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Mahdie Hosseini




 Comparison of the grammar
 translation method& direct
method & audio lingual method
22
• GTM: the students should be able to read
       literature written in the target
       language.

• DM: the students should learn how to
      communicate in the target language.

• ALM: the student should be able to use the
       target language communicatively .
role of the teacher & the
          student
• GTM: the teacher is the authority in the
        classroom.
        the students do as she says so they
        can learn what she knows.
• DM: the students and teachers are more
      like partners in the teaching-learning
      process.
role of the teacher & the
         student
• ALM: the teacher direct and control the
        language behavior of the students.
       The students follow the teacher’s
       direction and respond as accurately

       and as rapidly as possible.
characteristic of teaching/
     learning process
• GTM: -student are taught to translate from
        one language into another.
       -students study grammar
        deductively.
       -students memorize native language
        equivalents for target language
        vocabulary words.
characteristic of teaching/
     learning process
• DM: -students need to associate meaning
       with the target language directly.
      -Grammar is taught inductively.
      -the syllabus used in direct method is based

       upon situation or topic.
      -student practice vocabulary by using
       new words in complete sentences.
characteristic of teaching/
     learning process
• ALM:-New vocabulary and structural
       patterns are presented through
       dialogues.
      -The dialogues are learned through
        imitation and repetition.
       -Grammar is induced from the
        examples given
       -cultural information is contextualized in
        dialogues or presented by the teacher
      -Student’s reading and written work
        is based upon the oral work they
       did earlier.
the nature of student-teacher
    interaction & student-student
             interaction
• GTM: teacher to students.
        little student initiation and little
       student-student interaction.

• DM: teacher to student & student to teacher
      students converse with one another.

• ALM: teacher and student
       student to student : in chain drills: teacher-
the feeling of the student
• GTM,DM,ALM:

    THRE IS NO PRINCIPLE OF THESE

    METHODS THAT RELATED TO THIS

                AREA
how is the language
            viewed?
• GTM: literary language is considered.
• DM: language is primarily spoken not
      written.
• ALM: everyday speech is emphasized and

       comprises several different levels:

       phonological, morphological,
       syntactic.
how is culture viewed?
• GTM: culture is viewed as consisting of
        literature and the fine arts.
• DM: they study the history, geography and

      daily lives of the speakers of the
      language.
• ALM: culture consists of the everyday
        behavior and lifestyle of the target
        language speakers.
what areas of language are
       emphasized?
• GTM: vocabulary and grammar
• DM: vocabulary
• ALM: sound system and grammatical
       pattern.
what language skills are
        emphasized?
• GTM: reading and writing
• DM: reading, writing, speaking, listening
• ALM: listening, speaking, reading,
        writing(natural order)
what is the role of the students’
       native language?
• GTM: the students 'native language is
        mostly used
• DM: the students’ native language should
      not be used in the classroom.
• ALM: the target language is used in the
        classroom.
how is evaluation
         accomplished?
• GTM: written tests in which students are
        asked to translate.
• DM: we did not actually see any formal
        evaluation in the class we observed.
• ALM: the answer to this question is not
       obvious.
how does the teacher
 respond to students errors?
• GTM: the teacher gives them correct
        answer.
• DM: the teacher tries to get students to
      self-correct.
• ALM: students errors are to be avoided if
       at all possible.
Coparison of three teaching methods

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Coparison of three teaching methods

  • 1. Mahdie Hosseini Comparison of the grammar translation method& direct method & audio lingual method
  • 2. 22 • GTM: the students should be able to read literature written in the target language. • DM: the students should learn how to communicate in the target language. • ALM: the student should be able to use the target language communicatively .
  • 3. role of the teacher & the student • GTM: the teacher is the authority in the classroom. the students do as she says so they can learn what she knows. • DM: the students and teachers are more like partners in the teaching-learning process.
  • 4. role of the teacher & the student • ALM: the teacher direct and control the language behavior of the students. The students follow the teacher’s direction and respond as accurately and as rapidly as possible.
  • 5. characteristic of teaching/ learning process • GTM: -student are taught to translate from one language into another. -students study grammar deductively. -students memorize native language equivalents for target language vocabulary words.
  • 6. characteristic of teaching/ learning process • DM: -students need to associate meaning with the target language directly. -Grammar is taught inductively. -the syllabus used in direct method is based upon situation or topic. -student practice vocabulary by using new words in complete sentences.
  • 7. characteristic of teaching/ learning process • ALM:-New vocabulary and structural patterns are presented through dialogues. -The dialogues are learned through imitation and repetition. -Grammar is induced from the examples given -cultural information is contextualized in dialogues or presented by the teacher -Student’s reading and written work is based upon the oral work they did earlier.
  • 8. the nature of student-teacher interaction & student-student interaction • GTM: teacher to students. little student initiation and little student-student interaction. • DM: teacher to student & student to teacher students converse with one another. • ALM: teacher and student student to student : in chain drills: teacher-
  • 9. the feeling of the student • GTM,DM,ALM: THRE IS NO PRINCIPLE OF THESE METHODS THAT RELATED TO THIS AREA
  • 10. how is the language viewed? • GTM: literary language is considered. • DM: language is primarily spoken not written. • ALM: everyday speech is emphasized and comprises several different levels: phonological, morphological, syntactic.
  • 11. how is culture viewed? • GTM: culture is viewed as consisting of literature and the fine arts. • DM: they study the history, geography and daily lives of the speakers of the language. • ALM: culture consists of the everyday behavior and lifestyle of the target language speakers.
  • 12. what areas of language are emphasized? • GTM: vocabulary and grammar • DM: vocabulary • ALM: sound system and grammatical pattern.
  • 13. what language skills are emphasized? • GTM: reading and writing • DM: reading, writing, speaking, listening • ALM: listening, speaking, reading, writing(natural order)
  • 14. what is the role of the students’ native language? • GTM: the students 'native language is mostly used • DM: the students’ native language should not be used in the classroom. • ALM: the target language is used in the classroom.
  • 15. how is evaluation accomplished? • GTM: written tests in which students are asked to translate. • DM: we did not actually see any formal evaluation in the class we observed. • ALM: the answer to this question is not obvious.
  • 16. how does the teacher respond to students errors? • GTM: the teacher gives them correct answer. • DM: the teacher tries to get students to self-correct. • ALM: students errors are to be avoided if at all possible.

Editor's Notes

  • #2: Mahdie Hosseini
  • #3: Mahdie Hosseini
  • #4: Mahdie Hosseini
  • #14: Mahdie Hosseini
  • #17: Mahdie Hosseini