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2.2 Assignment 1

Hi, I am Bala Nagendra Prasad. The document discusses and compares the Grammar Translation Approach and the Direct Approach to teaching language. The Grammar Translation Approach focuses on teaching grammar rules and having students translate vocabulary to and from their native language. The Direct Approach aims to use only the target language and focuses on correct pronunciation and oral skills by avoiding textbooks, writing, and translating until later. The response indicates the teaching style that most aligns is Task-based language teaching, which is a version of Communicative Language Teaching. As a university teacher, the emphasis is on interaction through tasks like role plays, group discussions, and debates to assess language instruction for adult learners with prior English exposure.

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151 views

2.2 Assignment 1

Hi, I am Bala Nagendra Prasad. The document discusses and compares the Grammar Translation Approach and the Direct Approach to teaching language. The Grammar Translation Approach focuses on teaching grammar rules and having students translate vocabulary to and from their native language. The Direct Approach aims to use only the target language and focuses on correct pronunciation and oral skills by avoiding textbooks, writing, and translating until later. The response indicates the teaching style that most aligns is Task-based language teaching, which is a version of Communicative Language Teaching. As a university teacher, the emphasis is on interaction through tasks like role plays, group discussions, and debates to assess language instruction for adult learners with prior English exposure.

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prasadbbn
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Hi, I am Bala Nagendra Prasad.

a. Discuss the differences between the Grammar Translation Approach and the Direct Approach.

The grammar translation method

The grammar translation method instructs students in grammar, and provides vocabulary with direct
translations to memorize. It was the predominant method in Europe in the 19th century. It is now most
commonly used in the traditional instruction of the classical languages. Most instructors now acknowledge
that this method is ineffective by itself.

At school, the teaching of grammar consists of raining in the rules of a language to correctly express their
opinion, to understand a conversation/text. The student is expected use vocabulary, apply grammatical rules,
to be able to read, understand and write texts. The exercises according must untiringly be practised for the
assimilation of the rules of the language. The teacher corrects the mistakes and the student follows his
progress by comparing his results. Practice makes it possible to recognize a text as a whole and conditions the
training of a foreign language.

The direct method

The direct method refrains from using the learners' native language and just uses the target language. The
direct method operates on the notion that second language learning must be an imitation of native language
learning, and considers this the natural way of learning a foreign language. Correct pronunciation is greatly
emphasized, since oral skills form major part of learning. Text books are kept away for as long as possible.
Teaching of writing and spelling are delayed, and grammar and translation are avoided because this would
involve the application of the learner's first language.

b. Which approach most closely aligns with your current teaching style?

My answer to this question is beyond the discussion in Week 2 videos. The approach that aligns with my
teaching style is Task-based language teaching which is a refined version of Communicative language teaching.
As a teacher at technological university, our emphasis in a language classroom (adult learners who already
have sufficient exposure to English in school) is on interaction. Interaction is both the means and the ends of
learning language at higher education level. the successful completion of tasks such as Role Playing, JAM
sessions, Group Discussion and Debates form the basis for assessment of language instruction.

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