METHODS FOR LANGUAGE LEARNING

THE EARLY METHODS
1. The Grammar translation method
  1. emerged
    1. In Prussia at the end of the 18th century
  2. Features
    1. Students use mother lengue
    2. Vocabulary is taught in the form of lists of isolated words
    3. Attention on the development of reading and writing
    4. The teacher is the authority in the classroom
  3. Purposes
    1. IS to be able to read literature written in the target language
    2. The students acquire grammar rules and vocabulary
  4. Teacher role
    1. The teacher is the authority in the classroom and the main element in the learning process
  5. Student role
    1. Memorization vocabulary
    2. Traslate sentences and texts from one language to another
  6. Advantages and disadvantages
    1. Use in teaching English as a foreign language to another
    2. Development of writing and reading skills more than speaking and listening skills.
    3. The learning process is based on the structures, the vocabulary, grammar and direct traslation.
2. Direct Method
  1. developed
    1. By J.S. Blackie in 1850
  2. Features
    1. The reading skill is developed through practice along with speaking
    2. The native language should not be used in the classroom
  3. Purposes
    1. Is the communication
    2. Learning and develops student autonomy
    3. Students should use language in real contexts
    4. Grammar should be taught inductively
    5. The syllabus is based on situations or topics, not on lingustic structures
  4. Teacher role
    1. Encourages students to learn how to communicate in the target language
      1. Confortable evironment
  5. Student role
    1. Student should learn to think in the target language
    2. They can participate in an active way during the conversations
  6. Advantages and disadvantages
    1. fluent speakers to face real situations of communication
    2. The Classes can be passive if the teacher does not motivate his/her students
3. Reading Method
  1. emerged
    1. In 1920 and it was developed by west and Coleman
  2. Propose
    1. Student is able to understand and read text
    2. Student identify the meaning of words
  3. Features
    1. The Students were trained to read the foreign language
    2. The teacher did not need to have oral proficiency in the target language
    3. The students had to recognize some verbs forms, tenses, negations and so on.
  4. teacher role
    1. Create situations where students develop their reading comprehension
  5. Student role
    1. Comprehend and read the text quickly
    2. Infer the meanig ounknown words
  6. Advantages
    1. Learners can learn many words structures, verbs forms, tenses so on.
    2. The students develop some abilities
      1. predicting
      2. Infering
      3. Reading
      4. Expressing
      5. Identifying main ideas
  7. Disadvantages
    1. If focuses on only grammar for teaching reading
4. Audio - lingual
  1. emerged
    1. In the second world war
  2. Propose
    1. developing listening and speaking skills which is a step away from the grammar
  3. Features
    1. It focuses on phonological, correct pronunciation, stress, rhythm, and intonation.
    2. Writing was imitative, consisting of transcriptions of word and diaogue sentences.
  4. Teacher role
    1. Use the target language communicative and providing students with a good model for imitation
  5. Student role
    1. Imitators of the teacher
  6. Advantages
    1. The teacher is to help students in the development of oral fluency
    2. Languages skills are learned more effectively if they are developed orally first, then in written form
  7. Disadvantages
    1. The reading and writing are very limited
    2. Students have to memorize and repeat dialogues about situations

Nächster

METHODS FOR LANGUAGE LEARNING

Beschreibung

Zusammenfassung der Ressource

Medienanhänge

ähnlicher Inhalt

	Erstellt von NANCY FERNANDEZ vor fast 8 Jahre