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Techniques and principles in language teaching, María Isabel Zambrano…
Techniques and principles in language teaching
The audio-lingual method
In that rather than emphasizing
vocabulary acquisition through exposure to its use in situations.
Principles
What are the goals of teachers who use the Audio-Lingual Method?
Teachers want their students to be able to use the target language communicatively.
How are the feelings of the students dealt with?
There are no principles of the method that relate to this area.
How is evaluation accomplished?
Students might be asked to distinguish between
words in a minimal pair
Techniques
Dialogue Memorization
Backward Build-up (Expansion) Drill
Repetition Drill
Chain Drill
Single-slot Substitution Drill
Multiple-slot Substitution Drill
Transformation Drill
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teacher gives cue phrases, one at a time, that fit into different slots in the dialogue
line
The teacher says a line, usually from the dialogue.
The first student
greets or asks a question of the second student and the chain continues
This drill is often used to teach the lines of the dialogue.
This drill is used when a long line of a dialogue is giving students trouble.
Dialogues or short conversations between two people are often used to begin a new
lesson
The direct method
Principles
What are the goals of teachers who use the Direct Method?
Teachers who use the Direct Method intend that students learn how to communicate
in the target language.
What is the role of the teacher? What is the role of the students?
The teacher and the students are more like
partners in the teaching–learning process.
How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
Techniques
Reading Aloud
Question and Answer Exercise
Getting Students to Self-correct
Conversation Practice
Fill-in-the-blanks Exercise
Dictation
Map Drawing
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The teacher reads the passage three times.
The students
would have induced the grammar rule they need to fill in the blanks
The teacher asks students a number of questions in the target language
The teacher of this class has the students self-correct by asking
This exercise is conducted only in the target language.
Students take turns reading sections of a passage, play, or dialogue out loud.
The Direct Method has one very basic rule: No translation is allowed.
The grammar-translation method
it was first used in the teaching of the classical languages,
Latin and Greek.
Principles
What is the role of the teacher? What is the role of the students?
The roles are very traditional. The teacher is the authority in the classroom. The
students do as she says so they can learn what she knows.
How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
What is the role of the students’ native language?
The meaning of the target language is made clear by translating it into the students’
native language.
Techniques
Translation of a Literary Passage
Reading Comprehension Questions
Antonyms/Synonyms
Cognates
Deductive Application of Rules
Fill-in-the-blanks Exercise
Memorization
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Students are given a series of sentences with words missing.
Grammar rules are presented with examples.
Students are taught to recognize cognates by learning the spelling or sound patterns
that correspond between the languages.
Students are given one set of words and are asked to find antonyms in the reading
passage.
Students answer questions in the target language based on their understanding of
the reading passage.
Students translate a reading passage from the target language into their native
language.
María Isabel Zambrano Murillo. Modelos educativos "A"
