GRAMMAR TEACHING METHODS
THE AUDIO LINGUAL METHOD
Outbreak of the World War II
Heightened the need to become orally proficient
“The Army Method” (an oral-based approach to
language learning)
Influenced by structuralism and behaviourism
Identify the grammatical structures and he basic sentence patterns
Practice these patterns by systematic attention to pronunciation and intensive oral drilling
New material is presented in dialogue form
There is dependency on mimicry
Memorization of set phrases, and overlearning
By constant repetition the learner develops habits
Language learning is seen as acquiring a set of
appropriate mechanical habits
Errors are not accepted because the lead to the development of bad habits
The role of the teacher is to develop good language
habits.
About grammar
There is little or no grammatical explanation
Grammar is taught inductively
Great importance is attached to pronunciation
Very little use of the mother tongue by teachers is permitted
Successful responses are reinforced
Typical audiolingual activities
Repetition drill
Dialog memorization
Students repeat the teacher’s model as accurately and as quickly as possible
Transformation drill
Question-and-answer drill
Students are asked to transform a sentence into a negative sentence
This drill gives students
practice with answering questions
Complete the dialog
Selected words are erased from a dialog
Students complete the dialog by filling the blanks with the missing words
The Coleman Report in 1929 recommended the method
This emphasIzed teaching the comprehension of texts
It was derived from a view proposed by American linguists in the 1950s
Stimulus - Organism
structural linguistics
Response Behavior
No reinforcement (behavior not likely to occur again)
Reinforcement (behavior likely to occur again and become a habit)
methodological practices
It is basically a process of mechanical habit formation
To learn better if the items to be learned in
the target language are presented in spoken form
Analogy provides a better foundation for language learning than analysis
The meanings that the words of a language have for the native speaker
can be learned only in a linguistic and cultural context
Not in isolation
There a re many similarities between Si tuational Language Teaching and Audiolingualism
The first does not have the strong ties to linguistics and behavio ral psychology that characterize Audiolingualism.
DESIGNER METHODS (Humanistic
Approaches)
Activities
Psychology and psychotherapy were the principles influences
1970’s 1980’s
Total physical response
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Community language learning
The silent way
Characterized by a problem-solving approach
Develops independence and autonomy and encourages students to cooperate
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Learning is facilitated by problem solving the material to be learned
Learning is facilitated by accompanying
Learning is facilitated if the learner discovers or creates
Typical techniques
Sound-Colour Chart
Teacher's Silence
Peer Correction
Self-correction Gestures
Word Chart
SUGGESTOPEDIA
Fidel Chart
One of the innovative methods dating back to the 1970’s
Georgi Lozanov
Music is central to this method
Learning is facilitated in an environment that is as comfortable as possible
"Peripheral" learning is encouraged through the presence in the learning environment
The teacher assumes a role of complete authority and control in the classroom
featuring soft cushioned
seating and dim lighting
Self-perceived and psychological barriers to learners' potential to learn are "desuggested"
Students are encouraged to be child-like, take "mental trips with the teacher"
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assume new roles and names in the target language
Students work from lengthy dialogs in the target language
Errors are tolerated, the emphasis being on content and not structure
an accompanying translation into the students' native language
vocabulary are
presented and given treatment from the teacher
but not dwelt on
Music, drama and "the Arts" are integrated into the learning process as often as possible
TOTAL PHYSICAL RESPONSE
I´s an approach based on listening linked to physical activities
relies on the assumption
hat when learning a second or additional language
Developed by Dr. James J. Asher
internalized through a process of code-breaking similar o first language
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Students respond to commands that require physical movement.
It should be a parallel process to child first language acquisition
Learners are encourage to speak
Theory of language
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Theory of language learning
a grammar based view of language
verb in ımperative form
a stimulus-response view
coordination of speech and action; it attempts to teach language
through physical (motor) activity.
Trace theory
Combined tracing activities
verbal rehearsal
accompanied by motor activity
hence increase the probability of successful recall
successful adult second language
learning as a parallel process
to child first language acquisition