What is linguo-cultural teaching and learning?

The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. Most instructors now acknowledge that this method is ineffective by itself. It is now most commonly used in the traditional instruction of the classical languages.
Communicative language teaching (CLT) is an approach to the teaching of languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic discourse.
The direct method, sometimes also called natural method, is a method that refrains from using the learners' native language and just uses the target language. The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language - a child never relies on another language to learn its first language, and thus the mother tongue is not necessary to learn a foreign language.
The audio-lingual method has students listen to or view recordings of language models acting in situations. Students practice with a variety of drills, and the instructor emphasizes the use of the target language at all times.
Blended learning combines face-to-face teaching with distance education, frequently electronic, either computer-based or web-based. It has been a major growth point in the ELT (English Language Teaching) industry over the last ten years.
Online teaching can also include tutoring on the Internet, there are those individuals who have actually started personal web sites for the specific use of online teaching or tutoring to help people learn about a subject or those who need help on their homework, obviously this is mostly for school age children and high school students but it is a form of online teaching as well. Imperatives are the main structures to transfer or communicate information. The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances. There are five functional categories in language learning: personal, interpersonal, directive, referential, and imaginative.
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4. 
   Give a clear explanation for grammar translation method.
   

The analysis of the grammar and rhetoric of Classical Latin became the model language teaching between the 17 and 19 centuries, a time when thought about language teaching became fixed in Europe. Emphasis was on learning grammar rules and vocabulary by rote, translations, and practice in writing sample sentences. The translated or written sentences by students were examples of grammatical points and usually had not much relationship to the real world. This method became known as the grammar-translation method. Though some people tried to challenge this type of language education, it was difficult to overcome the attitude that Classical Latin (and to a lesser degree Greek) was the most ideal language and the way it was taught was the model for the way language should be taught. When modern languages were taught as a part of the curriculum, beginning in the 18 century, they were usually taught using the same method as Latin¹.
The grammar-translation method was the dominant FL teaching method in Europe from the 1840s to the 1940s, and a version of it continues to be widely used in some parts of the world, even today. However, even as early as the mid-19^th, theorists were beginning to doubt about the principles behind the grammar-translation method.
GTM focuses on the application of grammar and correct sentence structure. This is especially helpful in teaching students how to write and read in another language, allowing them to explore interchangeable words and phrases (i.e., different words for different tenses) more effectively than a verbal teaching method. Tests of grammar rules and of translations are easy to construct.
Class activities or learning games are rarely necessary, as students are translating text to another language directly. Teachers who are not fluent in English (but fluent in the other language that the students primarily use) can teach English using this approach, as the emphasis is not on the spoken word but on translations.
Characteristics:

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  Classes are taught in the mother tongue
  
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  Much vocabulary is taught in the form of lists of isolated words.
  
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  Little or no attention is given to pronunciation.
  
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  Reading of difficult texts is begun early.
  
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  Long, elaborate explanations of the intrincacies of grammar are given.
  
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  Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
  
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  Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.
  
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  Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
  

5. 
   Give information about Communicative language teaching approach.
   

There have been big developments since the early 1970s. Individualized instruction, development of communicative approach, more humanistic approach to language learning and finally a greater stress on authenticity in language learning has become more required. Some «new methods» have gained followings.


Communicative language teaching (CUT) is an approach to the teaching languages that emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms, it continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic discourse.

6. 
   What is blended-learning?
   

Blended learning combines face-to-face teaching with distance education, frequently electronic, either computer-based or web-based. It has been a major growth point in the ELT (English language Teaching) industry over the last two decades.
Some people, yet, use the phrase «Blended Learning» to refer to learning taking place while focus is on other activities. For example, playing a card game that requires calling for cards may allow blended learning of numbers

7. 
   Age groups for choice of methods in teaching process
   

It is important for teachers to get acquainted with current instructional methods and their underlying principles as well as effective classroom techniques, materials, and assessment strategies appropriate to a certain stage depending on the learners' age group.
«Age» can be seen as a learner variable, a contextual consideration that can be rated alongside knowing «who» exactly your students are, and «where» and «why» they are learning English as foreign language. While it would perhaps be rash to say that this or that specific method matches this or that specific age group of learners, there are definitely general considerations for various age groups that ought to encourage teachers to be mindful/selective of the kinds of teaching methods and techniques they use according to the age of their students. Features of age groups and stages of education are presented in the Table 5.Age group devided into three main groups. They are young learners. They are pre-school or primary school pupils from 1 to 6 class. Teenagers are secondary education, it include 7-9 forms.Adults who teach higher education.

8. 
   Effective approaches for teaching young learners.
   

For the 1-2 class learners at school the EL is presented, practiced and learned through speaking and listening. For these learners effective classroom strategies are traditionally involved as using plays, songs, rhymes and stories with repeated language structures. One way to capture young children under 7-8 years attention and keep them engaged in activities is to supplement the activities with lots of brightly colored visuals, toys, puppets, or objects to match the stories that a teacher tells or songs that a teacher sings. These can also help make the language comprehensible and can be used for follow-up activities, such as retelling stories or guessing games. Listening and drawing the pictures (animals) is a very effective method for teaching young children in the English classrooms. It is successful to move smoothly from one activity to another; one activity can be only for 5-10 minutes.

9. 
   Age groups of learners