When I Look At You – Miley Cyrus « Song & Lyrics

When I Look At You – Miley Cyrus « Song & Lyrics

GRAMMAR TRANSLATION METHOD

A. BACKGROUND OF GRAMMAR TRANSLATION METHOD

          The first concern with language teaching method had to do with the teaching of Latin and Greek grammars. The method used at that time were mostly designed to enable people to speak, read and write Latin. All of the method were related to the method which was popularly known as the Grammar Translation Method. With the invention of printing of reproduction of Greek and Latin classics became easy, and, therefore the method was no longer effective to teach the languages. There were a number of attempts to improve the teaching of the languages. One attempt was suggested by meidenger (1783), who advocated translation into the target language through the application of rules of grammar. Karl Plotz (1819-1881) also improved the teaching method; his method was divided into two parts:
     1. rules and paradigms

     2. sentences from translation into and out of the target language

EXPANSION DRILL TECHNIQUE

As accessed in ( http://faculty.ksu.edu.sa/fallay/Pages/ChapterFourTheAudioLingualMethod.aspx) on Wednesday: 16^nt february 2011, Definition: The teacher breaks down a line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teacher's cue, the students expand what they are repeating part by part until they are able to repeat the entire line. The teacher begins with the part at the end of the sentence (and works backward from there) to keep the into­nation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs.

NATURAL APPROACH

Background of Natural Approach

In 1977, Tracy Terrell, a teacher of Spanish in California, outlined "a proposal for a 'new' philosophy of language teaching which [he] called the Natural Approach" (Terrell 1977; 1982: 121). This was an attempt to develop a language teaching proposal that incorporated the "naturalistic" principles researchers had identified in studies of second language acquisition. The Natural Approach grew out of Terrell's experiences teaching Spanish classes. Since that time Terrell and others have exper­imented with implementing the Natural Approach in elementary- to advanced-level classes and with several other languages. At the same time he has joined forces with Stephen Krashen, an applied linguist at the University of Southern California, in elaborating a theoretical ra­tionale for the Natural Approach, drawing on Krashen's influential theory of second language acquisition. Krashen and Terrell's combined statement of the principles and practices of the Natural Approach appeared in their book, The Natural Approach, published in 1983. The Natural Approach has attracted a wider interest than some of the other innovative language teaching proposals discussed in this book, largely because of its support by Krashen. Krashen and Terrell's book contains theoretical sections prepared by Krashen that outline his views on second language acquisition (Krashen 1981; 1982), and sections on implemen­tation and classroom procedures, prepared largely by Terrell.

Krashen and Terrell have identified the Natural Approach with what they call "traditional" approaches to language teaching. Traditional approaches are defined as "based on the use of language in communicative situations without recourse to the native language" - and, perhaps, needless to say, without reference to grammatical analysis, grammatical drilling, or to a particular theory of grammar. Krashen and Terrell note that such "approaches have been called natural, psychological, phonetic, new, reform, direct, analytic, imitative and so forth" (Krashen and Terrell 1983: 9). The fact that the authors of the Natural Approach relate their approach to the Natural Method has led some to assume chat Natural Approach and Natural Method are synonymous terms. Although the tradition is a common one, there are important  differences between the Natural Approach and the older Natural Method, which it will be useful to consider at the outset.

CLT (communicative language teaching)

Background

The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. Until then, Situational Language represented the major British approach to teaching English as a foreign language. In Situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities.

British applied linguists emphasized another fundamental dimension of language that was inadequately addressed in current approaches to language teaching at that time - the functional and communicative potential of language. They saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of structures.

silent way

The objective of The Silent Way Method of language teaching is for students to work as independent language learners. The teacher speaks very little when using this method. The role of the teacher is to draw the learners' attention to the way that they are going about the act of learning. The teacher facilitates the students' discoveries and helps the students to gain insight into the functioning of the language. In order to use this method some specific materials are required.

• A Sound/Color Wall Chart: made up of different color rectangles in which each color represents a phoneme or sound of the English language.
• Word Wall Charts: words are written using the same color code as the sound/color wall chart suggests. These charts display the structural vocabulary of the language.
• Spelling Charts: These charts are referred to as the Fidel. They show the possible spellings for each phoneme and they also use the same color code as the sound/color wall chart.
• Rods: these are cards containing sounds which correspond to the sound/color wall chart. These rods allow students to create words using phonemes.

A pointer should be used by the teacher to help guide the class as they vocalize the sounds. A pointer can also help to teach which syllable has the stress on it by tapping that syllable harder than the others. This aids in the development of proper pronunciation of words in the target language.

direct method

The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

Example
The teacher explains new vocabulary using realia, visual aids or demonstrations.
In the classroom
Aspects of the Direct Method are still evident in many ELT classrooms, such as the emphasis on listening and speaking, the use of the target language for all class instructions, and the use of visuals and realia to illustrate meaning.