Language Teaching Method

GRAMMAR TRANSLATION METHOD

Principles

A fundamental purpose of learning a foreign language is to be able to read its literature. Literary language is superior to spoken language. Students' study of the foreign culture is limited to its literature and fine arts.

An important goal is for students to be able to translate each language into the other. If students can translate from one language into another, they are considered successful language learners.

The ability to communicate in the target language is not a goal of foreign language instruction.

The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation.

The teacher is the authority in the he classroom. It is very important that students get the correct answer.

It is possible to find native language equivalents for all target language words.

Learning is facilitated through attention to similarities between the target language and the native language.

It is important for students to learn about the form of the target language.

Deductive application of an explicit grammar rule is a useful pedagogical technique.

Language learning provides good mental exercise.

Students should be conscious of the grammatical rules of the target language.

Wherever possible, verb conjugations and other grammatical paradigms should be committed to memory.

DIRECT METHOD

Principles

Reading in the target language should be taught from the beginning of language instruction; however, the reading skill will be developed through practice with speaking. Language is primarily speech. Culture consists of more than the fine arts

Objects present in the immediate classroom environment should be used to help students understand the meaning.

The native language should not be used in the classroom.

The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.

Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word lists.

The purpose of language learning is communication (therefore students need to learn how to ask questions as well as answer them).

Pronunciation should be worked on right from the beginning of language instruction.

Self-correction facilitates language learning.

Lessons should contain some conversational activity-some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible.

Grammar should be taught inductively. There may never be an explicit grammar rule given.

Writing is an important skill, to be developed from the beginning of language instruction.

The syllabus is based on situations or topics, not usually on linguistic structures.

Learning another language also involves learning how speakers of that language live.

SILENT WAY

Principles

The teacher should start with something the students already know and build from that to the unknown. Languages share a number of features, sounds being the most basic.

Language learners are intelligent and bring with them the experience of already learning a language. The teacher should give only what help is necessary.

Language is not learned by repeating after a model. Students need to develop their own "inner criteria" for correctness-to trust and to be responsible for their own production in the target language.

Students' actions can tell the teacher whether or not they have learned.

Students should learn to rely on each other and themselves.

The teacher works with the students while the students work on the language.

The teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves.

Learning involves transferring what one knows to new contexts.

Reading is worked on from the beginning but follows from what students have learned to say.

Silence is a tool. It helps to foster autonomy, or the exercise of initiative. It also removes the teacher from the center of attention so he can listen to and work with students.

Meaning is made clear by focusing students' perceptions, not through translation.

Students can learn from one He another. The teacher's silence encourages group cooperation.

If the teacher praises (or criticizes) students, they will be less self-reliant. The teacher's actions can interfere with students' developing their own criteria.

Errors are important and necessary to learning. They show , the the teacher where things are unclear.

If students are simply given sup- answers, rather than being allowed to self-correct, they won't retain them.

Students need to learn to listen to themselves.

At the beginning, the teacher close needs to look for progress, not as perfection. Learning takes place in time. Students learn at different h her rates.

A teacher's silence frees' the teacher to closely observe the students' behavior.

Students learn they must give the teacher their attention in order not to miss what he says. Student attention is a key to learning.

Students should receive a great deal. of meaningful practice without repetition.

The elements of the language are introduced logically, expanding upon what students already know.

Students gain autonomy in the language by exploring it and by making choices.

Language is for self-expression.

The teacher can gain valuable information from student feedback; for example, he can learn what to work on next. Students learn how to accept responsibility for their own learning.

Some learning takes place 'naturally as we sleep. Students will naturally work on the day's lesson then.

The syllabus is composed of linguistic structures.

The structures of the syllabus are not arranged in a linear fashion, but rather are constantly being recycled.

The skills of speaking, reading, and writing reinforce one another.