What is linguo-cultural teaching and learning? Linguo-cultural teaching and learning

Distinguish peculiarities of Grammar-translation method and Direct Method.

The following are the six characteristics of the Grammar Translation Method:
1.Focuses on Reading and Writing. 2.Uses Vocabulary Words. 3.Uses the Sentence as the Basic Unit of Teaching.4.Adopts a Deductive Approach. 5.New Terms are Explained in the Native Language.6.Emphasizes Accuracy. // Characteristic features of the direct method are: teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials. teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)

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    Main Features of the Direct Method. (H.E. Palmer)
    

The main features of the Direct Method have been described by H.E. Palmer. These are
1. Translation in any shape or form is banished from the classroom, including the use of the mother-tongue and of the bilingual dictionary. 2. Grammar, when it is taught, is taught inductively. 3. Oral teaching precedes any form of reading and writing. 4. The use of disconnected sentences is replaced by the use of connected texts. 5. Pronunciation is to be taught systematically on more or less phonetic basis. The meanings of new words and forms are taught by means of direct objects, actions or in natural contexts.

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    The origin of Communicative Language Teaching (CLT)
    

The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. Until then, Situational Language represented the major British approach to teaching English as a foreign language. In Situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities.British applied linguists emphasized another fundamental dimension of language that was inadequately addressed in current approaches to language teaching at that time - the functional and communicative potential of language. They saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of structures.

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