Grammar-Translation Approach Direct Approach

1. Grammar-Translation ApproachDirect Approach Lecture 2

2. The Grammar-Translation Method Instructor: Eman Al Hsaiyan

3. Introduction • The Grammar-Translation Method was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek (Chastian, 1988). • This method was used for the purpose of helping students read and appreciate foreign language literature. • Through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity with the grammar of their native language better. • Finally, it was thought that foreign language learning would help students grow intellectually. Instructor: Eman Al Hsaiyan

4. Principles • Learning a foreign language is to be able to read literature written in it. • Literary language is superior to spoken language. If students can translate from one language into another, they are considered successful language learners. Instructor: Eman Al Hsaiyan

5. Principles • 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. Instructor: Eman Al Hsaiyan

6. Principles • The teacher is the authority in the classroom. It is very important that students get the correct answer. • Learning is facilitated through attention to similarities between the target language and the native language. Instructor: Eman Al Hsaiyan

7. Principles • Deductive application of an explicit grammar rule is a useful pedagogical technique. • Language learning provides good mental exercise. Instructor: Eman Al Hsaiyan

8. Principles • Students should be conscious of the grammatical rules of the target language. Instructor: Eman Al Hsaiyan

9. Principles • There is little student initiation and little student-student interaction. • There are no principles of the method which relate to students’ feelings. Instructor: Eman Al Hsaiyan

10. Principles • Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. Instructor: Eman Al Hsaiyan

11. The role of the students’ native language • The meaning of the target language is made clear by translating the students’ native language. The language that is used in class is mostly the students’ native language. Instructor: Eman Al Hsaiyan

12. How is evaluation accomplished? • Written tests in which students are asked to translate from their native language to the target language or vice versa are often used. Instructor: Eman Al Hsaiyan

13. How does the teacher respond to student errors? • Having the students get the correct answer is considered very important. Instructor: Eman Al Hsaiyan

14. The Direct Method • The Direct Method has one very basic rule: No translation is allowed. Meaning is to be conveyed directly in the target language through the use of demonstration and visual aids. Instructor: Eman Al Hsaiyan

15. Principles • The reading skill will be developed through practice with speaking. Language is primarily speech. Culture consists of more than the fine arts(e.g. the students study geography and cultural attitudes). Instructor: Eman Al Hsaiyan

16. Principles • Objects (e.g. realia or pictures) 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. Instructor: Eman Al Hsaiyan

17. Principles • The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning. Instructor: Eman Al Hsaiyan

18. Principles • 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. Instructor: Eman Al Hsaiyan

19. Principles • The purpose of language learning is communication. • Pronunciation should be worked on right from the beginning of language instruction. Instructor: Eman Al Hsaiyan

20. Principles • 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. Instructor: Eman Al Hsaiyan

21. Principles • 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. Instructor: Eman Al Hsaiyan

22. Principles • 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. Instructor: Eman Al Hsaiyan

23. 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. In order to do this successfully, students should learn to think in the target language. Instructor: Eman Al Hsaiyan

24. What is the role of teacher? • Although the teacher directs the class activities, the student role is less passive than in the Grammar-Translation Method. The teacher and the students are more like partners in the teaching/learning process. Instructor: Eman Al Hsaiyan

25. What are some characteristics of the teaching/learning process? • Teachers believe students need to associate meaning and the target language directly. Students speak in the target language a great deal and communicate as if they were in real situations. The syllabus is based upon situations or topics. Instructor: Eman Al Hsaiyan

26. What is the nature of student-teacher interaction? • The initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher-directed. Instructor: Eman Al Hsaiyan

27. How are the feelings of the students dealt with? • There are no principles of the methods which relate to this area. Instructor: Eman Al Hsaiyan

28. How is language viewed? • Language is primarily spoken, not written. Instructor: Eman Al Hsaiyan

29. What areas of language are emphasized? • Vocabulary is emphasized over grammar. Instructor: Eman Al Hsaiyan

30. What is the role of the students’ native language? • Students’ native language should not be used in the classroom. Instructor: Eman Al Hsaiyan

31. How is evaluation accomplished? • The students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied. Instructor: Eman Al Hsaiyan

32. How does the teacher respond to student errors? • The teacher, employing various techniques, tries to get students to self-correct whenever possible. Instructor: Eman Al Hsaiyan

33. Comparison • Grammar • Vocabulary • Teacher’s attitude • Student’s role • Skills to be improved

34. grammar VOCABULARY

35. Teacher’s attitude STUDENT’S ROLE

36. Skills to be improved