The Grammar Translation Method, The Direct Method and The Audio Lingual Method
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This document discusses four major methods of teaching English: the Grammar Translation Method, the Direct Method, the Audio-Lingual Method, and the Natural Method. It provides details on the origins, key principles, techniques, merits and demerits of each method. The Grammar Translation Method focuses on translating texts and uses the learner's native language. The Direct Method teaches exclusively in English using real-world examples. The Audio-Lingual Method is based on behaviorism and uses repetition and drills. The Natural Method aims to mimic how children acquire their first language.
The Grammar Translation Method, The Direct Method and The Audio Lingual Method
- 1. Methods of English Language Teaching Prepared by Vaidehi Hariyani (Research Scholar) Department of English,MKBU
- 2. The Grammar Translation Method • This is the oldest and traditional method of teaching English. • Especially in India, this method is used as English is taught as Second language. • In Europe, this method was used to teach Greek and Latin for several years. • With the arrival of the Britishers this method was introduced in India. • The emphasis in this method is mainly on translation of English words, phrases, and passages into and from the mother tongue of a learner.
- 3. Thompson and Wyatt gave three principles on which this method is based:- • (1)Translation interprets foreign phraseology best. • (2) The foreign phraseology is best assimilated by the learners in the process of interpretation. • (3) The structure of a foreign language is best learnt when compared and contrasted with the mother tongue. L1 helps a learner to learn L2
- 4. Principles of this method:- • 1.) Classes are taught in the mother tongue, with little active use of the target language. • 2.) Much vocabulary is taught in the form of lists of isolated words. • 3.) Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. • 4.) Reading of difficult classical texts is begun early. Little attention is paid to the content of texts, which are treated as exercises in in grammatical analysis. • 5.) Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
- 6. Typical Techniques of this method :- 1. Translation of a passage 2. Antonyms/ Synonyms 3. Cognates 4. Fill in the blanks 5. Memorization 6. Make sentence 7. Composition 8. Reading comprehension questions
- 7. The Direct Method • Direct method is the method through which students learn to communicate in the target language and not involving L1 in the language learning process. • Learning L2 without taking help of L1. • This method is also known as Natural Method; because the characteristics we observe in language teaching is similar to acquisition of L1, but it was very difficult to bring exact environment in which L1 is acquired. • So later, the same method became popular as the direct.
- 8. • This method was a reaction against the Grammar Translation Method. In Grammar Translation Method, the focus was mainly on grammar. The learners were acquiring the knowledge of the grammar instead of the language. • The method originated in France in 1901. The principles of this method came from Germany and were popularized by the international phonetic association of France.
- 9. According to H.Champion, “The direct method is a method of teaching English directly; is to establish a direct or immediate association between experience and expression, between English words, phrases or idioms and its meaning.”
- 10. Principles • 1.) Classroom instruction is conducted exclusively in the target language. • 2.) Only everyday vocabulary and sentences are taught. • 3.) Oral communication is built up in a carefully traded progression organized around question-and-answer exchanges between teachers and students in small intensive classes. • 4.) Grammar is taught inductively. • 5.) Vocabulary is taught through demonstration, objects and pictures. • 6.) Both speech and listening comprehension are taught. • 7.) Correct pronunciation and grammar are emphasized.
- 11. Merits • Understanding of English becomes easier. • Good habit of speech is required. • Fluency of Speech and Writing is improved. • Lessons become interesting with the use of pictures. • It aims at practical command of the Language. • LSRW skills are improved. Demerits • Not helpful to the average students. • This method is not achievable in overcrowded classes. • Schools don’t have enough equipment. • Teacher has to spend a lot of time in planning and designing activities.
- 12. Typical techniques • Reading aloud • Question and answer exercise • Student self-correction • Conversation practice • Fill in the blanks • Dictation • Paragraph writing
- 13. The Audio-Lingual Method • The Audio-lingual method is used to improve communicative competence in learners. It is the most effective way for to learn language in an interesting way through different skills. • This Method was initially called the Army Method, and was the first to be based on linguistic theory and behavioral psychology. • Based on Skinner’s Behaviorism theory, it assumed that a human being can be trained using a system of reinforcement. • Correct behavior receives positive feedback; while errors receive negative feedback. • This approach to learning is similar to the Direct Method, in that the lesson takes place entirely in the target language.
- 14. • Emphasis is on the acquisition of patterns in common everyday dialogue. • The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue. • These patterns are elicited, repeated and tested until the responses given by the student in the foreign language are automatic. • The Audio-lingual Method is still in use today in different ways through blogs, flipped learning, YouTube and much more. Nowadays many courses are available online also.
- 15. Principles of this method:- • 1.) New material is presented in dialogue form. • 2.) There is dependence on mimicry, memorization of set phrases and over learning. • 3.) Structures are taught one at a time. • 4.) Structural patterns are taught using repetitive drills. • 5.) There is little or no grammatical explanation. • 6.) Vocabulary is strictly limited and learned in context.
- 16. • 7.) There is much use of tapes, language labs and visual aids. • 8.) Great importance is attached to pronunciation. • 9.) Very little use of the mother tongue by teachers is permitted • 10.) Successful responses are immediately reinforced. • 11.) There is great effort to get students to produce error-free utterances. • 12.) There is a tendency to manipulate language and disregard the content.
- 17. Merits • It can be used in medium-sized class. • Listening and speaking skills can be improved. • It can be used at elementary and intermediate level. • Learners can form grammatically accurate language. Demerits • Confident teachers with fluency of language are needed. • Repetition can be boring and meaningless. • Reading and writing are neglected as an individual form. • It requires more time in preparing these activities.
- 18. Typical techniques of the audio-lingual method: • Dialogue memorization • Backward build-up • Different Type of Drills • Use of minimal pairs • Complete the dialogues • Grammar game
- 19. Thank You Works cited:- • Narayana, Dr.R, Dr.N.Rajeshkharan Nair and Dr.Krushna Chandra Mishra. "ENGLISH LANGUAGE TEACHING IN INDIA: A THEORETICAL STUDY." The modern journal of applied linguistics (2009): 1. • Richards, Jack c. and Theodore s Rodgers. Approaches and Methods in Language teaching. Cambridge university press, 2001.