· centrality of spoken language (including a native-like pronunciation);
· focus on question-answer patterns;
· teacher-centering;
Principles of the Direct method
The aim of direct method is to think in the target language to develop a good communication skill. [30, 18]
The teaching techniques rely mostly on
Reading Aloud: Students take turns reading sections of a passage, play or dialog loud. At the end of each students turn, the teacher uses gestures, pictures, realia, examples or other means to make the meaning of the section clear.
Question and AnswerExercise: This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice with new words and grammatical structure. They have the opportunity to ask questions as well as answer them.
Getting Students To Self-Correct: The teacher the class has the students self-correct by asking them to make a choice between what they said and an alternate answer he supplied. There are, however other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said, using a questioning voice to signal to the student that something was wrong with it. Another possibility is for the teacher to repeat what the student said, stopping just before error. The student knows that the next word was wrogn.
Conversation Practice: The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly.
Fill-in-the-blank Exercise: This technique is already been discussed in the grammar translation method, but differs in its application in the Direct Method. All the items are in the target language; furthermore no explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.
Dictation: The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed and students checked their work.
Map Drawing: An Example: The students are given a map with the geographical features unnamed. Then the teacher gives the students directions such as the following, “Find the mountain range. Write the words “Toros Mountains” across the mountain range”. The teacher gives instructions for all the geopraphical features of Turkey so that students will have a completely labeled map if they follow the teacher’s instructions correctly. The students then instructs the teacher to do the same thing with a map he has drawn on the blackboard. Each student can have a turn giving the teacher instructions for finding and labeling one geographical sentence.
Paragraph Writing: On an example topic about geography the teacher may ask the students to write a paragraph in their own words on the major geographical features of Turkey. They can do this from memory, or they can use the reading passage in the lesson as a model.
Clearly the Direct Method is a shift away from the Grammar Translation Method. One of its positive points is that it promises to teach the language and Not about the language. More advantages can be listed as follows:
· It is a natural method which teaches language the same way the mother tongue is acquired. Only the target language is used and the learning is contextulaized.
· Its emphasis on speech made it more attractive for those who have needs of real communication in the target language.
· It was one of the first methods to introduce the teaching of vocabulary through realia. [32,58]
2.2.2 Audio-lingual method
This method of Language Learning is also called the Aural-Oral Method. This method is said to result in rapid acquisition of speaking and listening skills. The audio-lingual method drills students in the use of grammatical sentence patterns. When this method was developed it was thought that the way to acquire the sentence patterns of the second language was through conditioning or helping learners to respond correctly to stimuli through shaping and reinforcement.
The Audio-lingual Method is based on the following principles:
· Speaking and listening competence preceded reading and writing competence.
· Use of German is highly discouraged in the classroom.
· The development of language skills is a matter of habit formulation.
· Students practice particular patterns of language through structured dialogue and drill until response is automatic.
· Structured patterns in language are taught using repetitive drills.
· The emphasis is on having students produce error free utterances.
· This method of language learning supports kinesthetic learning styles.
· Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas.
· The printed word must be kept away from the second language learner as long as possible.
Types of activities using Audio-lingual method:
1. Dialog Memorization:Students are given a short dialog to memorize then they must use mimicry and applied role playing to present the dialog. Examples of dialogs that could be used are included in the materials section.
Objective: Experiment with language and non-verbal elements (eg. gesture) to achieve an effect for a particular purpose and audience.
2. Backward Build Up:Provide students with the the sentence fragments found in the materials section. Students repeat each part of the sentence starting at the end of the sentence and expanding backwards through the sentence adding each part in sequence. [31,45]
Objective: Participate in a variety of shared language experiences.
3. Transformation Drill: The teacher provides a question which must be transformed into a statement. An extension of this activity is to have the students make a question out of a statement.
Objective: Select from a range of word choices and use simple sentence patterns to communicate ideas and information. Appendix C
4. Complete the Dialog:Have the students fill in the blanks in the dialogs provided. The proper English word must be inserted into the text. This activity is much like a cloze activity.
Objective: Make connections between text, prior knowledge, and personal experiences.
5. Dictation:Using any piece of literature at the students' reading level, read the piece aloud several times. Have the students write down what they hear. The idea is to write what they have heard as literally as possible.
Objective: Listen purposefully to determine main ideas and important details.
6. Flashcards:Using flashcards with words that are relevant to them brainstorm other words about the word on the card. A new word could be chosen each day. Objective: Make connections between text, prior knowledge, and personal experiences.
7. Chain Drill:A chain of conversation forms around the room as the teacher greets or questions a student and that student responds then turns to the next student and greets or asks a question of the second student and the chain continues.
Objective: Participate in shared language experiences.
8. The Alphabet Game:The teacher picks a category, such as the supermarket. Then the first student says, "I am going to the supermarket. I need a few apples." (The first student names something beginning with A.) The second student says, "I am going to the supermarket. I need a few apples and I need a few bananas." The game continues in this manner with each consecutive student adding an item beginning with the next letter after repeating the items named before their own. Objectives: Participate in shared listening experiences. Share ideas and experiences in large and small groups. [31, 53]
2.2.3 Suggestopedia
Suggestopedia is a teaching model developed by a Bulgarian, Dr. Georgi Lozanov, at the University of Sofia in Bulgaria in the 60's. Dr. Lozanov was a pioneer in that Suggestopedia was the first of the various cutting-edge brain friendly learning techniques which are utilized in progressive classrooms today.
There are two phases incorporated in this approach:
Students learn new information very quickly and efficiently in a state of light relaxation accompanied by Baroque or classical music. This new material which has been acquired 3 to 5 times faster than with traditional learning techniques, is now stored passively in the brain. It is then activated by means of creative, interactive and communicative learning techniques, i.e. grammar games, role play, etc. which contribute not only to recall and retention but also to the communication skills and personality development of the students. [32,78]
WHAT ARE THE BENEFITS OF THESE APPROACHES?
2.2.4 Grammar-translation method
The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek, and this may account for its heavy bias towards written work to the virtual exclusion of oral production. It is based on translation from one language into another. Students work individually, student-student interaction is missing. Students are given grammatical rules and they memorize them. Later they should apply the memorized rules into other examples in form of translation. Students mostly work with literary texts focused on culture.
Very little attention is paid to content of texts, which are treated as exercises in grammatical analysis. Vocabulary and grammar are emphasized but students only memorize native language equivalents for foreign language vocabulary words. Reading and writing are the prioritized skills, there is almost no attention paid to speaking, listening, pronunciation. Classes are taught in mother tongue with little active use of the target language. Correcting errors is considered to be highly important. The aim is to be' able to read literature written in the target language. Sub-aim is to develop students' minds through good mental exercise. Role of the teacher is very traditional - teacher is the authority.
The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language, e.g. with vocabulary tests such as:
the house = das Haus
the mouse = die Maus
Very little teaching is done in the target language. Instead, readings in the target language are translated directly and then discussed in the native language, often precipitating in-depth comparisons of the two languages themselves.Grammar is taught with extensive explanations in the native language, and only later applied in the production of sentences through translation from one language to the other, e.g.Do you have my book? = Hast du mein Buch?
Ich weiß nicht, wo dein Buch ist. = I don't know where your book is. [38, 8]
As Omaggio describes is, testing of the students is done almost exclusively through translation: "students had learned the language well if they could translate the passages well." Appendix D
3 Approbation
Writing this research paper under the title “Methods and principles of teaching in foreign language teaching and learning” we identify that it demands the building up the system of principles which may make it easy for teachers and students to deal with. It is connected with all branches of the language. In this research we have observed only one part of huge process - the way of teaching vocabulary, by other words, we tried to deduce the main principles of teaching vocabulary.
Acquiring a large vocabulary can benefit you in school, at work, and socially. It will enable you to understand others' ideas better and to have the satisfaction of getting your thoughts and ideas across more effectively.Of course, you already know thousands of words, and you will continue to learn more whether you work at it or not.
The fact is that many of the words you know were probably learned simply by coming across them often enough in your reading, in conversation, and even while watching television. But increasing the pace of your learning requires a consistent, dedicated approach. If you learned only one new word a day for the next three years, you would have over a thousand new words in your vocabulary. However, if you decided right now to learn ten new words a day, in one year you would have added over three thousand to what you already know, and probably have established a lifetime habit of learning and self-improvement.
The research paper allows us to investigate different principles and methods of teaching vocabulary in FLTL which we used on our lessons while the practice.
The contents of this research paper help us to use different methods on the practicing of teaching English.
3.1 Aim and conditions of approbation, descriptions of learners
In pedagogical practices, foreign language learners have to work in creative and modern ways to cross disciplinary boundaries, incorporate the study of all kinds of material in addition to the strictly literary, and promote wide cultural understanding through research and teaching. It is time for all language programs in all institutions to reflect this transformation.
The aim of our approbation is to know on practice the requirements to the teaching foreign language vocabulary in modern secondary schools, the basic principles of teaching vocabulary in FLTL, looking for interesting and effective ways of teaching and learning foreign language vocabulary in accordance to time in order to make lessons effective, productive, valuable, interesting on each stage of the teaching process.
Everything depends upon the abilities of learners. They prefer to work in different ways, especially when the teacher perfectly use the principles and various methods.
When the way of introducing and making lesson is interesting and colorful, all the materials always memorized. From our point of view the suggested principles and methods of teaching vocabulary includes all for improving language skills: Reading, Writing, Speaking, and Listening. It means while we use principles and methods of teaching vocabulary we can improve one or several of these skills in group work.
We had practice in gymnasium by Syrbay Maulenov. The condition for teaching and learning the foreign languages and in this school English are done: they have computer classes, interactive board, multimedia complexes and other technological equipments for English lessons. Conditions of approbation directly depend on who the learners are, their present level of language proficiency, teacher and learner goals and expectations, the teacher’s teaching skills and the level of proficiency in the target language, available instructional recourses, the content and conditions of the group.
3.2 Stages of approbation
Systematic instruction refers to a carefully planned sequence for instruction, similar to a builder’s blueprint for a house. A blueprint is carefully thought out and designed before building materials are gathered and construction begins. The plan for systematic instruction is carefully thought out, strategic, and designed before activities and lessons are developed. Systematic instruction is clearly linked within, as well as across the five major areas of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension). For systematic instruction, lessons build on previously taught information, from simple to complex, with clear, concise student objectives that are driven by ongoing assessment. Students are provided appropriate practice opportunities which directly reflect instruction.