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The Grammar-Translation Method and Multiple Approach
The document discusses two methods for teaching second languages: 1. The Grammar-Translation Method focuses on learning grammar rules and translating between the native and target languages. It places little emphasis on speaking and has drawbacks like not developing oral proficiency or cultural understanding. 2. The Multiple Approach introduces elements of direct instruction but is still teacher-centered. It aims to generate language use and teach all skills simultaneously but provides limited opportunities for true communicative exchange. Both methods are criticized for their limitations in developing advanced competency in the second language.
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The Grammar-Translation Method and Multiple Approach
- 1. METHODS AND APPROACHESOF A SECOND LANGUAGE Unit 2. Oriented Methodologies for Second Language Teaching Text: The Grammar-Translation Method and Multiple Approach Professor: César Hernández May, 2010 MAESTRIA EN EDUCACION BILINGÜE MEB
- 2. The Grammar-Translation Method Background It was essencial for powers of the mind. Used teach Latin and Greek. Teaching Method in late XIX and early XX Main idea Understand native language with an analysis of the grammar of the target language and translation.
- 3. The Grammar-Translation Method Major Characteristics 1. Student first learned the rules grammar. 2. Prescription for translating. Bilingual list vocabulary Reading lesson Short text Exercises 3. Students learn according the translate text. 4. The gold is to convert L1 to L2 and vice versa. Using a dictionary 5. Few opportunities for listening and speaking practice
- 4. The Grammar-Translation Method Proficiency Orientation Oral proficiency has a little to offer. Consists of reading aloud. There is not personalization or contextualization. Not groups interaction. No concern for the teaching culture. Affective concerns nonexistent. Defensive learning envoriment. Methodology is not necessary (more conductive)
- 5. The Grammar-Translation Method Potencial Drawbacks Meticulous of the grammar explanations. Written exercises. Vocabulary list. Academic forms of language. Development competence in written stylistics. Purpose instruction. The method does not seem appropiate for advance students.
- 6. The Multiple Approach Background Introduced by Sauze 1920s. Fundamental form of Direct Method in XIX and XX. Adult learning is different as Child manner.
- 7. The Multiple Approach Major Characteristics 1. Language is generated. 2. Language is also culture. 3. Target Language exclusively as Instruction. 4. Single emphasis. 5. All for skill should be taught at the sametime. 6. Grammar is taught inductively. 7. Question-answer exchange.
- 8. The Multiple Approach Proficiency Orientation It is an adaptation of the Direct Method. Oriented toward everyday vocabulary and situation. Method is quite teacher centered. Teacher question limits. Students are encouraged to create language. Very little opportunity for communicative exchange.
- 9. The Multiple Approach Potencial Drawbacks Strong Emphasis on teacher centered. Questioning Techniques. Student develop: fluency, flexibility and creative. Work with small-groups. Paired communication activities.