DIFFERENT METHODS
AND APPROACHES IN
LANGUAGE TEACHING
PART 2
13.05.2021
DIRECT METHOD
• Developed as a reaction to GTM at
the end of 19th C
INTRODUCT • De Sauze
ION (view – language can cot be
taught, one can only create
conditions for learners to acquire it)
• Language is primarily speech
• L2 should be learnt in the same
way that the child learnt his L1
UNDERLYI
NG • A language could be learnt best
PRINCIPLE by using it in the classroom
S • Based on Associationist
Psychology (direct association of
language with the real life
situation)
• In order to learn a language
students should think in that
AIM
To improve oral proficiency
To enable the learners to communicate
successfully in the target language
ROLES
• Role of the teacher
an authoritarian + a resource provider
• Role of the student
follower
• Medium of instruction – target
language only
CHARACTERI
STIC • Syllabus – based on situations,
FEATURES themes/topics
OF THE
PROCESS
• Lesson begins with an
introduction of a dialogue in
the target language
• Emphasis on speech,
pronunciation
• In the early stages textbooks
were not taken and the tr plays
the key role in providing study
CHARACTERI
STIC materials
FEATURES • Tr’s model was taken for every
OF THE aspect of language
PROCESS
• Grammar was taught
inductively, items were graded
from simple to complex
• Language items were introduced
in a systematic way from simple
to complex (well organized)
CHARACTERI
STIC • Exclusive use of target language
FEATURES • Meanings were established
OF THE through visual aids,
PROCESS demonstrations…
• Emphasized accuracy
• Questions and answers
• Dictation
TECHNIQU
ES • Story building
• Story telling
• Dialogues/ Discussions
INTERACTION PATTTERNS
presentation T S
practice S T
production S S
SKILLS EMPHASIZED
• Basically [S]
[R] & [W] were considered later
ROLE OF THE NATIVE LANGUAGE
•Not used at all
EVALUATION
• Accuracy was emphasized
TREATMENT OF ERRORS
•Immediate error correction
•Errors were corrected before
fossilization
ACTIVITY
COMPARE AND CONTRAST THE GRAMMAR TRANSLATION
METHOD AND THE DIRECT METHOD PAYING SPECIAL
ATTENTION TO THE FOLLOWING AREAS.
• Goals/Aims
• Role of the teacher
• Role of the student
• Process
• Interaction pattern
• Skills emphasized
• Role of the native language
• Evaluation process
• Treatment of errors
END