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Introduction

This document analyzes three language teaching methods: the Grammar-Translation Method, the Direct Method, and the Oral Approach with Situational Language Teaching, highlighting their origins, principles, procedures, advantages, and limitations. It distinguishes between an approach, a method, and a technique, emphasizing the importance of context and communication in language learning. The conclusion suggests that no single method is ideal, and educators often combine techniques to meet learners' needs.

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12 views7 pages

Introduction

This document analyzes three language teaching methods: the Grammar-Translation Method, the Direct Method, and the Oral Approach with Situational Language Teaching, highlighting their origins, principles, procedures, advantages, and limitations. It distinguishes between an approach, a method, and a technique, emphasizing the importance of context and communication in language learning. The conclusion suggests that no single method is ideal, and educators often combine techniques to meet learners' needs.

Uploaded by

2023tityboris
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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REPUBLIQUE DE COTE D’IVOIRE

UNIVERSITE FELIX HOUPHOUET


BOIGNY

Level : LICENCE 3

DEPARTEMENT : ENGLISH

Topic : The Grammar-Translation Method,


The Direct Method, and The Oral Approach
& Situational Language Teaching

Academic year : 2024-2025

STUDENT NAME Instructor


Sangbayoro Kacou Augustin Docteur Yeo Y
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Introduction
Language teaching has evolved significantly over time, leading to the
development of various methods to enhance learning efficiency.
Among these, the Grammar-Translation Method, the Direct Method,
and the Oral Approach with Situational Language Teaching have
played crucial roles. Each method is based on a particular
understanding of language learning and has its strengths and
weaknesses. This paper aims to analyze these three methods by
discussing their origins, principles, procedures, advantages, and
limitations. Additionally, it will clarify the distinctions between an
approach, a method, and a technique.

1. Differences Between an Approach, a Method,


and a Technique
Before analyzing the specific methods, it is essential to distinguish
three key terms in language teaching:

 Approach: A theoretical framework that defines how languages


are learned. It provides the underlying philosophy of language
instruction.
 Method: A structured plan for teaching that follows an
approach. It outlines how language should be taught in the
classroom.
 Technique: Specific activities or exercises used in class to
implement a method.

For example, the Grammar-Translation Method follows a structural


approach, using translation exercises as a technique. The Direct
Method follows a communicative approach and uses conversation
practice as a technique.

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2. The Grammar-Translation Method
Origin

The Grammar-Translation Method (GTM) originated in the 18th and


19th centuries and was primarily used for teaching classical languages
such as Latin and Greek. It was later adapted for teaching modern
languages.

View of Language

This method perceives language as a set of grammatical rules and


vocabulary items that must be memorized. It focuses on written texts
rather than spoken communication.

Principles

 Language learning is based on grammar rules and vocabulary


memorization.
 Translation is the main technique used to understand the
language.
 Reading and writing are prioritized over speaking and listening.
 Accuracy in grammar and translation is emphasized.

Procedure

1. The teacher presents a grammar rule.


2. Students translate sentences between their native language and
the target language.
3. Vocabulary lists are memorized.
4. Students analyze texts and answer questions in writing.

Advantages

 Strong focus on reading and writing skills.


 Helps learners develop grammatical accuracy.
 Suitable for analytical learners.

Weaknesses
 Neglects speaking and listening skills.

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 Learning is passive and less engaging.
 Not suitable for students who need practical communication
skills.

3. The Direct Method


Origin
The Direct Method emerged in the late 19th century as a reaction
against the Grammar-Translation Method. It was influenced by the
belief that languages should be learned naturally, just like a child
learns their first language.

View of Language

Language is seen as a tool for communication. The focus is on spoken


language and direct interaction in the target language.

Principles

 Only the target language is used in class; translation is avoided.


 Grammar is taught inductively through exposure rather than
direct explanations.
 Speaking and listening are prioritized.
 Vocabulary is taught through demonstration, pictures, and real-
life contexts.

Procedure

1. The teacher introduces new vocabulary using visuals and


actions.
2. Students engage in conversation and practice pronunciation.
3. Grammar patterns are introduced through examples rather than
explicit rules.
4. Role-playing and question-answer exercises encourage
communication.

Advantages

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 Encourages active participation and speaking skills.
 Imitates natural language learning processes.
 Increases fluency and confidence in using the language.

Weaknesses

 Difficult to implement in large classes.


 Requires highly trained teachers.
 May not suit learners who need detailed grammatical
explanations.

4. The Oral Approach & Situational Language


Teaching
Origin
The Oral Approach and Situational Language Teaching (SLT) were
developed in the UK between the 1920s and 1950s. They were
influenced by linguistic and psychological theories emphasizing the
role of spoken language and contextual learning.

View of Language

Language is seen as a set of structured speech patterns used in specific


situations. Learning occurs through meaningful communication in
context.

Principles

 Emphasis on oral proficiency before written skills.


 Language is taught through real-life situations.
 New structures are introduced systematically.
 Grammar and vocabulary are taught in context.

Procedure
1. Lessons begin with a specific situational context (e.g., ordering
food at a restaurant).
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2. The teacher models dialogues and students repeat them.
3. Grammar is introduced through practical usage rather than
theoretical explanation.
4. Students practice through role-playing and structured drills.

Advantages

 Provides meaningful, contextualized learning.


 Helps develop speaking and listening skills.
 Encourages practical language use.

Weaknesses
 Less focus on writing skills.
 Requires careful lesson planning and teacher training.
 May not be suitable for abstract language concepts.

Conclusion
Each of these methods has contributed significantly to language
teaching. The Grammar-Translation Method is useful for developing
reading and writing skills but lacks communicative elements. The
Direct Method promotes fluency but requires skilled teachers and may
be difficult for some learners. The Oral Approach and Situational
Language Teaching provide a balanced way to develop speaking skills
through real-life contexts.
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In modern language education, no single method is universally ideal.
Teachers often combine different techniques to suit the needs of
learners. With the rise of the Communicative Approach and
technology-assisted learning, educators continue to develop more
effective ways to teach languages.

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