ENG513 Short Notes

More Free Solution Visits · ENG513 Short Notes · 1- GRAMMAR TRANSLATION METHOD

Derived from the classical (sometimes called traditional) method of teaching Greek and Latin. Usually in an order roughly matching the traditional order of the grammar of Latin, Practice manipulating grammatical structures through the means of translating both into and from the mother tongue. Advanced students may be required to translate whole texts word-for-word. The result of this approach is usually an inability on the part of the student to use language for communication. GTM does not focus on context so communication skills of learners remain poor.

Aim

Aimed at analyzing and studying the grammatical rules of language,

Goal

There are two main goals One is to develop students' reading ability to a level where they can read literature in the target language. The other is to develop students' general mental discipline.

Nature

The method is very much based on the written word and texts are widely in evidence. A typical procedure is to present the rules of a particular grammar item. Then to illustrate its use inc32luding the item several times in a text. And practice using the item through writing sentences and translating it into the mother tongue. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.

Strengths

1. Forming good academic knowledge of the target language
2. Training grammar accuracy
3. Developing students‘ memory

Weakness

Usually conducted in the students' native language. Grammar rules are learned deductively. Students learn grammar rules by rote. Then practice the rules by doing grammar drills and translating sentences to and from the target language. As a result, speaking and listening are overlooked. More attention is paid to the form of the sentences Tests often consist of the translation of classical texts. There is no usual listening or speaking practice, and very little attention is placed on pronunciation. There is usually no practice in communicative activities. The skill exercised is reading, and then only in the context of translation. The result of this approach is usually an inability on the part of the student to use language for communication.

Opportunities

It gives students opportunities to read classical literature and have some knowledge of history of the country. Besides, it provides translation practice.

Threats

Threats of the approach are first of all in demotivating learners with boring, mechanical exercises where meaning is not important but an accurate form is a must.

2- THE DIRECT METHOD

By the end of the 19th century, the GTM failed, in reaction Direct Method was created. Established in Germany and France around 1900 It was adopted by key international language schools such as Berlitz and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012..

Aims

DM aims to build a direct way into the world of the target language making a relation between experience and language, word and idea, thought and expression, and rule and performance. It intends for students to learn how to communicate in the target language. DM believes that learners should experience the new language in the same way as he/she experienced his/her mother tongue without considering the existence of his/her mother tongue.

Nature

Spoken word was given primacy. Printed word must be kept away from the learner until s/he has good grasp of speech. Material was first presented orally with actions and pictures and mother tongue was never used. Culture was considered an important aspect of learning the language. No translation. Concepts are to be taught by means of objects or contexts. Oral training helps in reading and writing, listening and speaking simultaneously. Grammar is to be taught indirectly

Strengths

Wide use of authentic materials. Presenting language items in dialogues rather than in isolation. Introducing natural order —of skills presentation: listening, speaking, reading, and writing. Both speech and listening comprehensions are taught. Correct pronunciation and grammar are emphasized. Students are taught from inception to ask questions as well as to answer them.

Procedure

Question/answer exercises. Teacher asks and students answer. Dictation – the teacher chooses a gradeappropriate passage and reads it aloud. Reading aloud – the students take turn reading sections of a passage, play or a dialogue aloud. Self-correction – when a student makes a mistake, the teacher offers him/her a second chance by giving a choice. Conversation practice – the students are given an opportunity to ask questions to the other students. Paragraph writing – the students are asked to write a passage in their own words.

Weakness

Underestimated role of reading and writing. Counterproductive prohibition of using mother tongue. Overestimated role of mechanical drilling where meaning is often irrelevant. Lack of flexibility

Sample

Activities

SHOW Point to Visual Aid or Gestures (for verbs), to ensure student clearly understands what is being taught. SAY Teacher verbally introduces Element, with care and enunciation. TRY Student makes various attempts to pronounce new Element. MOLD Teacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth. REPEAT Student repeats each Element 5-20 times. Introducing the correct location of new Element in sentence. SAY & REPEAT Teacher states a phrase or sentence to students Student repeats 5-15 times. ASK & REPLY IN NEGATIVE Teacher uses Element in negative situations (e.g. " Are you the President of the United States?" or " Are you the teacher?"); Students says " No". If more advanced, may use the negative with " Not". INTERROGATIVES Teacher provides intuitive examples using 5 "w"s (Who, What, Where, Why, When) or How". Use of random variations for practice PRONOUNS WITH VERBS Using visuals (such as photos or illustrations) or gestures, Teacher covers all pronouns. Use of random variations for practice such as:" Is Sara a woman?" or" Are they from Japan?" STUDENT-LED LIMITS Teacher observes student carefully, to know when mental "saturation" point is reached. This indicates students should not be taught more elements until another time. REVIEW Teacher keeps random, arbitrary sequencing. If appropriate, teacher uses visuals, pointing quickly to each. Employs different examples of Element that are easy to understand, changing country/city names, people names, and words that the student already knows. OBSERVATION and Notation Teacher maintains a student list of words/phrases that are most difficult for that student. The list is called " Special Attention List”.