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KHOA: NGOẠI NGỮ TT/P.KT&KĐCL/11/BM03V

MÔN: Phương pháp giảng dạy
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Được sử dụng tài liệu. Ngày hiệu lực: 07/01/2019

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CÁN BỘ CHÁM THI ĐIỂM BÀI THI Giám thị 1 Giám thị 2
Ghi bằng số Ghi bằng chữ

Exercise
1. Mention the differences between Method and Approach.
- Method refers the way of teaching a language and approach refers the theories of language learning.
- Method means a particular way of doing something and approach refers to different theories about the nature and
acquisition of language how languages are learned.
2. Present the features, merits and defects of GTM, DM, ALM, PPP, CLT and TBL.
A. Grammar – Translation Method (GTM)
- Features of GTM:

● The unit of teaching is word, not a sentence. It means vocabulary is taught in the form of isolated words.

● It considers grammar as a soul of language.

● Grammatical rules of teaching of English are explained into mother tongue.

● This method does not help in development of linguistic competence of learner.

● English grammar is taught through rules, translation, definition and comparative study of mother tongue

grammar.

● Grammar is taught deductively.

● The main function of language learning, communication is ignored.

● Reading and writing are the major focus.

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 ● Words are taught through bilingual word-lists, dictionary study and memorization.

● The English is taught in mother tongue with little use of target language.

● The students' native language is the medium of instruction.

● Students are expected to attain high standards in translation.

- Merits of GTM:

● When words and phrases are translated into mother tongue, his understanding of those words become very

better and quicker.

● The Grammar-Translation Method develops the art of translation.

● In this method the child associates foreign words with translated words so strong memory bond is created.

● The use of mother tongue helps the children in vocabulary getting. It saves time and more effective.

● The words and phrase are easily learnt and explained if translation method is used.

● The working knowledge of mother tongue helps them to learn grammar of a foreign language. The principle of

"to proceed from known to unknown" is followed.

● Through this method we can test the ability of comprehension of our students and we can know the form of

understanding the subject matter.

● English grammar can be easily taught by comparing with the grammar of mother tongue.

● Students who studies in Gujarati medium school, this method is very useful and effective for Gujarati learner.

● This method is very useful in over crowed classes.

- Defects of GTM:

● The Grammar-Translation Method does not emphasis on the basic skills like listening and speaking etc.

● It is not possible to translate important aspect of spoken language like pronunciation, articulation, intonation,

pauses, pitch etc.

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 ● There are words, idioms, phrases in English for which words cannot be translated into mother tongue. For

example; prepositions and propositional phrases.

● Language learning means speaking and reading but translation in mother tongue prevents students to read and

speak in English.

● Student gets no opportunities to participate in the discussion of the unit.

● Some of linguistic items cannot be translated into mother tongue like article a, an, the.

● Translation into mother tongue affects the originality of the words. It affects the sense and beauty of the

words.

● It prevents students to think directly in English. Students first think in mother tongue and then in English.

Thus it prevents establishing of direct bond between thought and expression.

● Grammar class can never be effective when there is use of translation of grammatical rules and their

explanation.

● The Grammar-Translation Method favors to teach English by rules and not by use. According to Dr. Ballard:

"To speak any language whether native or foreign entirely by rules is quite impossible"

● Psychologically and linguistically, this method is not suitable. The language is multi-sensory whereas this

method makes it only a part of the human information.

B. Direct Method (DM)
- Features of DM:

● There is no interference of mother tongue. In TG method at first child comes with the contact of mother tongue and after
with the target language.

● In this method, there is direct bond of target language. Child thinks into target language and express into target
language.

● Unit of teaching is sentence. Teacher performs such activities which tell the meaning of the sentence in the context.
Teacher performs an action related to the sentence which shows meaning of the sentence.

● Direct Method is full of activities. The teacher shows object or performs the action to clear his concept.

● Direct Method is interesting and natural for learners.

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 ● Teacher shows the meaning of the sentence with help of gestures, postures and action. It enable student to establish
direct bond between words and expression.

● The teaching learning process is carried out in English environment.

- Merits of DM:

● This method is called natural method. The English is taught as the child learns his mother tongue.

● The pronunciation, accent, intonation and rhythm are essential for better and effective communication. This

method helps to speak language effectively.

● This method is based on the principle of "Learning by Doing". Thus this method is scientific and very

effective.

● New teaching points were introduced orally.

● Both comprehension and speech were taught.

● It observes scientific path of language acquisition: LSRW.

● To learn any language means speak that language with fluently. Thus this method creates this ability in

students.

● This method helps learners to enjoy the language. So the learners start using the language without fear.

● Correct use of grammar and pronunciation were emphasized.

● Grammar was taught inductively.

- Defects of DM:

● For every sentence or subject matter, the teacher cannot perform an action and show any object. It means that

every subject matter cannot be explained by an action or showing any object.

● This method is not useful in over crowed classes.

● This method does not help in important aspect of language learning like reading and writing.

● To use this method in the class, the teacher should be mastered in subject. He should have active command on

his teaching. He should be a perfect teacher.

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 ● This method requires many audio visual aids, which are very expensive so our schools cannot afford such

equipments.
C. Audio – Lingual Method (ALM)
- Features of ALM:

● They developed it to focus on listening and speaking. Much of their work was based on behavioral psychology

—especially the work of B. F. Skinner—and studies of the English language.

● Although the results of the study of English structure were revolutionary, the creators of the ALM had little

practical teacher training. So the classroom techniques drew the attention of hard critics.

● This criticism would lead to an evolution towards different, more innovative methods of language teaching.

- Merits of ALM:

● Students practice useful language from the very first class.

● Better pronunciation and increased participation as a result of the drilling exercises.

● The use of visual cues, which was thought to help develop vocabulary.

- Defect of ALM:

● Too much attention was placed on the teacher, who was limited to presenting only mechanical aspects of the

language.

● The reduction of vocabulary in favour of structure.

D. Present – Practice – Produce (PPP)

- Features of PPP:

● It is based on a skill – learning theory of language acquisition.

● Like previous three items, it emphasizes grammatical accuracy and is very teacher – dominated

- Merits of PPP:

● It is thought to reflect a so-called ‘logical’ or ‘plausible’ procedure of learning. Production comes only after
presentation and practice.

● It is easy to implement. Teachers who still use this model of teaching start by slicing bits of language,
sequencing them from easy to difficult. Then, they proceed by presenting, practicing, and asking their students
to produce.
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 ● Although Scott Thornbury believes that the PPP model does not reflect how learning actually takes place, he
saw in it the possibility to prime language for later use.
- Defects of PPP:

● It considers language as a sum of smaller bits that can be taught separately.

● Depriving learners of learning opportunities.

E. Communicative Language Teaching (CLT)

- Features of CLT:

● Emphasis on communication of language.

● The messages are always in form of function.

● Enable students to develop communicative ability.

● Learn target language as one’s own mother tongue.

● Enable students to learn language naturally.

● Learner-centered.

● Learners are taught as a native

● Provide students real life situations.

● The emphasis on active mode of learning is given, including pair work and group work.

● The visual aids are permitted, helping to provoke practical communication

● The language is never static: it is dynamic.

● Help learners to develop vocabulary through the active use of lexical items.

- Merits of CLT:

● Learner-Oriented

● Personalized language

● Localized language

● Uses Authentic Resources

● Efficient
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- Defects of CLT:
● Lack of context

● False Interpretation

● Lack of Accuracy

● Lack of Errors Reduction

● Incoherence.
F. Task – Base – Learning (TBL)
- Features of TBL:
Language teachers originally adopted Task-Based Learning for a variety of reasons with the most important being
the desire to make their classrooms more student-centered, communicative, and collaborative by incorporating
more interactive tasks.
- Merits of TBL:
● Students are at the centre of learning.

● Students are working on something that is personal and relevant to them.

● Students gain practice in collaborating with others and making group decisions.

● Students spend a lot of time communicating.

● Students take on responsibility for engaged learning.

● TBL is enjoyable, motivating, and a great place to start for teachers thinking about incorporating more Project
Based Learning at their schools or classrooms.
- Defect of TBL:
● It is useful I lower class only. Higher class students are not benefited by this method. Only few selected items
can be taught through this method not all language items.
● Such as a prose, poetry, rapid readers, and composition items cannot be taught through this approach. Only
intelligent and bright students can take the benefit of this approach, not average students