Toleshova Aigerim, 101
Home assignment 3
Old trends in TEFL (GTM & DM)
1. Fulfil the table and compare 2 methods.
Grammar-translation method
Providing an understanding of the grammar
of the language in question expressed in
traditional terms, and at training the
students to read and write the target
language, rather than mastering the oral and
aural skills.
Direct method
teaching concepts and vocabulary
through pantomiming, real-life objects
and other visual materialsteaching
grammar by using
an inductive approach (i.e. having
learners find out rules through the
presentation of adequate linguistic
forms in the target language)centrality
of spoken language (including a
native-like pronunciation)focus on
question-answer patterns
Representatives
Zhou, G. & Niu, X. (2015). Approaches to
language teaching and learning. Journal of
Language Teaching and Research, 6(4), p.
798^ Bonilla Carvajal 2013,
p. 247.^ Hatfield, Gary (1997). Easton,
Patricia (ed.). Logic and the Workings of
the Mind: The Logic of Ideas and Faculty
Psychology in Early Modern Philosophy.
Ridgeview Publishing Co. pp. 21–45.
Bussmann, Hadumod
(1996), Routledge Dictionary of
Language and Linguistics,
London/New York, s.v. direct
methodKrause, C. A. (1916), The
Direct Method in Modern Languages,
New York.Societe Internationale des
Ecoles Inlingua (1973), Inlingua
English First Book, Berne
Switzerland.Societe Internationale des
Ecoles Inlingua (1999), Inlingua
Teacher Manual (3rd Edition), Berne
Switzerlan
Initial
characteristics
1. 1)The major focus is on reading and writing
with little or no systematic attention to
listening and speaking.
2. 2)Vocabulary words are chosen from the
reading text used. Teachers teach
vocabulary words through memorization,
bilingual word list, and dictionary.
3. 3)The basic unit of teaching and language
practice is the sentence. Most of the lesson
is in sentence translation from and into the
target language.
1) refrains from using the learners'
native language
2) uses only the target language.
3) teaching vocabulary through
pantomiming, real-life
objects and other visual materials
4) teaching grammar by using an
inductive approach (i.e.
having learners find out rules through
the presentation of
adequate linguistic forms in the target
language)
5)centrality of spoken language
(including a native-like
pronunciation)
6) focus on question-answer patterns
Aims
Principles and
procedures
There are two main goals to grammar–
translation classes. 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.
Techniques
Translation of a literary passage Reading
Comprehension Questions
Antonyms/Synonyms
Cognates
Deductive Application of Rules Fill-in-theblanks
Memorization
Use words in Sentences Composition
7) teacher-centering
8) Classroom instructions are
conducted exclusively in the
target language.
1) Classroom instruction was
conducted exclusively in the target
language.
2) Only everyday vocabulary and
sentences were taught;
3) Oral communication skills were
built up in a carefully graded
progression organized around
question-and-answer exchanges
between teachers and students in
small, intensive classes.
4) Grammar was taught inductively.
5) New teaching points were
introduced orally.
6) Concrete vocabulary was taught
through demonstration, objects, and
pictures; abstract vocabulary was
taught by association of ideas.
7) Both speech and listening
comprehension were taught.
8) Correct pronunciation and grammar
were emphasized.
Question/answer exercise – the teacher
asks questions of any type and the
student answers.
Dictation – the teacher chooses a
grade-appropriate passage and reads it
aloud.
Reading aloud – the students take turn
reading sections of a passage, play or a
dialogue aloud.
Evaluation
1) Translation is an important technique to
test students’ progress in the target
language.
2) Additionally , “fill-in-the-blank” type
test items are also used.
3) Synonyms, antonyms, and cognates can
be asked to test vocabulary in formal tests.
4)Reading passages and comprehension
questions about the passages can also take
place in tests as the reading section.
1) No formal evaluation in the class.
2) Use the language orally or in
written form, not to demonstrate their
knowledge about the language.
4) Oral interviews by the teacher.
5) Written assignment about
something.
6) Encouraging self-correction.
Teacher/ students
role
The teacher is the authority in the
classroom.
Students are passive receivers of the new
information.
The role of the teacher is to direct
class activities, but students and
teacher are partners in the learning
process, and there is a large amount of
Learner-Learner interaction.
the student role is less passive than in
The Grammar- Translation Method.
The teacher and the students are more
like partners in the teaching