Presented by: Aini Munirah Alias Munirah Ahmad sabri Nur Syakirah Nafis

GRAMMAR TRANSLATION METHOD

Was introduce in nineteenth century, before this it is

known as Classical Method requires students to translate whole texts word-forword and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpiece and classics.

Major Characteristics of Grammar Translation (Prator & Celce-Murcia)

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 word 3. Long elaborate explanations of intricacies of grammar are given 4. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words
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5. Reading of difficult classical texts is begun early 6. Little attention is paid to the context of texts, which are treated as exercises in grammatical analysis 7. Often the only drills are exercises in translation disconnected sentences from the target language into the mother tongue 8. Little or no attention is given to pronounciation.

ADVANTAGES
The phraseology of the target language is quickly

explained. Translation is the easiest way of explaining meanings or words and phrases from one language into another teachers who are not fluent in the target language can teach it using this method.

DISADVANTAGE
Speech is neglected. The grammar translation method

places emphasis on reading and writing, neglecting speech. Thus, the students who are taught through this method fail to express themselves adequately in speaking. Exact translation is not always possible. For example English word "table" does not fit in such expressions as "table of contents", "table of figures", "multiplication table"

 grammar translation method does not provide any

such practice to the learner of a language. It rather attempts to teach language through rules and not by use

DIRECT METHOD
was established in Germany and France around 1900
the method refrains from using the learners' native

language and uses only the target language

CHARACTERISTICS OF DIRECT METHOD

teaching concepts and vocabulary through

pantomiming, real-life objects and other visual materials teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) centrality of spoken language (including a native-like pronunciation) focus on question-answer pattern

PRINCIPLES
Classroom instructions are conducted exclusively in the target language. 2. Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase. 3. Oral communication skills are built up in a carefully graded progression organized around question-andanswer exchanges between teachers and students in small, intensive classes.
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4. Grammar is taught inductively. 5. New teaching points are introduced orally. 6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. 7. Both speech and listening comprehensions are taught.

8. Correct pronunciation and grammar are emphasized. 9. Student should be speaking approximately 80% of the time during the lesson. 10. Students are taught from inception to ask questions as well as answer them.

Audiolingual Method
Colloquially known as Army Method as it was first

introduced to produce orally proficient Americans during the outbreak of WWII. Dealt greatly with oral activity-pronounciation and pattern drills and conversation practice. Shortcomings: Failure to teach long-term communicative proficiency

Characteristics: 1.New materials is presented in a dialog form. 2.Dependence of mimicry, memorization of set phrases, and overlearning. 3.Structures sequenced by means of contrastive analysis and taught one at a time 4.Structural patterns are taught using repetitive drills. 5.Little or no grammar explanation(learnt from inductive analogy rather than deductive analogy) 6.Vocabulary is strictly limited and learned in context

7.Much use of tapes, language labs, and visual aids. 8. Great importance attached to pronounciation. 9.Very little use of the mother tongue by teacher is permitted. 10. Succesful responses are immediately reinforced. 11.There is a great effort to get students to produce errorfree utterances. 12.Tendency to manipulate language and disregard content.

Community Language Learning

Inspired by Carl Rogers` view of education in which

students and teacher join together to facilitate learning in a context of valuing and prizing each individual in the group. Teacher are perceived as counselor; centering her/his attention on the clients(students) and their needs.

 A group of students having first established in L1 an

interpersonal relationship and trust, seated in the circle with the counselor on the outside of it. The students may be complete beginners in the language. When the students wanted to say something, he first says it in native language, then the counselor translates back in L2. The learners then repeat the translated sentences as accurately as possible. Conversations continued in the same repetitive manner when another student talks.

 Better if being taped for later listening.

As learner gains familiarity with the language, and

more direct conversations take place, the counselor will provide less direct translations until after many years later the learner achieved fluency in spoken language.

Advantages of CLL i. To overcome the threatening affective factors in second language learning. ii. An attempt to put Carl Rogers` philosophy in action iii. Create supportive group in classrooms; allowing students to initiate language iv. Toward autonomous learning; no longer need teacher to guide them later on. Disadvantages of CLL i.The counselor-teacher can become too nondirective. ii.Depends largely on the translation expertise of the counselor; language can be mistranslated.

SUGGESTOPEDIA
was developed by Georgi Lozanov (Bulgarian doctor

and psychotherapist) The term 'Suggestopedia', derived from suggestion and pedagogy People are capable of learning much more than they give themselves credit for. He created a method for learning that capitalized on relaxed states of mind for maximum retention of material.

 Music was central to his method. Baroque music

created the kind of "relaxed concentration" that led to "superlearning(Ostrander & Schroeder 1979: 65). The method also draws from insights from yoga and the Soviet psychology. From yoga it draws the importance of relaxation of mind for maximum retention of material.

Suggestopedia and foreign language learning

Lozanov and his followers experimented with the

presentation of vocabulary, readings, dialogs, roleplays, drama, and a variety of other typical classroom activities. Some of the classroom methodology did not have any particular uniqueness. The difference was that a significant proportion of activity was carried on with classical music in the background, students sitting in soft, comfortable seats in relaxed states of consciousness.

Advantages
A relaxed and unanxious mind, achieved through music

and/or any other means, will often help a learner to build confidence.
Role playing, drama, and other activities may be very

helpful techniques to stimulate meaningful interaction in the classroom.

Never underestimate the "superlearning" powers of the

human brain.

THE SILENT WAY

Founder: Caleb Gattegno

He interested in a "humanistic" approach (Chamot &

McKeon 1984: 2) to education, much of the Silent Way was characterized by a problem-solving approach to learning.

 Richards and Rodgers (1986: 99) summarized the

theory of learning behind the Silent Way:

learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. 2) learning is facilitated by accompanying (mediating) physical objects. 3) learning is facilitated by problem solving involving the material to be learned.
1)

 The Silent Way capitalized on discovery-learning

procedures.
Gattegno (1972) believed that learners should develop

independence, autonomy, and responsibility.

At the same time, learners in a classroom must

cooperate with each other in the process of solving language problems.

 Teachers Role:
a)

The teacher- a stimulator but not a handholder - is silent much of the time, thus the name of the method. Teachers must resist their instinct to spell everything out in black and white -to come to the aid of students at the slightest downfall and must "get out of the way" while students work out solutions.

b)

Materials
Cuisinere rods and colorful wall charts are typically

used in this method to introduce vocabulary and syntax. Instruction in this method typically starts with sounds, the basic building blocks in any language. Teacher - provides single words or short phrases to stimulate the students into refining their knowledge of the language with as little correction/feedback from the teacher as possible. The charts introduce pronunciation models and grammatical paradigms.

TOTAL PHYSICAL RESPONSE

Developed by James Asher, a professor of psychology, from

San Jose State University in California.

noted that children, in learning their first language, appear

to do a lot of listening before they speak, and that their listening is accompanied by physical responses.

Classroom usage
The teacher and students take on roles similar to that

of the parent and child respectively. Students must respond physically to the words of the teacher.
TPR can be used to practice and teach various things.

It is well suited to teaching classroom language and other vocabulary connected with actions.
TPR may also be a useful alternative teaching strategy

for students with dyslexia or related learning disabilities

Advantage
Students will enjoy getting up out of their chairs and

moving around.
Simple TPR activities do not require a great deal of

preparation on the part of the teacher.

TPR is aptitude-free, working well with a mixed ability

class, and with students having various disabilities.