1. ELT Methods
•
Presented by:
•
Ayesha Bashir (03)
•
Maryam Bashir (04)
•
Ayesha Bashir (01)
•
Wajeeha Jamal (33)
.Ammara Qasim (34)
Students of AWKUM
English Department
2. ELT Methods
•
There are many methods of teaching
languages. Some have had their heyday and
have fallen into relative obscurity; others
are widely used now.
•
Many methods have been proposed but this
presentation will cover only four major
methods i.e:
•
Grammar-Translation method
•
Direct Method
•
Audio-lingual Method
•
Silent Way Method
3.
4. Grammar Translation Method
"a method of foreign or second language
teaching which makes use of translation and
grammar study as the main teaching and
learning activities."
---Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of
Language Teaching and Applied Linguistics. Pearson Education Limited.
pp.231.
5. Background
•
The Grammar Translation Method was the traditional
way Latin and Greek were taught in Europe.
. In the 19th century it began to be used to teach “modern”
languages such as French, German, and English, and it is
still used in some countries today.
•
A typical lesson consists of the presentation of a
grammatical rule, a study of lists of vocabulary, and a
translation exercise.
Personal understanding of this point: up with
end
grammatical rules + vocabulary
translation
or
6. Background
•
Because the Grammar Translation
Method emphasizes reading rather than
the ability to communicate in a language,
there was a reaction to it in the 19th
century (see NATURAL APPROACH,
DIRECT METHOD), and there was later a
greater emphasis on the teaching of
spoken language.
7. Language and Learning Theory
Learning Theory:
•
Deductive learning is essential. First, the teacher gives
rules explicitly then the rules are reinforced with
examples and exercises.
2. Language Theory:
•
Language is for understanding the literature. Translation
is the way to learn the language. Oral communication is
not primarily important. Written language is superior to
spoken language. Students also learn the structure of
their own native language.
8. Characteristics
Teachers' Role:
•
Teacher is the strict authority. Classes are
teacher centred.
9. Students' Role:
•
Students are the passive receivers of the new
information. The teacher starts the activities
and directs them. Students are supposed to
memories the rules and the new vocabulary
with their meanings in their native language.
10. Interactions:
•
Very often “Teacher –Student” interactions
occur. Rarely “Student –
Student”interactions also occur.
11. Error correction
•
The teacher corrects the error strictly.Errors
are not tolerated.
12. Culture:
•
Culture is limited to literature and fine arts
Vocabulary Teaching:
•The most common vocabulary teaching technique is “the memorisation of long lists
of vocabulary with their equivalents in the students’ native language. Other
techniques are Teaching “cognates” (i.e., “cinema –sinema”, “theatre – tiyatro” ...,
etc).- Using synonyms and antonyms
13. Grammar Teaching:
•
The teaching of grammar is deductive. The teacher introduces the rules explicitly
and wants the students to apply these rules to new examples in exercises. Students
are supposed to memorise the rules. In order to explain the rules, the teacher uses
comparison the meanings and contract between the students’ native language
grammar and target language grammar.Translation is a common way to clarify of
the new grammar patterns in the target language.
Materials:
•
Texts from the target language literature are used. The teacher may either write
the text or use an authentic literary text.
14. Syllabus:
Structural syllabus (i.e., list of structures to be taught during the course) is used.The
order of structures starts from the easiest.
Role of L1:
L1 (i.e., students’ native language) has an important function in teaching
vocabulary and grammar. Since oral communication in the target language is not
important,classroom instructions are given in L1.
16. Evaluation:
Translation is an important technique to test students’ progress in the
target language. In addition, “fill-in-the-blank” type test items are also used.
Synonyms,antonyms, and cognates can be asked to test vocabulary in formal
tests. Reading passages and comprehension questions about the passages
can also take place in tests as the reading section.
17. Objectives of GTM
•
To be able to read literature written in
the target language
•
To be able to translate from one
language to another
•
To develop reading and writing skill
18. Typical Techniques
•
(1) Translation of a Literary Passage
•
(2) Reading Comprehension Questions
•
(3) Antonyms/Synonyms
•
(4) Cognates
•
(5) Deductive Application of Rule
•
(6) Fill-in-the-blanks
•
(7) Memorization
•
(8) Use Words in Sentences
•
(9) Composition
19. GRAMMAR-TRANSLATION METHOD
Translation of a literary passage:
•
The translation may be written or
spoken or both.
•
The class focuses on vocabulary and
grammatical structures.
•
Students should not translate
idioms and like the literary, but
rather their understanding of the
meaning is important.
20. GRAMMAR-TRANSLATION METHOD
Reading comprehension
questions:
•
There are three kinds of group of
questions:
•
First group of questions, students ask
for information contained within the
reading passage.
•
Second group of questions, students will
have to make inferences from the
passage.
•
Third group of questions, students are
required to relate the passage to their
own experience.
21. GRAMMAR-TRANSLATION METHOD
Anonyms/Synonyms:
•
Students might be asked to find
anonyms or synonyms in the
passage.
•
Students might be asked to define
a set of words based on their
understanding in the passage.
•
Students might be asked to work
with the vocabulary of the
passage.
23. GRAMMAR-TRANSLATION METHOD
Cognates: (similar spelling and
sound patterns that correspond
in L1/L2.)
•
Students are taught to
recognize cognates in the
passage.
•
Students are asked to
memorize cognate words and
their meaning in target
language.
24. GRAMMAR-TRANSLATION METHOD
Fill-in-the-blanks:
•
Students are given a serios of
sentences with words missing.
•
They fill in the blanks with new
vocabulary idioms or with items
of a particular grammar type
such as prepositions or verbs
with different tenses.
25. GRAMMAR-TRANSLATION METHOD
Memorization:
•
Students are given lists of target language
vocabulary words and their native
language equivalents.
•
Students are asked to memorize the
given words.
•
Students are also required to memorize
grammatical rules and grammatical
paradigms such as conjugations.
27. GRAMMAR-TRANSLATION METHOD
Composition:
•
The teacher gives the students a topic to write
about in the target language.
•
The topic is based upon some aspect of the reading
passage of the lesson.
28. Conclusion
It is an easy method in which the child
proceeds from the known to unknown. It
helps in building vocabulary and saves
teacher labour but it is an un natural
method and does not follow the natural
order of learning a language. It neglects
speech and teaches English by rules not by
use.
29. Direct Method of Language Teaching
“Teach the Language Not About the Language”
“No Translation”
No Use of Native Language
30. Direct Method
is also known as:
Natural Method Phonetical
Method
Anti-Grammatical Reform
Method Method
31. Background
• In the mid and late 19 century,
Europe experienced a wave of
increasing opportunities of
communication, due to
industrialization and international
trade and travel.
•
• A need was felt to develop oral
proficiency in foreign languages.
• Language teachers had already
found Grammar-translation
method inadequate and
ineffective in developing
'communicative ability' in
learners.
32. Background
• They strongly advocate an alternative method
in which language was presented in contexts
and the mother tongue was avoided.
• Its principal advocates were Pendergast and
Sauveur who proposed what they called
Natural Method that suggest radical change
from Grammar- translation method. It is this
method that later on came to be known as the
Direct Method
33. Direct Method
The Direct Method is named “direct” because
meaning should be connected directly with the
target language without translation into the
native language.
Concept/ Target
Meaning language
L1 Target
concept
language
34. Theoretical Assumption:
• Language can be learnt only through
demonstration. Instead of analytical
procedures of explaining grammar rules,
students must be encourage to use
language naturally and spontaneously so
that they induce grammar.
35. Theoretical Assumption:
• The learning of second language was
seen as parallel to the acquisition of the
child's first language.
• This method therefore emphasize the
importance of sounds , simple sentences
and direct association of language with
object and person of immediate
environment- the classroom, the home,
the garden, etc.
36. Basic Principles
• 1. Classroom instruction
is conducted exclusively
in the target language.
The teacher should
demonstrate, not
explain or translate.
• NEVER TRANSLATE:
• DEMONSTRATE
37. Basic Principles
2. Only everyday
vocabulary and sentences
are taught.
• BASIC VOCABULARY
IS GIVEN FIRST
3. Vocabulary is taught
through known words,
demonstration, authentic
objects (realia), pictures.
38. Basic Principles
4.Grammar is taught
inductively. There may
never be an explicit
grammar rule given.
• DO NOT GIVE RULES:
MAKE THEM FIGURE
OUT THE RULE.
39. Basic Principles
5. New teaching points
are introduced orally.
• ORAL
TRANSMISSION
6. Both speech and
listening comprehension
are taught.
40. Basic Principles
7. The teacher, by asking the
student to make a choice, gets
him to correct his own error.
• LEARNING BY SELF-
CORRECTION
8. The syllabus is based on
situations or topics
•
CONTEXTUAL/TOPICAL
TEACHING
42. Basic Principles
11.The purpose of
language learning is
communication; therefore
students need to learn
how to ask questions as
well as answer them.
• COMMUNICATION-FIRST
PREFERENCE
43. Techniques
• Q & A: The teacher asks
questions of any nature and
the students answer.
• Dictation: The teacher
chooses a grade
appropriate passage and
reads the text
• aloud. Teacher reads the
passage three times
44. Techniques
• Reading Aloud:
Students take turn
reading sections of a
passage, play or
dialogue out loud.
45. Techniques
• Map Drawing: Students
are given a map without
labeled then the
students label it by
using the directions the
teacher gives.
• Paragraph Writing : The
students are asked to
write a passage in their
own words.
47. Advantages
•
One of its positive points is that it promises
to teach the language and Not about the
language.
• It is a natural method which teaches language
in the same way the mother tongue is
acquired. Only the target language is used and
the learning is contextualized..
• Its emphasis on speech made it more
attractive for those who have needs of real
communication in the target language. It is
one of the first methods to introduce the
teaching of vocabulary through realias.
48. Criticism
• In spite of its achievements, the direct method fell
short from fulfilling the needs of educational
systems. One of its major shortcomings is that it was
hard for public schools to integrate it. As R. Brown
(1994:56) points out, the Direct Method “did not take
well in public schools where the constraints of
budget, classroom size, time, and teacher background
(native speakers or native like fluency) made such a
method difficult to use.”
• After a short popularity in the beginning of the 20th
century, it soon began to lose its appeal because of
these constraints. It then paved the way to the
Audio-lingual Method.
50. AUDIOLINGUAL METHOD (ALM)
•
The audio-lingual method was widely used in
the United States and other countries in the
1950's and 1960's. It is still used in some
programs today.
•
Also known as Oral Method/The Army
Method/ The New Method
51. The Audio-Lingual Method
•
Similar to the direct method:
Ø They both are oral-based approaches – pronunciation and
ability of speaking in the target language is superior to other skills
Ø Grammar is learnt inductively
•
Different from the direct method:
Ø Not only vocabulary but also grammatical sentence
patterns
Ø Stronger theoretical base in linguistics (structural
linguistics) and psychology (behavioural psychology)
52. Introduction
•
Founded around 1950’s and 1960’s, AL
was based on structural linguistic
an behavioral psychology : the way to
acquire the sentence patterns of the target
language is repetition of dialogues about
every day situations that are imitated and
drilled to make the response automatic.
53. Structural Linguistic
Language Theory
•
Language is a system of structural
related elements, like phonological
units, grammatical units, and lexical
items, for the transmission of
meaning. So to learn the target
language is to mater the elements of
the target language system.
54. Behavioral Psychology
Learning Theory
•
Language learning is habit-
formation.
•
Mistakes, the bad habit, should be
avoided.
•
Language skills are learned more
effectively if they are presented
orally first, then in written form.
55. OBJECTIVES OF ALM
•
To enable students to speak and write in
target language
•
To make students able to use target language
automatically without stopping to think
•
To form new habits in the target language
56. PRINCIPLES OF ALM
•
Speaking and listening competence preceded reading
and writing competence.
•
Use of MT is highly discouraged in the classroom.
•
The development of language skills is a matter of habit
formation.
•
Students practice particular patterns of language
through structured dialogue and drill until response is
automatic.
•
Structured patterns in language are taught using
repetitive drills.
57. •
The emphasis is on having students produce
error free utterances.
•
This method of language learning supports
kinesthetic learning styles.
•
Only everyday vocabulary and sentences are
taught. Concrete vocabulary is taught through
demonstration, objects, and pictures.
Abstract vocabulary is taught through
association of ideas.
•
The printed word must be kept away from the
second language learner as long as possible
58. Grammar Teaching
•
Explicit rules are not provided. student induce
the rules through examples and Drills.
Vocabulary Teaching
•
Meaning is taught directly. Vocabulary is
introduced through Dialogues.
The syllabus:
•
Audio lingual Method uses a structural
syllabus.
60. Techniques of AL –
Dialog Memorization
T: Hello. How are you?
S: Fine, thanks. And you?
T: Fine. Where are you going?
S: I’m going to the school. Would you like to
come?
T: Sure. Let’s go together.
61. Techniques of AL –
Backward-up drill
•
Backward build-up drill: to teach long
lines of dialogues:
•
break down the line into several parts
•
repeat a part of the sentence
•
follow the teacher, students expand
what they repeated part by part until
they are able repeat the entire line.
62. Backward build-up drill
T: Repeat after me: post office.
S: Post office.
T: To the post office.
S: To the post office.
T: Going to the post office.
S: Going to the post office.
T: I’m going to the post office.
S: I’m going to the post office.
63. Techniques of AL –
Repetition Drill
Students repeat the teacher’s model as
accurately and as quickly as possible to learn
the lines of the dialog
64. Techniques of AL –
Chain Drill
•
To make students ask and answer
questions with each other.
•
It allows some controlled communication
among students and give the teacher an
opportunity to check students’ speech.
65. Techniques of AL –
Transformation Drill
•
To change a certain kind of sentence pattern to another form.
•
to transform an affirmative S. into a negative S.
•
to transform a statement into a question.
•
to transform an active S. into a passive S.
•
to transform a direct speech into reported speech
Statement Question
Active Passive
Affirmative Negative
66. Transformation drill
T: ‘They are going to the bank.’
S: ‘Are they going to the bank?’
or
T: Giang buys a new car.
S: A new car is bought by Giang.
67. Techniques of AL –
Question & Answer Drill
•
Students practice the target language with answering questions
and the question patterns.
•
Students answer the teacher’s question quickly .
68. Techniques of AL –
Question & Answer Drill
•
Bank
T: Are you going to the bank?
S: Yes, I am. I’m going to the bank
•
Library
T: Are you going to the zoo?
S: No, I’m not going to the zoo. I’m going to the
library
70. Other features
Listening, speaking Reading, writing
-Depending on context.
-Overlearning: students learn to answer automatically
without stopping to think.
-Language cannot be separated from culture.
71. The nature of student-teacher
interaction
•
Most of the interactions is between teacher and
students and is initiated by the teacher.
Teacher Role/Student Role
•
The teacher is like an orchestra leader.
•
Providing students with a good model for
imitation.
•
Students are imitators.
73. How is language viewed?
•
Everyday speech is emphasized in the Audio-
lingual Method. The level of complexity of the
speech is graded, so that beginning students
are presented with only simple patterns.
Culture consists of the everyday behavior and
lifestyle of the target language speakers.
74. What areas of language are
emphasized?
•
Vocabulary is kept to a minimum while the
students are mastering the grammatical
patterns.
•
The oral skills receive most of the attention.
Pronunciation is taught from the beginning.
75. The role of the students’ native
language
•
The target language is used in the classroom,
not the students’ native language.
How is evaluation accomplished?
Students might be asked to distinguish between words
in a minimal pair, for example, or to supply an
appropriate verb form in a sentence.
76. How does the teacher respond to
student errors?
•
Student errors are to be avoided if at all possible through the
teacher’s awareness of where the students will have difficulty
and restriction of what they are taught to say.
The role of instructional materials
•
Instructional materials in the Audiolingual Method assist the
teacher to develop language mastery in the learner. They are
primary teacher-oriented.
•
Tape recorders and audiovisual equipment often have central
roles in an audio lingual course.
77. CONCLUSION
•
Language is speech, not writing.
•
A language is a set of habits.
•
Teach the language,not about the language.
•
A language is what native speakers say,not
what someone else thinks they ought to say.
•
Languages are different.
78. The Silent Way: Method of
Language Learning
by
Caleb Gattegno
79. Introduction
The silent way
(SW), a method
of
language teaching,
originated in the
early 1970s and
introduced by
Caleb Gattegno in
his book:
Teaching Foreign Language
80. Theoretical background
Challenge Audio-lingual method:
students are unable to transfer
habits formed in the classroom to
communicate outside of it.
Language must not be considered
a product of habit formation, but
rule formation.
Language acquisition must be a
procedure of student using their
own cognition, to discover the
rules of the language they are
acquiring.
81. Learning Theory:
Cognitive approach rather than
responding to stimuli.
Language learning has a sequence from
the known to un known.
Student induce the rules from
examples and the language they are
exposed to, therefore learning is
inductive.
82. Basic Principles:
Teaching should be subordinated to learning.
Emphasizes the autonomy of the learners.
Students are encouraged to have an active role in
learning the language.
Pronunciation is seen as fundamental.
Uses a structural syllabus but implicitly.
Translation and rote repetition are avoided.
83. Silence
Silence is use as a tool.
To focus student’s attention.
To encourage them to
correct their own errors.
Shhhh!
84. Teacher are still active:
Mouthing words
Using hand gestures
Encourage students to
help their peers.
85. Objectives
Near native like fluency
in the target language.
Correct pronunciation.
Providing the learners
with a basic practical
knowledge of the
grammar.
86. SYLLABUS
Beginning with student’s knowledge.
Developing syllabus from easy to complex.
87.
88.
89. Role of L1
Can be used to give
instructions when
necessary.
During feedback
sessions L1 be used at
beginning levels.
L1 can be exploited.
e.g., similar sounds in L1
and L2 can be used to
make students aware of
phonological similarites.
90. Evaluation
Teacher may never
give a formal test.
Teacher assesses
student’s learning all
the time.
Continuous
monitoring by the
teacher is essential.
91. Error correction.
Errors are natural, so
Peers correction
unavoidable.
Self-correction is
necessary for the
students to compare
their own production
with their developing
inner criteria.
Peer correction is also
very important, but it
should be in a co-
operative manner.
92. Materials
Cuisenaire rods:
Which can be used
for anything from
introducing simple
commands to
representing objects
such as describing
any room setting.
94. Criticism
Student cannot understand what
teacher mean totally.
Student’s learning results are slower.
Materials can cost a lot of time and
money.
97. GTM DM ALM SW
LEARNING Deductive Inductive Inductive Inductive
THEORY learning learning learning learning
LANGUAGE Language is Language is Language is Language is
THEORY for for oral use for oral use for oral use
understanding
literature
CULTURE Limited to Include other Include Inseparable
literature and aspect of life, everyday part of
fine art such as behaviour and language.
dressing life style language
foods etc. reflects
culture
98. TEACHER’S Teacher’s Teachers are Teacher is Teacher is silent
ROLE strict like partner like an and directs the
authority orchestral learners through
leader and a gestures
good model
of T.L
STUDENT’S Passive Active Imitators of Active participants
ROLE receiver of participant the teachers
information and are
active
INTERACTI Teacher- Teacher- Teacher- Student-student
ON student student and student and interaction
interaction student- student-
student student
interaction interaction
VOCABULA Memorize Through Through By means of visual
RY native pictures, dialogues aids and words
TEACHING language demonstratio charts
equivalent n and
for T.L sentences
vocabulary etc
99. GRAMMAR Grammar is Grammar is Grammar is Grammar is
TEACHING taught taught taught taught
deductively inductively inductively inductively
through
explicit rules
ROLE OF L1 is L1 is not L1 is not L1 is
L1 allowed.clas permitted allowed permitted
sroom when
instruction is needed
given in L1
MATERIAL Text from Reading Dialogues Sound color
theT.L passages, charts, color
dialogues rods etc.
etc
100. SYLLABU Structural Situational Structural Structural
S syllabus and topical syllabus syllabus
syllabus
GOALS To teach To enable To enable To enable
AND translation, to students to students to students to
OBJECTI read and communicate speak and use the T.L
VES translate in T.L as well write in T.L for self
literary text in as think in T.L expression
T.L
ERROR Error is Student’s self Error is Error are
CORREC corrected by correction corrected by natural and
TION the teacher teachers since inevitable and
strictly. error cause self correction
accuracy is bad habit is there
emphasized formation
101. STUDENTS Not dealt No info No info Students feelings
FEELING with about about are taken in
students students students consideration
feelings feelings feelings
EVALUATIO Through Students Discrete- Continuous
N translation, ability to use point test monitoring by the
fill in the language is teacher occur. it
blanks, tested, not doesn’t give any
synonyms, about formal test
antonyms language
etc
SKILLS Reading and Speaking Listening, Listening,
writing and listening speaking, speaking, reading
is reading and and writing
emphasized writing
102. CONCENTRA Vocabulary Pronunciation Pronunciation pronunciation
TE ON and grammar and everyday and grammar
vocabulary
TECHNIQUE Translation of Reading Dialogue, Sound color
S a literary text, aloud, chain char,words
rote question and drill,repititive chart
memorization answer drill etc Cuisenaire
etc exercise, rods etc.
conversation
etc