Chapter II elt methods: a basic Appraisal 1 Humanistic Approaches

Activities/ techniques utilized in classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. It uses highly structured class work with the teacher controlling all activities.
1. Primary purpose was to enable students to explore the depths of great literature. A secondary purpose was to “benefit from the mental discipline and intellectual development that result from learning a foreign language” (Richards and Rodgers 1986:3).
2. Reading and writing are emphasized and no focus on listening and speaking.
3. Students learn vocabulary in bilingual lists: L1 and L2 are always compared.
4. Accuracy is emphasised and grammatical rules are taught explicitly (deductively).
5. Deductive learning is essential: the teacher gives rules explicitly then the rules are reinforced with examples and exercises.
6. L1 is the medium of instruction Classes are taught in the students' mother tongue, with little active use of the target language.
7. The role of the teacher is very traditional and authoritarian in the classroom.
8. Most of the interaction in the classroom is from the teacher to the students. There is little student initiation and little student-student interaction.
In-class reflection
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………14
The Direct Method
Principles & characteristics
1. Advocated first by French and German educators and then introduced to American commercial language schools by Berlitz at the turn of the 20th century. This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction.
2. Based on the way that children learn L1-through direct association of words and phrases with objects and actions. Only everyday vocabulary and sentences are taught.
3. Language should be learned in the same sequence children begin to learn language: by first listening to, and then speaking the language. Thus comprehension is developed by listening to language in large quantities.
4. Students hear complete discourse, often through question-answer format.
5. L1 is banned and teaching takes place on the target language only.
6. Correct pronunciation is very important.
7. Grammar rules are not explicitly taught.
8. Culturally-oriented pictures are used to teach about L2 culture.
According to Richards and Rodgers (1986:10), these aspects “are seen in the following guidelines for teaching oral language, which are still followed in contemporary Berlitz schools:
Never translate: demonstrate
Never explain: act
Never make a speech: ask questions
Never imitate mistakes: correct
Never speak with single words: use sentences
Never speak too much: make students speak much
Never use the book: use your lesson plan
Never jump a/round: follow your plan
Never go too fast: keep the pace of the student
Never speak too slowly: speak normally
Never speak too quickly: speak naturally
Never speak too loudly: speak naturally
Never be impatient: take it easy