Exploring Learning Methods: A Comparative Study of Traditional vs. Communicative Activities

1. Topic: Learning and teaching activities • Objectives • Making a comparison between traditional learning and teaching activities and communicative ones

2. Lesson One Making a comparison between traditional learning and teaching activities and communicative ones • Pre-task activities • Step One Elicit all kinds of classroom activities from students • Step Two Categorize the activities • While-task activities • Step Three Tell the characteristics of traditional activities and communicative activities. • Step Four Tell the use of different activities • Post-task activities • Step Five Give a feedback to students

3. Activities and Exercises Real communication activities Practice communication activities Shaping exercises Focusing exercises

4. Learning and teaching activities • In the Grammar-translation Method • In the Direct Method • In the Audiolingual Method • In the Communicative Approach • In the Activities-based Approach

5. In the Grammar-translation Method • Characteristics: • 1.Grammar is taught in deductive way . • 2.Grammar analysis, explanation and translation serve the purpose of mastering grammatical rules. • 3.Reading and writing are the major focus, little or no systematic attention is paid to speaking or listening. • 4.The sentence is the basic unit of language teaching and learing. • 5.Accuracy rather than fluency is emphasized.

6. Techniques: • Reading • Translation • Deductive teaching of grammar • Analysis and comparison • Memorization • Reading comprehension questions • Written work

7. In the Direct Method • Characteristics: • 1, The meaning of a new target language word or phrase is presented by relating the expression directly to objects visual aids, or to familiar words in the foreign language wherever possible. • 2. Grammar was taught inductively. • 3. correct pronunciation and grammar were emphasized. • 4.Reading and writing exercises are based upon what the students practice orally first. • 5.The target language is used exclusively in the language classroom as means of instruction and communication. The use of the first language and of translation as a technique is completely avoided.

8. Techniques: • Direct association • Question and answer exercises • Conversation practice • Error correction • Dictation • Inductive teaching of grammar • Listening comprehension tasks • Graded composition

9. In the Audiolingual Method • Characteristics: • 1.Dialogues and drills form the basis in audiolingual classroom practice. • 2.Grammar is induced from examples, explicit grammar rules are not provided. • 3.Cultural information is contextualized in the dialogs or presented by the teacher. • 4.Reading and written works is based upon the oral work they did earlier. • 5.Use Of language laboratory.

10. Techniques • Repetition drill • Simple substitution drill • Transformation drill • Question-and-answer drill • Expansion drill • Clause combination drill • Backward build-up drill • Chain drill • Mini-dialogue • Completion • Use of minimal pairs

11. In the Communicative Approach • Characteristics: • 1.Learner-centred • 2. Use not usage are emphasized • 3. Oracy 4. Interaction • 5. Fluency 6. Authenticity • 7. Discourse 8.Skills integration • 9. Information gap • 10. Immediate feedback 11. Choice of language • 12. Eclecticism

12. Types of communicative activities: • Functional communicative activities • Social interactional activities

13. Functional communicative activities • 1.learners comparing sets of pictures and noting similarities • and differences. • 2.Working out a likely sequence of events in a set of pictures. • 3.Discovering missing features in a map or picture • 4.Picture strip story • 5.Following direction • 6.Draw a picture or shape according to given instruction. • 7.Solving problems from shared clues • 8.Scrambled sentences • 9.Language games

14. Social interactional activities • 1.conversation • 2.Discussion • 3.Dialogue • 4.Role play • 5.Simulation • 6.Skits • 7.Improvisation • 8.Debates