elt methods

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301 sahifa elt methods — PPT

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techniques and principles in language teaching elt methods instructor dr. sadek firwana first semester, 2015-2016 ice-breaker a tutor who tooted a flute tried to tutor two tooters to toot. said the two to their tutor, "is it harder to toot or tutor two tooters to toot?" three competences needed by teachers of english user competence analyst competence teacher competence english language teaching methods what do you think of the following statement? many teachers now share the belief that a single right method does not exist. it is certainly true that no comparative study has consistently demonstrated the superiority of one method over another for all teachers, all students and all settings. english language teaching methods educational theories and models should be treated with caution. they are all narratives. they each tell a story, but only one story. the may shed light on one aspect of teaching and learning but, in …

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or the purpose of helping students read and appreciate foreign language literature. the grammar-translation method through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity with the grammar of their native language will help them understand their language better. the grammar-translation method finally, it was thought that foreign language learning would help students grow intellectually. the grammar-translation method principles learning a foreign language is to be able to read literature written in it. literary language is superior to spoken language. if students can translate from one language into another, they are considered successful language learners. the grammar-translation method the ability to communicate in the target language is not a goal of foreign language instruction. the primary skills to be developed are reading and writing. little attention is given to speaking and listening and almost …

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e clear by translating into the students’ native language. the language that is used in class is mostly the students’ native language. the grammar-translation method how is evaluation accomplished? written tests in which students are asked to translate from their native language to the target language or vice versa are often used. the grammar-translation method how does the teacher respond to student errors? having the students get the correct answer is considered very important. the direct method the direct method has one very basic rule: no translation is allowed. meaning is to be conveyed directly in the target language through the use of demonstration and visual aids. the direct method principles language is primarily speech. culture consists of more than the fine arts (e.g. the students study geography and cultural attitudes). the reading skill will be developed through practice with speaking. the direct method principles 4. objects (e.g. realia or …

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inductively. there may never be an explicit grammar rule given. writing is an important skill, to be developed from the beginning of language instruction. the syllabus is based on situations or topics, not usually on linguistic structures. learning another language also involves learning how speakers of that language live. what are the goals of teachers who use the direct method? teachers who use the direct method intend that students learn how to communicate in the target language. in order to do this successfully, students should learn to think in the target language. what is the role of teacher? although the teacher directs the class activities, the student role is less passive than in the grammar-translation method. the teacher and the students are more like partners in the teaching/learning process. what are some characteristics of the teaching/learning process? teachers believe students need to associate meaning and the target language directly. students …

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the teacher to do, if the pupil does not understand? would not translation save time in many instances? aside from wasting time, could translation do real harm? the audio-lingual method theoretical and historical background when the american military suddenly needed a quick and effective way to teach foreign language skills during world war ii, they turned to professional linguists. the military’s call for help came at a time when the science of behaviorism was at its peak. the audio-lingual method the field of behaviorism included the work of classical conditioning behaviorists such as ivan pavlov (1849–1936) in russia and the american operant conditioning behaviorist b. f. skinner (1904–1990). the audio-lingual method behaviorism deeply affected the american linguists of the time. what resulted was a type of linguistics known as structural linguistics. the audio-lingual method most structural linguists believed that the best way to master a new language was through repetitive …

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techniques and principles in language teaching elt methods instructor dr. sadek firwana first semester, 2015-2016 ice-breaker a tutor who tooted a flute tried to tutor two tooters to toot. said the two to their tutor, "is it harder to toot or tutor two tooters to toot?" three competences needed by teachers of english user competence analyst competence teacher competence english language teaching methods what do you think of the following statement? many teachers now share the belief that a single right method does not exist. it is certainly true that no comparative study has consistently demonstrated the superiority of one method over another for all teachers, all students and all settings. english language teaching methods educational theories and models should …

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