles Curran and his associates. Curran was a specialist in counseling and a professor of psychology at Loyola University, Chicago. His application of psychological counseling techniques to learning is known as Counseling-Learning. Community Language Learning represents the use of Counseling-Learning theory to teach languages. As the name indicates, CLL derives its primary insights and organizing rationale from Rogerian counseling. Counseling is one person giving advice, assistance and support to another person who has a problem or is in some way in need. Community Language Learning draws on the counseling metaphor to redefine the roles of the teacher as counselor and the learners as clients in the language classroom. CLL is cited as an example of a humanistic approach. Another language teaching tradition with which CLL is linked is a set of practices used in certain kinds of bilingual education programs and referred to by Mackey as language alteration. In language alteration, a message/lesson/class is presented first in the native tongue and then again in the second language. Students know the meaning and flow of a L2 message from their recall of the parallel meaning and flow of a L1 message. They begin to holistically piece together a view of the language out of these message sets. In CLL, a learner presents a message in L1 to the knower. The message is translated into L2 by the knower. The learner then repeats the message in L2, addressing it to another learner with whom he or she wishes to communicate. CLL learners are encouraged to attend to the overhears they experience between other learners and their knowers.The conceptThe Main Principles The Community Language Learning Method takes its principles from the more general Counseling-Learning approach. There are some main principles of Community Language Learning Method:1) Building a relationship with and among students is very important.2) Any new learning experience can be threatening. Students feel more secure when they have an idea of what will happen in each activity. People learn non-defensively when they feel secure.3) The superior knowledge and power of the teacher can be threatening. If the teacher does not remain in the front of the classroom, the threat is reduced and the students learning is facilitated.4) The teacher should be sensitive to students level of confidence and give them just what they need to be successful.5) Teacher and students are whole persons. Sharing about their learning experience allows learners to get to know one another and to build community.6) The teacher counsels the students. He does not offer advice, but rather shows them that he is really listening to them and understands what they are saying.7) Learning at the beginning stages is facilitated if students attend to one task at a time.8) The teacher encourages student initiative and independence, but does not let students flounder in uncomfortable silences.9) Students need quiet reflection time in order to learn.10) Students learn best when they have a choice in what they practice. If students feel in control, they can take more responsibility for their own learning.11) Students need to learn to discriminate in perceiving the similarities and differences among the target language forms.12) In groups, students can begin to feel a sense of community and can learn from each other as well as the teacher. Cooperation, not competition, is encouraged.13) Learning tends not to take place when the material is too new or, conversely, too familiar.14) Students reflect on what they have experienced.15) In the beginning stages, the syllabus is generated primarily by the students.Approach, Procedure and Objectives Richards and Rogers (1986) explain five stages involved in using this method. They are as follows:STAGE 1 The client is completely dependent on the language counselor.1. First, he expresses only to the counselor and in L1 what he wishes to say to the group. Each group member overhears this English exchange but no other members of the group are involved in the interaction.2. The counselor then reflects these ideas back to the client in the foreign language in a warm, accepting tone, in simple language in phrases of five or six words.3. The client turns to the group and presents his idea in foreign language. He has the counselors aid if he mispronounces or hesitates on a word or phrase. This is the clients maximum security stage.STAGE 2 1. Same as above.2. The client turns and begins to speak the foreign language directly to the group.3. The counselor aids only as the client hesitates or turns for help. These small independent steps are signs of positive confidence and hope.

The Total Physical Response Method

Total Physical Response is a language teaching method which is based on the assumption that the coordination of speech and action will boost language learning. It was developed by James Asher in the 70s. He drew from a variety of areas, including psychology, learning theory and humanistic pedagogy.According to the trace theory of memory in psychology, the more often and intensively a memory is traced, the stronger the memory association will be and the more likely it will be recalled. The retracing can be verbal through repetition and/or in association with motor activity. This clearly reminds us of of the behavioristic psychology which holds a Stimulus-Response model of learning. The stimulus in the TPR method is verbal and the response is physical. In this respect TPR has many similarities to the Direct Method.From developmental Psychology Asher draws the parallel, he contends exists, between first language acquisition and 2nd language learning. Children get language through a series of commands from their parents to which they react physically. Its only later that they can produce verbal responses ( cf Jean Piaget works). Asher contends that humans are endowed with a sort of bio program which follows this process of language learning and that, when teaching a 2nd language, we must follow the same process so that learning can be successful. Asher in this respect adheres to a naturalistic method of language learning (cf KrashensNatural Approach). Language learning must focus on comprehension and the teaching of speaking must be delayed until comprehension skills are established. Asher also thinks that the skills acquired through listening transfer to other skills and that meaning precedes form.Ashers method relies on three assumptions about language. First Asher thinks that a lot of the grammatical structures of language and many vocabulary items can be learned from the skillful use of the imperative form. In his view, verbs in the imperative are primordial forms upon which language learning can be organized. Command drills can be a vehicle to the internalization of a lot of language structures and vocabulary. Another TPR assumption about language is the one that distinguishes between abstractions and non-abstractions. According to Asher, abstractions are not necessary to teach language to beginners. On the other hand, non-abstractions can help build a detailed cognitive map and grammatical structure of language. The third assumption about language states that language can be internalized not only as single items but also as wholes or chunks. This is an idea that will be later developed by Michael Lewis (1993) in hisLexical Approach.Relying on humanistic pedagogy, TPR also stresses the importance of a stress free environment. In fact, second language learning often causes a lot of stress and anxiety. However, if teachers focus on meaning transferred into physical activity rather than on abstract language forms students are freed from stress and anxiety.Features of TPRIn a nutshell, here are the most salient features of the TPR: The coordination of speech and action facilitates language learning. Grammar is taught inductively. Meaning is more important than form. Speaking is delayed until comprehension skills are established. Effective language learning takes place in low stress environment. The role of the teacher is central. S/he chooses the appropriate commands to introduce vocabulary and structure. The learner is a listener and a performer responding to commands individually or collectively. Learning is maximized in a stress free environment.

The Communicative Approach

Origins of Approach In 1960's and 70's foreign language learning was widely extended with the establishment of comprehensive schools. Led to the teaching of a foreign language to virtually all children. Created pressure for a change in teaching methods and curriculi to suit the needs of non-traditional groups of learners. Recognition of inadequacy of traditional grammar/translation methods and also of 'structural' methods with emphasis on meaningless pattern drills and repetition. New syllabuses took into account needs of different pupils. Traditional academic syllabuses had assumed learner's goal was in-depth mastery of target language. But for less academic pupil a more immediate 'pay-off' was necessary, in terms of usefulness for practical purposes. Communicative Method 1 Focuses on language as a medium of communication. Recognises that all communication has a social purpose - learner has something to say or find out. 2 Communication embraces a whole spectrum of functions (e.g. seeking information/ apologising/ expressing likes and dislikes, etc) and notions (e.g. apologising for being late / asking where the nearest post office is). 3 New syllabuses based on communicative method offered some communicative ability from early stage. Graded Objectives in Modern Languages - movement which flourished in 1970's and 80's - raised pupils' motivation through short-term objectives and through teaching language appropriate to a range of relevant topics and situations (e.g. shopping/ hobbies/ exchanges).4 Hitherto languages were taught in a vacuum - language for the sake of language / passing exams - rather than language for true communication. Professor Dodson distinguishes between language as a 'medium' level communication and as a 'message' level communication, ex. 1) Young lady teacher is teaching Yr 7 pupils to say how old they are ( 'tu as quel age?'. ). They are merely practising the pattern in the foreign language, for the sole purpose of mastering the construction - teacher actually knows the age of the class - pupils also know that the teacher knows their age. According to professor Carl J Dodson, they are all performing at 'medium' level, ie. practising how to say it in the language but with no added purpose. 2) Suddenly, a curious member of the class raises his hand and asks the young lady teacher 'tu as quel age?'. This is language being used at a totally different and higher level, ie 'message' level ( pupil doesn't know the teacher's age, but actually uses the construction practised at the 'medium' level for a specific purpose, namely that of finding out the teacher's age! One has to practise language at 'medium' level first in order to be able to exercise it at 'message' level. The problem is that a great number of teachers never used to go beyond 'medium' level and use the language for true purposes of sending and receiving 'messages'. They were teaching pupils 'about' the language, about its patterns and rules, rather than using it actively for real purposes! Prior to National Curriculum, teaching was left almost totally at 'medium' level. Very little scope to test true communicative ability or to use the language spontaneously. 5 Classroom activities maximise opportunities for learners to use target language in a communicative way for meaningful activities. Emphasis on meaning (messages they are creating or task they are completing) rather than form (correctness of language and language structure) - as in first language acquisition. 6 Use of target language as normal medium for classroom management and instruction - reflects naturalistic language acquisition. 7 Communicative approach is much more pupil-orientated, because dictated by pupils' needs and interests. 8 Accent is on functional/ usable language. Learners should be able to go to foreign country, prepared for reality they encounter there. Need to be able to cope / survive in a variety of everyday situations. 9 Classroom should provide opportunities for rehearsal of real-life situations and provide opportunity for real communication. Emphasis on creative role-plays/ simulations/ surveys/ projects/ playlets - all produce spontaneity and improvisation - not just repetition and drills.

10 More emphasis on active modes of learning, including pairwork and group-work - often not exploited enough by teachers fearful of noisy class. 11 Primacy of oral work. Emphasis on oral and listening skills in the classroom. Contact time with language is all-important - paves way for more fluid command of the language / facility and ease of expression. Not just hearing teacher, but having personal contact themselves with language, practising sounds themselves, permutating sentence patterns and getting chance to make mistakes and learn from doing so. 12 Errors are a natural part of learning language. Learners trying their best to use the language creatively and spontaneously are bound to make errors. Constant correction is unnecessary and even counter-productive. Correction should be discreet / noted by teacher - let them talk and express themselves - form of language becomes secondary. 13 Communicative approach is not just limited to oral skills. Reading and writing skills need to be developed to promote pupils' confidence in all four skill areas. By using elements encountered in variety of ways (reading/ summarising/ translating/ discussion/ debates) - makes language more fluid and pupils' manipulation of language more fluent. 14 Grammar can still be taught, but less systematically, in traditional ways alongside more innovative approaches. Recognised that communication depends on grammar. Disregard of grammatical form will virtually guarantee breakdown in communication. 15 Language analysis and grammar explanation may help some learners, but extensive experience of target language helps everyone. Pupils need to hear plenty said about the topic in the foreign language at regular and recurrent intervals, so they are exposed to the topic and can assimilate it. (Not mere passive acquisition of certain lexical items). 16 Communicative approach seeks to personalise and localise language and adapt it to interests of pupils. Meaningful language is always more easily retained by learners. 17 Use of idiomatic/ everyday language (even slang words 'bof bof' / 'i'sais pas'). This is kind of language used in communication between people - not a 'medium'/ grammatical/ exam-orientated/ formal language! 18 Makes use of topical items with which pupils are already familiar in their own language - motivates pupils arouses their interest and leads to more active participation. 19 Avoid age-old texts - materials must relate to pupils' own lives / must be fresh and real (cf. Whitmarsh texts developing language but not communicative language!) Changing texts and materials regularly keeps teacher on toes and pupils interested. 20 Language need not be laboriously monotonous and 'medium' orientated. Can be structured but also spontaneous and incidental. Language is never static. Life isn't like that - we are caught unawares, unprepared, 'pounced upon!' Pupils need to practise improvising/ ad-libbing/ talking off the cuff, in an unrehearsed but natural manner. 21 Spontaneous and improvised practice helps to make minds more flexible and inspire confidence in coping with unforeseen, unanticipated situations. Need to 'go off at tangents' / use different registers / develop alternative ways of saying things. 22 Communicative approach seeks to use authentic resources. More interesting and motivating. In Foreign language classroom authentic texts serve as partial substitute for community of native speaker. Newspaper and magazine articles, poems, manuals, recipes, telephone directories, videos, news bulletins, discussion programmes - all can be exploited in variety of ways. 23 Important not to be restricted to textbook, Never feel that text-book must be used from cover to cover. Only a tool / starting-point. With a little inspiration and imagination, text-book can be manipulated and rendered more communicative. Teacher must free himself from it, rely more on his own command of language and his professional expertise as to what linguistic items, idioms, phrases, words, need to be drilled / exploited/ extended. 24 Use of visual stimuli - OHP/ flashcards, etc - important to provoke practical communicative language. (3 stages presentation / assimilation.

Universidad Autonoma de Santo Domingo

Materia Metodologia de la enseanza del Idioma InglesSeccin: 02

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