1 / 13

Unit 3

Unit 3. The Direct Method. Pre-task. What does the name of the method imply about it? Is first language allowed ? What skills are emphasized? What is the requirement of the teacher using it? Is translation allowed? In what place did it get popular?

urbana
Télécharger la présentation

Unit 3

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unit 3 The Direct Method

  2. Pre-task • What does the name of the method imply about it? • Is first language allowed ? • What skills are emphasized? • What is the requirement of the teacher using it? • Is translation allowed? • In what place did it get popular? • Is grammar learned deductively or inductively?

  3. Origin • (1860-1920) affected by Gouin’s Series Method and Berlitz’s efforts but declined both in Europe and USA by the end of the first quarter of the 20th century when a reading approach became popular in the USA. • toward the mid-nineteenth century, a reaction to the grammar-translation method and its failure to produce learners who could use the foreign language they had been studying were formed. Naturalistic principles of language learning were proposed since speech was the fundamental elements of language.

  4. Origin For example: • the spoken language is primary and that this should be reflected in an oral-based methodology; lg learning is primarily a matter of transforming perceptions into conceptions. • the findings of phonetics should be applied to teaching and to teacher training (1886, IPA) • learners should hear the language first, before seeing it in written form • words should be presented in sentences; that is in context • the rules of grammar should be taught only after the students have practiced the grammar points in context (inductive) • translation should be avoided

  5. Principles • Learning Theory: Inductive learning is essential. There is a direct relation between form and meaning. L2 learning is similar to L1 acquisition. There is a direct exposure to the target language. Exposure of Long chunks in the target language. Learning occurs naturally. • Language Theory: Language is for oral use. Each language is unique. There is a direct relation between form and meaning. No other language should interfere when learning a language.

  6. Principles • Culture: Not only art or literature, but also other aspects of culture (namely, life style, customs, traditions, institutions, food, daily habits, history, geography, etc.) Should be taken into consideration. Daily speech is important.

  7. Goals • DM was born as a reaction to GTM because GTM cannot prepare learners for real life language situations in which oral communication is the media. • Teaching Sts how to communicate in the target language. Teaching of thinking in the target language.

  8. Curriculum Design • Teacher's Role: The teacher usually directs the interactions but he/she is not as dominant as in GTM. Sometimes acts like a partner of the students. • Students' Role: Sts are active participants. Sometimes pair works take place. Even the teacher takes roles in activities. There is no use of L1. • Beginning with dialogs and anecdotes to build up oral communication skills • Grammar and culture taught inductively • Actions and pictures to make meanings clear

  9. Curriculum Design • Interactions: T- S and S – S interactions often occur. • Vocabulary Teaching: Pictures, realia, examples, sample sentences are used to teach vocabulary. Use of L1 is not allowed. There is a direct relation between form and meaning. • Error Correction: Sts' self correction.

  10. Curriculum Design • Sts' Feelings: There is no information dealing with this issue. • Materials: Reading passages (for topics), Dialogues (for situation), plays (for situations) are used. • Techniques: Reading aloud, Question and answer exercise, self correction, conversation practice, fill-in-the-blank exercise, dictation, drawing (for listening comprehension), and paragraph writing.

  11. Advantages • learners are highly motivated and the use of native-speaking teachers are the norm

  12. Disadvantages • It overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning (F. Gouin, mid 19th century) • It lacked a rigorous basis in applied linguistic theory • Only native- speaker teachers are required although at times L1 is more efficient to comprehension; it largely depends on the teacher’s skill • It is time-consuming and can only be conducted in small classes

  13. After-task • What are the possible difficulties if the method is implemented in Taiwan? • How different are the GTM and the DM?

More Related