METHODS

GRAMMAR TRANSLATION METHOD

The first level that we are going to analyze is the Grammar translation Method:

• In the presentation, there is a long list of vocabulary items.
• The vocabulary is always translated.
• Phonetics
• Explanation of the grammatical rules (they explain the grammatical rules in Spanish)

Main Objectives (till the XX century):

• Reading and writing
• Grammar structures and translation
• Study of morphology and syntax.
• Memorization of grammar rules and long list of vocabulary items.
• Teacher-centered. (the teacher is the centre of the class)
• Textbooks are fundamental.

Some aspects that can be analyzed:

1. No use of the second language in the class, except for translation; they usually use Spanish and they use English only for translations.
2. The vocabulary is learnt by memorizing long list.
3. Reading and writing are the center of the class: no place for listening and speaking.
4. Grammar and syntax are extremely important for language learning. Grammar is taught deductively.

Deductive: Teacher gives the rules and the students apply them.

Inductive: they need to deal with the English discovering.

This Grammar method should attach on the need and necessities that the students have. 

 

DIRECT METHOD

Classroom interaction was conducted exclusively in the target language (lengua como objeto de estudio). 

1. 1. Only everyday vocabulary and sentences were taught.
   2. Oral communication skills were built up in a carefully graded progression…
   3. Grammar was taught inductively.
   4. New teaching points were introduced orally.
   5. Concrete vocabulary was taught trough demonstration, objects and pictures…
   6. Both speech and listening comprehension were taught.
   7. Correct pronunciation and grammar were emphasized.
   Summing up/ Main objectives
2. Objectives: Conversation, discussion.
3. Use of the mother tongue is forbidden.
4. Mainly oral production and listening.
5. No translation.
6. No grammar rules. Inductive.
7. Lot of imagination and inspiration.
8. Tiring for the teacher
9. A problem for shy students.

Summary of a lesson:

• Presentation of the topic in the target language.
• Students repeat (chorus, whole class, groups, rows, …)
• The teacher explains a topic normally from real life situations. She uses objects, mime, etc as the language used in the target language.
• Use of songs and games in the classroom.
• Use of wall charts, posters, and visual aids used in the classroom.
• Listening and speaking are promoted from the very beginning.

“Children at an early age like playing with the spoken language”.

AUDIO-LINGUAL METHOD

1.  
   The audio-lingual method, Army Method, or New Key, is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait (cualidad) would receive negative feedback. They use vocabulary, phonetics, sentence patterns and the construction of drills.
   It makes use of Pattern Drilling
   AFFIRMATIVE/NEGATIVE

   I/you/we/they	HAVE (‘VE) HAVE NOT (HAVEN’T)	GOT	A	(NEW)	Teacher
   HE SHE	HAS (‘S) HAS NOT (HASN’T)		THE	(COLOUR)	TV

   
   
   
   
   
   
   INTERROGATIVE

   HAVE	I/YOU/WE/THEY	GOT	A	TV?
   HAS	SHE/HE/(IT*)		THE	TEACHER?

   
   
2. Audio oral (lingual) Method

From 40s:

• Listening and reading is after the teacher.
• Drills: Mechanical oral exercises.
• Teacher centered: the teacher is the one he do the most.
• Grouping of students: group, pairs…
• Language laboratory. New technology caught publishers and text-book writers unprepared.
• Prevent errors as they can be remembered.

1. 
   
    COMMUNITY LANGUAGE LEARNING METHOD (CLL)
   Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator, although sometimes this role can be changed.
   Examples of these types of communities have recently arisen with the explosion of educational resources for language learning on the Web.
2. It was created especially for adult learners who might fear to appear foolish.
3. Teacher becomes a language counsellor
4. Students work in small groups
5. Teacher coordinates, guides, helps…
6. Students feel confident
    
   SUGGESTOPEDIA METHOD
   Suggestopedia (US English) or Suggestopædia (UK English) is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using this method a teacher's students can learn a language approximately three to five times as quickly as through conventional teaching methods.
   Suggestopedia has been called a pseudoscience. It strongly depends on the trust that students develop towards the method by simply believing that it works
   The intended purpose of Suggestopedia was to enhance learning by tapping into the power of suggestion. Lozanov claims that “suggestopedia is a system for liberation”; liberation from the “preliminary negative concept regarding the difficulties in the process of learning” that is established throughout their life in the society.
7. The only major linguistic problems in the language classroom are memorization and integration.
8. The result of the appropriate use of suggestion is an enormous increase in the individual’s ability to learn. (lozanov)

          THE SILENT WAY

The Silent Way is commonly defined as a teaching method for foreign languages in which the teachers are mostly silent and use rods and charts as their main teaching tools. Although Silent Way teachers do use rods and charts most of the time there can be Silent Way teaching without these tools while at the same time there may be teachers who use the suggested tools but do not really follow the Silent Way.

• Teaching should be subordinated to learning.
• Students should be able to use the language for self expression.
• Students become independent by relying on themselves (confiando en si mismos).
• Only the learner can do learning.

1. 
   
   TOTAL PHYSICAL RESPONSE (TPR) / COMPREHENSION APPROACH
    
   Total physical response (TPR) is a language-teaching method developed by James Asher, It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. Listening serves two purposes; it is both a means of understanding messages in the language being learned, and a means of learning the structure of the language itself. Grammar is not taught explicitly, but is induced from the language input.
    
   NATURAL APPROACH
2. Observing how children acquire their mother tongue.
3. The child chooses to speak when it is ready.
4. The teacher helps his/her students to understand him/her by using pictures and occasional words in the students’ native language.
5. Students are permitted to use their native language along with the target language.