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DIRECT METHOD (NATURAL METHOD). Toward the middle of 19th century, teachers began to reject the Grammar Translation Method. WHY ???. The practical need for oral communication for trade and commerce .
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DIRECT METHOD(NATURAL METHOD) Toward the middle of 19th century, teachers began to reject the Grammar Translation Method.
The practical need for oral communication for trade and commerce.
TheDirectMethodwastheoutcome of a reactionagainsttheGrammarTranslationMethod. Itwasbased on theassumptionthatthelearner of a foreignlanguageshouldthinkdirectly in thetargetlanguage.
Thelearnerlearnsthetargetlanguagethroughdiscussion, conversationandreading in thesecondlanguage. Itdoes not takerecoursetotranslationandforeigngrammar.
KEY FEATURES • no translation • grammarinductively • oral communicationthrough q&a • correctpronounciation • bothlisteningandspeechcomprehension • think in thetargetlanguage
everydayvocab & sentences • concretevocabthroughdemonstration, abstractvocabthroughassociation • use of connectedtexts • meaning of wordsbymeans of objectornaturalcontext
newteachingpointsthroughmodellingandpractice • no principleaboutstudent’sfeelings • classroominstructionexclusively in L2 • teachercentered • language is spoken,but not written • study of culture, history & geograpy
TYPICAL TECHNIQUES • readingaloud • questionsandanswersexercises • student self-correction • conversationpractice • fill in theblanks • dictation • pragraphwriting • mapdrawing
WHY SHOULD A TEACHER BE AWARE OF TEACHING?
Forthesake of improvinglearners’ chances of makinggoodprogress • Tomovefrom a levelguidedbyimpulseorroutineto a levelguidedbycriticalthinking • Tounderstandmoredeeplytherelationshipbetweentheirteachingbehavioursandconsequences on theirstudents • tonarrowthegapbetween an imaginedview of theirteachingandreality
Fourapproaches in awareness of teaching : • Observation of otherteacher’steaching • Self-observation • Actionresearh • Teacherjournals
OBSERVATION OF OTHER TEACHER’S TEACHING Teacher can seetheirownteaching in theteaching of others, andwhenteachersobserveotherstogain self knowledge, theyhavethechancetoconstructandreconstructtheirownknowledge.
A CheckListforObservingVocabLesson Yes No • Teacherintroducesnewvocabby • givingdefinition ___ ___ • givingsynonyms /antonyms ___ ___ • givingtranslation ___ ___ • havingstudentsguesswordfromthecontext ___ ___ • writingtheword in a sentences on the board ___ ___ • teacherusedaudiovisualaids: • realia (thingsweuseeveryday) ___ ___ • taperecorder ___ ___ • flashcards ___ ___ • overheadprojector ___ ___ • handouts ___ ___ • teachertaugtvocabthrough • drills ___ ___ • total physicalresponse ___ ___ • game/puzzles ___ ___
SELF-OBSERVATION Likeobservation of otherteachers, it’spossibleforteachersto video oraudiotapetheirownteaching, andreviewthetapewhileusing a tallysheetortakingdescriptivenotesormakingshorttranscripts of theclassroominteractiontostudy. Thisapproach is veryusefulforawareness of teacher.
ACTION RESEARCH Thisapproach is defined as self-reflectiveinquiry. Thepurpose of theteacher is toimprovetheirclassroompractice. Teacherusestheprocess of problem solvingtoenhancetheeffectiveness of his teaching, so he can discovernewaspect of his teaching.
TEACHER JOURNALS Journal is a first-personaccount of languagelearningorteachingexperience. Throughjournals, teachersmakedescriptiveobservations of theirownteaching, ask questionsandseekadvice of eachother, answerquestionsandgiveadvice, andcomment on remarksmade.
AWARENESS –BUILDING TASKS • thestudent’spoint of view • a personalizedchecklist • praisebehaviors • classroominteraction • in search of a problem andsolution • a teacherjournal
REFERENCES • Gebhard, G. Jerry. 1992. Awareness of Teaching: Approaches, Benefits, Tasks. USA: Indiana University of Pennsylvania. • Freeman, L. Diane.2000. TechniquesandPrinciples in LanguageTeaching. Oxford UniversityPress. • Harmer, Jeremy. 1983. ThePractice of EnglishLanguageTeaching. London, New York: LongmanPress. • http://dotsub.com/view/d8ffb2b8-0db6-44b0-b3ec-4bd31d1705b0 • http://www.englishraven.com/method_direct.html