There are a lot of other teaching methods. Some of them are old and
others are modern. Here, we are going to talk about some of the old
methods, showing their goals, merits and demerits.
• Grammar Translation Approach
• Direct Method Approach
• Reading Approach
• Audio-lingual Approach
• Oral or Situational Approach
• Cognitive Approach
• Effective Humanistic Approach
• Comprehension Approach
• Communicative Approach
1- GTM:
The grammar–translation method
is a method of teaching a foreign language derived from the classical
(sometimes called traditional) method of teaching Greek and Latin. In
grammar–translation classes, students learn grammatical rules and then
apply those rules by translating sentences between the target language
and the native language. Advanced students may be required to translate
whole texts word-for-word.
It originated from the practice of
teaching Latin; in the early 1500s, students learned Latin for
communication, but after the language died out it was studied purely as
an academic discipline. When teachers started teaching other foreign
languages in the 19th century, they used the same translation-based
approach as had been used for teaching Latin. The method has been
rejected by scholars, and has no theoretical basis.
Teacher simply interprets the material and explains the grammatical
structure. This type of teaching is called the Grammar Translation
Method (GTM). In this method, fortunately for teachers, the teaching
process is very simple and easy. It requires students to translate the
whole text literally, word for word and memorize numerous grammatical
rules and exceptions as well as enormous vocabulary lists.
Teacher simply interprets the material and explains the grammatical
structure. This type of teaching is called the Grammar Translation
Method (GTM). In this method, fortunately for teachers, the teaching
process is very simple and easy.
It requires students to translate the
whole text literally, word for word and memorize numerous grammatical
rules and exceptions as well as enormous vocabulary lists.
This method begins with a massive bilingual vocabulary list. Grammar
points come directly from the text and are presented in the deductive
way. It is explained elaborately by the instructor.
Grammar thus
provides the rules for assembling words. Tedious translation and grammar drills are used to exercise and strengthen the knowledge without attention to the content.
Sentences are deconstructed and translated. Eventually, entire texts
are translated from the target language into the native language and
tests often ask students to replicate classical texts in the target
language.
There is no focus on the skills of listening, speaking or
communication. The skill which is exercised is reading and only in the
content of the translation.
The goal:
The
method has two main goals: to enable students to read and translate
literature written in the source language, and to further students'
general intellectual development.The goal is to read and translate literary masterpieces and classics.
The demerits:
There
is feeling tedious, being extrinsically motivated for the most part,
and barely interacting with teachers. In addition, the GTM totally
ignores listening and speaking skills.
That’s why the method is no
longer used in modern language teaching classes. It is a teacher-based teaching method. All focus is on the teacher. The learner is passive as he is not a participant.
For all of the teacher out there who find it hard to differentiate
instruction, you have no excuse, as there are over 13 different teaching
approaches and styles. This means you have at least 13 ways to differentiate
instruction at all times. In this piece, we will discuss 13 of them.
Analytic Teaching:A method of
monitoring and evaluating students’ literacy progress that recognizes,
respects, and appreciates the students’ abilities.
Assumptive Teaching: A type of
instruction resulting from teachers’ inaccurate assumptions about students’ abilities,
which leads to discord between the teaching program and the learner.
Deductive Teaching:A didactic style
of instruction in which a teacher presents a generality or rule with the
expectation that students will apply it to specific scenarios.
Didactic Teaching: A style of teaching
in which a teacher transmits content to students with the expectation that they
will simply learn it.
Discovery Teaching:A teaching style which provides students with
an environment that encourages them to find general patterns for themselves. It
is also called inductive teaching.
Non-Directive Teaching:A teaching
model that uses facilitated teaching and focuses on helping students set personal
goals.
Reciprocal Teaching: An interactive
learning strategy aimed at teaching students to summarize portions of text,
predict potential questions, and clarify the complex text. At first, students
observe the teacher as he or she models ideal behaviors; then, they gradually
take on the teacher’s instructional role.
Direct
Approach:A method of teaching thinking skills in which the skill is
presented and then examples of its use are given.
Intentional
Teaching: Teaching that happens when an educator is focused on creating a
plan to instruct students with a specific learning goal or developmental
outcome in mind.
Readiness
Training: Instruction that equips students with foundational skills and
background knowledge to prepare them for subsequent formal teaching.
Tiered
Instruction: The instructional method of creating the best lesson possible
on a topic and then extrapolating from the base lesson to make it more
challenging for students who are ready for advanced work and less challenging
for students who are not ready for the requirements of the base lesson.
Activity-Based
Approach:An approach to instruction that makes teachable moments out of
naturally occurring, everyday activities.
Guided
Comprehension Model:An instruction process based on explaining,
demonstrating, guiding, practicing, and reflecting that can scaffold
comprehension.
2-Direct Method Approach:
The Direct Method Approach took stance against GTM. This
method was largely in opposition of GTM as it stressed those areas of
teaching that GTM Approach overlooked. It was mainly influenced by the view of the scholars that also pioneered the first IPA symbols.
It focused more on spoken skills and teaching inductively with no use of L1. However, it had its own flaws. EX: trained teacher and other necessary equipment like realia, pictures were hard to acquire in every situation.
Direct Method Approach accentuated the spoken variety teaching along with the new discoveries on the side of phonology.
Direct Method :
1-Knowing a language was
being able to speak it! Primacy of spoken word. New method laid great
stress on correct pronunciation and target language from outset.
2-Second language learning must be an imitation of first language learning, as this is the natural way humans learn any language.
3- Printed word must be kept away from second language learner.
4-Writing should be delayed until after the printed word has been introduced.
Disadvantages of Direct Method:
Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired. First language learning is essential part of child's total growth of awareness of world around him.
Part of the process of learning how to live
is the acquisition of skills to verbalize his desires and aversions and
to label his concepts. Effectiveness of these verbalizing skills depends on maturation level of the child / on type of environment on intelligence.
3-Reading Approach:
It is focusing on the development of reading skill. The basic
principles of this approach are presented as follows:
1. The teaching grammar is restricted. It is taught to ease the reading comprehension.
2. The presentation of vocabulary is highly controlled at the beginning and then expanded later.
3. Translation is regarded as a fruitful classroom practice.
4. Reading comprehension receives the highest attention and it is heavily emphasized.
5. The foreign language is not used as a tool for communication in the classroom environment.
4-Audio-Lingual Approach:
The audio-lingual approach dominated foreign language teaching in the 1950s. Its
rise is partly due to the fact that because of the rapid increase of
international trade, travel, and commerce, ever more people needed to
learn English.
That includes ‘intellectually less gifted’ people.The major aim is to enable all learners to use English in everyday oral communication. Speaking is put before and above writing.
5- Situational Approach:
The situational approach,
the basic premise of which is that different situations demand
different types of leadership. A situation, is a "set of values and
attitudes with which the individual or group has to deal in a process of
activity. Every concrete activity is the solution of a situation."
Situations can be complicated affairs.
6- Cognitive Approach:
Cognition refers to mental activity
including
thinking, remembering, learning and using language.
When we
apply a cognitive approach to
learning and teaching, we focus on the
understanding of information
and concepts. Cognitive theory maintains
that how
one thinks largely determines how one feels and
behaves.
If we are able to understand the connections
between concepts, break
down information and
rebuild with logical connections, then our mention
of
material and understanding will increase. When we
are aware of these
mental actions, monitor them and
control our learning processes it is
called
7-Affective Humanistic Approach:
Humanism would concentrate upon the development of the child's
self-concept. If the child feels good about him or herself then that is a
positive start. Feeling good about oneself would involve an
understanding of ones' strengths and weaknesses, and a belief in one's
ability to improve.
Learning is not an end in itself. It is the means to progress towards
the pinnacle of self-development, which means 'Self-actualization'. A
child learns because he is inwardly driven, and derives his reward from
the sense of achievement that having learned something affords.
This would differ from the behaviorist view that would expect extrinsic
rewards to be more effective. Extrinsic rewards are rewards from the
outside world, e.g. praise, money, gold stars, etc. Intrinsic rewards
are rewards from within oneself, rather like a satisfaction of a need.
8- Comprehension Based Approach:
The Comprehension Approach refers to several methodologies of language
learning that emphasize understanding of language rather than speaking.
It is a pedagogical/instructive principle, which can be found in a
number of methods and in practical listening comprehension:
A. Comprehension should be taught by teaching learners to understand meaning in the target language.
B. The learners' level of comprehension exceed their ability to produce language. C.Language skills emerge when learners have well developed comprehension skills.
D. Such an approach reflects how children learn their first language.
The English only method is one of the
most direct approaches to teaching the language. For this method,
neither the teacher nor the student should speak their native tongue at
all during instruction. All instruction should be done in English only.
Vocabulary
should be taught first, as it is the easiest to grasp because it can be
demonstrated with a visual aid. As the student builds vocabulary, the
instructor can begin introducing abstract words and elements of the
language, but without explaining or focusing on the actual grammatical
structure. The complexities of the language will be learned inherently,
with the student picking up on its patterns through practice and
application only.
At the end of each class period, there can be an
optional question and answer session where students are allowed to ask
the teacher about that day’s lesson. Here, clarifications may be made
and confusion may be cleared up, but again, this is entirely optional.
Sometimes, the best way to learn the language through this method is to
just tough it out and let it come naturally.
Who is this best for?
This method is best for
students learning the English language because of an academic interest
in it as a language, and not just an interest or need to know how to
speak it. Speaking, reading, and writing the language will be given
equal priority, and grammar rules and concepts will not be avoided for a
more “natural” approach.
It will be taught academically, as any other
subject, and is best for students who are interested in this kind of
rigorous approach.
11-Immersive Approach
The immersive approach is one of the best
ways to learn the language for older students who are able to travel for
their education. Someone who wants to learn English doesn’t even need
to be enrolled in an English language course to use this method – all
they need are the resources involved in travel.
For students
wanting to learn British English, a trip to the United Kingdom is
recommended. For students wanting to learn American English, a trip to
the United States is recommended. If the student wants an academic-heavy
approach, there are foreign exchange programs they can enroll in
through colleges, or other academic programs that allow prolonged
travel.
Again, an academic program is not required for this
method. Staying in a new country and learning the language through pure
immersion and necessity is one of the best ways to learn it quickly.
Students will be surrounded by media in that language, and people who
speak that language. It is a great way to break off from the
distractions of your native tongue, and learn how to think in the
English language as well as speak it.
Who is this best for?
Teachers
and students who are able to travel and stay in another country long
enough to develop a strong grasp on the English language.
12-Community Language Learning
In this method attempts are made to build strong personal links between the teacher and
student so that there are no blocks to learning. There is much talk in the mother tongue
which is translated by the teacher for repetition by the student.
13-The Lexical Approach:
Learners
learn English through meaning, feeling and practice. The teacher uses
his real situations and authentic material and visual aids to present
the new vocabulary or the grammatical rule form. The teacher uses
interesting styles to make learners feel the language and become
interested in it.
The teacher creates changeable collocations to be used
in a question and an answer with constant chunks. Students work in
pairs as a model first, then as free practice.The teacher does a model
practice. Learners do free practice in pairs.
Learners do a
communication practice. This is used in dealing with the new vocabulary,
expressions, idioms, phrasal verbs or with grammatical structures.
التعليم المبرمج
يعد التعليم المبرمج من ضمن فعاليات التعليم الذاتي، والذي هدفه هو العمل
على وضع ضوابط لمراحل التعليم، السيطرة على مجالات الخبرة التعليمية من
خلال تحديدها وترتيبها تتابعها بكل دقة ومهارة، حيث يعلم الطالب نفسه
بنفسه، ويكتشف أخطائه ويقوم بتصحيحها لنفسه حتى أن يتغير مستوى الطالب إلى
الأفضل، مع العلم بأن قبل البدء في اجراءات التعليم المبرمج يقوم الطلب
باختبار ليساعده في معرفة مدى قدرته على تحقيق الأهداف مستقبلاً
.
الحقائب التعليمية
هي عبارة عن مجموعة من الأنشطة المكتوبة التي تشمل العديد من التطبيقات
الخاصة بها، وتقوم هذه الطريقة بتنظيم البرامج الدراسية، على هيئة أنشطة
مكتوبة تشمل الموضوعات التي تتبع هذه الأنشطة، والتي تحتوي على علاقة تربط
بين الحقيقة والمفهوم التي يؤديه الطالب والمعلم
.
الحاسب الآلي
بهذه الطريقة يقوم المعلم باصطحاب الطالب إلى غرفة الحاسب الآلي حتى
يشاهدون عن قرب طريقة تحقيق الوعي والاستفادة العلمية عن طريقه، حيث يتم
ذلك من خلال القيام بتشغيل الحاسب الآلي والنقي لاختيار بعض الدروس
التعليمية حتى يتعلمها من خلال الحاسوب
.
طريقة كيلير
طريقة تقوم بمنح الدروس على شكل وحدات دراسية، وتقسم الوحدات إلى نوعين،
النوع الأول يكون وحدة الخبرة، والتي تعمد على مواهب الطالب وتلبية
احتياجاتهم وحل المشكلات التي تواجههم خلال الحياة دون أن يتخلى عن المواد
الدراسية، والنوع الثاني هو وحدة المادة التي تعتمد كلياً على أساس المادة
الدراسية التي تشمل مجالات المعرفة المختلفة، ويتم هذا من داخل الفص أو
الصف الدراسي
.
طريقة بارك هاريست
هي عبارة عن دراسة ذاتية تتم من خلال مجموعة من الوحدات، حيث يتم الاعتماد
كلياً على قدرات الطالب، كما أنه يقوم بالذهاب للمعامل المددة ليعمل على
تطبيق الأنشطة، مع الحرص على وجود معلم مساعد في كل معمل من معامل المدرسة،
ومن المفروض على الطالب بأنه لا ينتقل إلى وحدة أخرى حتى أن ينتهي من
تدريبات الوحدات السابقة، ولكن من الآثار السلبية لهذه الطريقة بعد مراعاة
الفروق الفردية بين الطلاب
.
التنمية الذهنية
إن التطور الحضاري التي أصبحت به الدوال المتقدمة كانت بسبب عقول خبراء
متخصصين، حيث تم توظيف قدراتهم لتطوير العصر، ومن أهم أهدافها تنمية قدرة
الطالب على التفكير، التي يفرضه المنطق والعقل، واستخدام العقلانية في
التعامل مع المشاكل التي تواجه والقدرة على الاستيعاب واستنساخ المعلومات
والبيانات المختلفة التي تتوافر في مصادر متعددة، وأيضاً العمل على تنمية
القدرة على تطوير المعرفة التي تتواجد داخل كل شخص.