Methods of foreign language teaching: the Direct method, the Audio-lingual method

#1 слайд
THE DIRECT METHOD THE AUDIO-LINGUAL METHOD BY BAKYTZHANOVA ASSEM

1 слайд

#2 слайд
THE DIRECT METHOD     It’s not like Grammar Translation Method (GTM) which used both Mother tongue (L1) and Target language (L2), the direct method only used target language (L2) in the study and mother tongue (L1) is not allowed in the study.

2 слайд

#3 слайд
 The Direct Method is not new. Its principles have been applied by language teachers for many years. Most recently, it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. Since the Grammar Translation Method was not very effective in preparing students to use the target language communicatively, the Direct Method became popular.

3 слайд

#4 слайд
 Translation is completely banished from any classroom activity. Classroom activities are carried out ONLY in the target language.  Oral teaching comes before any other kind of reading and writing activities.  Use of chain activities accompanied by verbal comments like:  I go to the door. I open the door. I close the door. I return to my place. I sit down. (called the Gouin series)  Grammar is taught inductively. (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language.)  Use of  realia to teach concrete vocabulary. Abstract vocabulary is taught through association if ideas.  Emphasis is put on correct pronunciation and grammar.  Teaching through modeling and practice.

4 слайд

#5 слайд
The direct method has some techniques. The techniques are: Reading aloud Question and answer exercise Getting students to self-correct Conversati on practice Fill in the blank exercise Dictation Map drawing Paragraph writing

5 слайд

#6 слайд
 Reading aloud (Read the text or dialogue out loud)  Question and answer exercise (The exercise is conducted only in the target language)  Getting students to self-correct (Make the students realize that the answer was wrong)  Conversation practice (The conversation with target language)  Fill in the blank exercise (filling the blank of target language)  Dictation (The teacher read the passage three times with three techniques)  Map drawing (The students were given a map with the geographical features unnamed)  Paragraph writing (The teacher asked the students to write a paragraph in their own words)

6 слайд

#7 слайд
ADVANTAGES Clearly the Direct Method is a shift away from the Grammar Translation Method. One of its positive points is that it promises to teach the language and Not about the language. More advantages can be listed as follows: • It is a natural method which teaches language the same way the mother tongue is acquired. Only the target language is used and the learning is contextulized. • Its emphasis on speech made it more attractive for those who have needs of real communication in the target language. • It was one of the first methods to introduce the teaching of vocabulary

7 слайд

#8 слайд
DISADVANTAGES • Students may be afraid of asking Qs. • It’s hard to practice the methods in a class with more than 20 students. It needs a great amount of teachers • It’s hard to explain abstract words. • It takes much time for teacher to explain the words that might be trivial.

8 слайд

#9 слайд
Teacher roles  The teacher directs the class activities. The teacher and the students are more like partners in the teaching/learning process. The teacher explains new vocabulary using realia, visual aids or demonstrations.  1. Q & A:   The teacher asks questions of any nature and the students answer. In preparation for this activity the teacher models, extensively, the use of complete answers to questions. Once doing this activity the teacher expects full sentences as answers to each question. Students can also be given the opportunity to ask the questions.  Objective: Experiment with words and sentence patterns to create interest and variety.  2. Dictation:   The teacher chooses a grade appropriate passage from a book and reads the text aloud three times. The first time the passage is read the students only listen. The second time the passage is read it is read phrase by phrase, with the teacher pausing long enough for students to write down what they have heard. The third time the text is read, it is read at normal speed and the students check their work.  Objective: Listen attentively, courteously, and purposefully to a range of texts from a variety of cultural traditions for pleasure and information.

9 слайд

#10 слайд
 3. Reading Aloud:   Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student’s turn the teacher uses gestures, pictures, examples, or role play to help the students make meaning of the text.  Objective: Orally and silently read a range of contemporary and classical grade appropriate texts for enjoyment and information.  4. Getting Students to Self-Correct.  For example if the student says, “I have cree apples,” the teacher should say, “Do you have cree apples or three apples?”  Objective: Reflect on speaking behaviors and strategies.  5. Map Drawing:  Students are provided with a blank map of Canada. The teacher gives specific instructions to the students. Once they are finished, their map will be completely labeled. The teacher takes the same map on an overhead and the students give the teacher instructions on how to label the map.   Objectives: Listen purposefully to determine the main ideas and important details; use language appropriate to audience, purpose, and situation.

10 слайд

#11 слайд
 Direct Method is a radical change from Grammar Translation Method by the use of the target language as a means of instruction and communication in the language classroom, and by the avoidance of the use of first language and translation. It is a shift from literary language to the spoken every language as the object of early instruction. It emphasizes on speaking and listening. It uses realia, picture, demonstration of pictures and objects. Direct Method has merits and drawbacks. It requires native teachers or fluent teacher in foreign language they teach, but it is difficult to meet these requirements.

11 слайд

#12 слайд
 Audio-Lingual Method is usually also referred to as an Army Method. It is a style of teaching foreign languages. One of the most important features of this method is the practice of reinforcement. In simple terms, to encourage the correct use of a trait, positive feedback is given. On the other hand, negative feedback is given if an incorrect use of a trait is made. This is similar to the basic notions of behavioral psychology which emphasizes greatly on the idea of reinforcement.

12 слайд

#13 слайд
 This method is primarily about teaching a foreign language without making use of the native language. Hence, this way, new grammatical rules are taught to students who are only exposed to the target language. Using this method, the teacher would tell the students the correct way of using a certain grammatical rule for instance. The students are expected to repeat. Same structure is followed.

13 слайд

#14 слайд
 The teacher keeps telling the students new words and the students repeat those after the teacher. As self-explanatory as it sounds, this all implies that the students basically are supposed to memorize all what they are being taught to say. This is more like a drill, whereby the student is expected to keep repeating it until they are able to use the learnt words or rules by themselves and in a more spontaneous manner. Most important feature of this method is that the language is learnt mainly through dialogue. The reading and writing parts, hence, are learnt at the later stage.

14 слайд

#15 слайд
 Like every foreign language teaching method, this method has several advantages and disadvantages. The audio-lingual method is a teacher-dominated method. This might lead to a faster learning. The learner has a little control over what is being taught. All these serve as big advantages for the users of this method. On the other hand, one of the disadvantages is the passive role of the learner. This might lead to slight demotivation.

15 слайд

#16 слайд
 Advantages  It aims at developing listening and speaking skills which is a step away from the Grammar translation method  The use of visual aids  has proven its effectiveness in vocabulary teaching.  Disadvantages  The method is based on false assumptions about language. The study of language doesn’t amount to studying the “parole”, the observable data. Mastering a language relies on acquiring the rules underlying language performance. That is,  the linguistic, sociolinguistic, and discourse competences.  The behaviorist approach to learning is now discredited. Many scholars have proven its weakness. Noam Chomsky ( “Chomsky, Noam (1959). “A Review of B. F. Skinner’s Verbal behavior”) has written a strong criticism of the principles of the theory.

16 слайд

#17 слайд
Some characteristics of this method are: Drills are used to teach structural patterns Set phrases are memorised with a focus on intonation Grammatical explanations are kept to a minimum Vocabulary is taught in context Audio-visual aids are used Focus is on pronunciation Correct responses are positively reinforced immediately

17 слайд

#18 слайд
 The main activities include reading aloud dialogues, repetitions of model sentences, and drilling. Key structures from the dialogue serve as the basis for pattern drills of different kinds. Lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. It is taught inductively.  Furthermore, the target language is the only language to be used in the classroom.

18 слайд

#19 слайд
 To solve the problem, we have to find an effective method in teaching improving the students’ vocabulary achievement. The Audio Lingual method is the method which focuses in repetition some words to memorize. In the execution of learning process, Audio Lingual method give more practice, drill, memorize vocabularies, and the students inviting to learn directly without teacher of native language.

19 слайд

#20 слайд
 One  similarity  between the direct method of language teaching and the audio-lingual method of language teaching—variously spelled audiolingual, audio lingual and audio- lingual—is that each was developed as a reaction to the perceived weaknesses of the method preceding it. Grammar is central to the  relationship  between the direct and audio-lingual methods.

20 слайд

#21 слайд
The direct method (1900s) was developed as a reaction against the grammar- translation method, used for teaching grammar and learning "dead" languages (e.g., Latin, Greek). The audio-lingual method (1960s) was developed as a reaction against the direct method, which relegated grammar to an "intuitive" element in language learning, secondary to vocabulary.

21 слайд