METHODS IN LANGUAGE TEACHING

Methods in language teaching

- The Grammar-Translation Method - The Direct Method - The Audio-Lingual Method - The Silent Way - Desuggestopedia - Community Language Learning -Total Physical Response - Communicative Language Teaching - Content-based Instruction - Task-based Language Teaching

Some of them are better suited to certain learners than others.

Grammar-Translation Method

This method focuses on memorizing grammar rules and vocabulary, and is good for students who want to improve their reading and writing skills.

Students are taught to translate from one language into another. Often what they translate are readings in the target language about some aspect of the culture of the target language community. Students study grammar deductively; that is, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. They memorize native language equivalents for target language vocabulary words.

The Direct Method

No translation is allowed. students need to associate meaning with the target language directly Students speak in the target language a great deal and communicate as if they were in real situations. Grammar is taught inductively. Students practice vocabulary by using new words in complete sentences. The level that can be used is secondary school.

The Audio-Lingual Method

It is based in oral-based approachStudents are imitators of the teacher’s model or the tapes she supplies of model speakers. New vocabulary and structural patterns are presented through dialogues. Drills (such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are conducted based upon the patterns present in the dialogue. Cultural information is contextualized in the dialogues or presented by the teacher.

The Silent Way

Only the learner can do the learning,The teacher works with the student; the student works on the language. teachers lead their students to associate the sounds of the target language with particular colors.’ The teacher is silent. Student–student verbal interaction is desirable (students can learn from one another)

Desuggestopedia

The course is conducted in a classroom that is bright and cheerfulPosters displaying grammatical information about the target language to take advantage of students’. Students select target language names and choose new occupations. In the first concert the teacher reads the dialogue, matching her voice to the rhythm and pitch of the music. Language is the first of two planes in the two-plane process of communication.

Community Language Learning

students have a conversation using their native language.Theacher gives them the target language translation in chunks. A transcript is made of the conversation, and native language equivalents are written beneath the target language words. There are many activities to do such as: examination of a grammar point, working on pronunciation of a particular phrase, or creating new sentences with words from the transcript

Total Physical Response

The teacher issues commands to a few students, then performs the actions with them.The teacher next recombines elements of the commands to have students develop flexibility in understanding unfamiliar utterances. After learning to respond to some oral commands, the students learn to read and write them. After students begin speaking, activities expand to include skits and games. The students become more verbal and the teacher responds nonverbally. Culture is the lifestyle of people who speak the language natively. Vocabulary and grammatical structures are emphasized over other language areas. who use TPR believe in the importance of having their students enjoy their experience of learning to communicate in another language. After learning to respond to some oral commands, the students learn to read and write them.

Communicative Language Teaching

Students use the language a great deal through communicative activities such as games, role-plays, and problem-solving tasks (see discussion of these in the review of the techniques).Activities that are truly communicative, according to Morrow (Johnson and Morrow 1981), have three features in common: information gap, choice, and feedback. In communication, the speaker has a choice of what she will say and how she will say it. A speaker can thus evaluate whether or not her purpose has been achieved based upon the information she receives from her listener. Forming questions through a transformation drill may be a worthwhile activity. CLT uses authentic materials. students will learn to communicate by practicing functional and socially appropriate language.

Content-based Instruction

Teachers make meaning clear through the use of visuals, realia, repeating, and building on students’ previous experiences.Students are actively involved in learning language and content, often through interaction with other students. Graphic organizers are one tool used to assist this process. Students often work collaboratively to understand content while actively using the language they are studying. All four skills are integrated in authentic contexts. The teacher corrects student errors by giving students the correct form or allowing students to self-correct.

Task-based Language Teaching

Teacher can introduce the students to the language they will need to complete the task. The task has clear outcomes so that both students and teachers can tell if the task has been successfully completed A post-task phase takes place to reinforce students’ learning or to address any problems that may have arisen. He provides feedback such as recasts. Students often work closely together to help each other accomplish the task and to problem-solve.