new methods of teaching languages

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3.1. (2 hours practical) new methods of teaching languages plan: 1. grammar translation method 2. direct method 3. audio lingual method 4. constructive approach 4. suggestopedia 5. silent way 6. communicative language teaching the grammar-translation method was developed in the early to mid-nineteenth century. karl plötz and heinrich ollendorf are often associated with this method of foreign language teaching. in gt first a grammatical rule is explained and examples are given. then the learners get a bilingual vocabulary list which they should learn by heart. the lists often contain complex constructions which also should be learned with their translations. these constructions can contain sentences like: i see myself, you see yourself, he sees himself etc. afterwards translation exercises (sentences and whole passages) from l1 to l2 and vice versa [vaɪsɪ‘ vɜːsə] are done. the students learn the grammar deductively l1 is very much used in the classroom many translation tasks …

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gn language, because they get ready-made chunks of language that represent grammatical rules and that are to be learned by heart. hence it is difficult for them to build sentences freely. besides that, too much attention is given to the written skills, in contrary to the spoken ones. direct method direct method, posited by charles berlitz. the basic tenet (rule) of berlitz's method was that second language learning is similar to first language learning. in this light, there should be lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammatical rules and syntactic structures. in short, the principles of the direct method were as follows: classroom instruction was conducted in the target language there was an inductive approach to grammar only everyday vocabulary was taught concrete vocabulary was taught through pictures and objects abstract vocabulary was taught by association of ideas the …

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audio-lingual approach focus on grammar drills. the following points sum up the characteristics of the method: no grammatical explanation learning vocabulary in context use of tapes and visual aids focus on pronunciation immediate reinforcement of correct responses constructive approach according to this approach, learning a second language will be effective in authentic and complex learning environment or situation. one of the primary goals of using constructivist teaching is that students learn how to learn by taking initiative for their own learning experiences. according to reinfried, constructivist language learning should be action oriented and language is learned through collaboration. free creation is praised, and learning is achieved by actively doing projects and self teaching. constructivist language learning should be learner centered that supports individualization of learning and autonomy. constructivist language learning should be holistic with content oriented perspective, authentic and complex learning environment. principle of constructive approach one of the most …

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viet psychological research on yoga and extrasensory perception, he came up with a method for learning that used relaxation as a means of retaining new knowledge and material. it stands to reason that music played a pivotal role in his method. lozanov and his followers tried to present vocabulary, readings, role-plays and drama with classical music in the background and students sitting in comfortable seats. in this way, students became "suggestible." of course, suggestopedia offered valuable insights into the "super learning" powers of our brain but it was demolished on several fronts. for instance, what happens if our classrooms don’t have comfortable seats and compact disk players? certainly, this method is insightful and constructive and can be practized from time to time, without necessarily having to adhere to all its premises. a relaxed mind is an open mind and it can help a student to feel more confident and, in …

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guage needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes, …such as using language appropriately in different types of situations; using language to perform different kinds of tasks, e.g. to solve puzzles, to get information, etc. using language for social interaction with other people. we should say that communicative language teaching is not a method; it is an approach, which is a theoretical position about the nature of language and language learning and teaching. merits of communicative approach: the merits of communicative approach is to develop the speech ability among the students. it teaches of different ways of expression. this approach is based on the practical utility. it lays more stress on the functional value of language. it enables the students to communicative their ideas both inside and outside the class-room demerits of communicative approach: this approach ignores grammar and structures. it …

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3.1. (2 hours practical) new methods of teaching languages plan: 1. grammar translation method 2. direct method 3. audio lingual method 4. constructive approach 4. suggestopedia 5. silent way 6. communicative language teaching the grammar-translation method was developed in the early to mid-nineteenth century. karl plötz and heinrich ollendorf are often associated with this method of foreign language teaching. in gt first a grammatical rule is explained and examples are given. then the learners get a bilingual vocabulary list which they should learn by heart. the lists often contain complex constructions which also should be learned with their translations. these constructions can contain sentences like: i see myself, you see yourself, he sees himself etc. afterwards translation exercises ...

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