Coparisonofthreeteachingmethods 120506101026-phpapp02

• 1. Mahdie HosseiniComparison of the grammartranslation method& directmethod & audio lingual method

2. 22 GTM: the students should be able to readliterature written in the targetlanguage. DM: the students should learn how tocommunicate in the target language. ALM: the student should be able to use thetarget language communicatively . 3. role of the teacher & thestudent GTM: the teacher is the authority in theclassroom.the students do as she says so theycan learn what she knows. DM: the students and teachers are morelike partners in the teaching-learningprocess. 4. role of the teacher & thestudent ALM: the teacher direct and control thelanguage behavior of the students.The students follow the teachersdirection and respond as accuratelyand as rapidly as possible. 5. characteristic of teaching/learning process GTM: -student are taught to translate fromone language into another.-students study grammardeductively.-students memorize native languageequivalents for target languagevocabulary words. 6. CharaCteristiC of teaChing/learning proCess DM: -students need to associate meaningwith the target language directly.-Grammar is taught inductively.-the syllabus used in direct method is basedupon situation or topic.-student practice vocabulary by usingnew words in complete sentences. 7. CharaCteristiC of teaChing/learning proCess ALM:-New vocabulary and structuralpatterns are presented throughdialogues.-The dialogues are learned throughimitation and repetition.-Grammar is induced from theexamples given-cultural information is contextualized indialogues or presented by the teacher-Students reading and written workis based upon the oral work theydid earlier. 8. the nature of student-teaCherinteraCtion & student-studentinteraCtion GTM: teacher to students.little student initiation and littlestudent-student interaction. DM: teacher to student & student to teacherstudents converse with one another. ALM: teacher and studentstudent to student : in chain drills: teacher-directed 9. the feeling of the student GTM,DM,ALM:THRE IS NO PRINCIPLE OF THESEMETHODS THAT RELATED TO THISAREA 10. how is the languageviewed? GTM: literary language is considered. DM: language is primarily spoken notwritten. ALM: everyday speech is emphasized andcomprises several different levels:phonological, morphological,syntactic. 11. How is culture viewed? GTM: culture is viewed as consisting ofliterature and the fine arts. DM: they study the history, geography anddaily lives of the speakers of thelanguage. ALM: culture consists of the everydaybehavior and lifestyle of the targetlanguage speakers. 12. wHat areas of language areempHasized? GTM: vocabulary and grammar DM: vocabulary ALM: sound system and grammaticalpattern. 13. wHat language skills areempHasized? GTM: reading and writing DM: reading, writing, speaking, listening ALM: listening, speaking, reading,writing(natural order) 14. wHat is tHe role of tHe studentsnative language? GTM: the students 'native language ismostly used DM: the students native language shouldnot be used in the classroom. ALM: the target language is used in theclassroom. 15. How is evaluationaccomplisHed? GTM: written tests in which students areasked to translate. DM: we did not actually see any formalevaluation in the class we observed. ALM: the answer to this question is notobvious. 16. How does tHe teacHerrespond to students errors? GTM: the teacher gives them correctanswer. DM: the teacher tries to get students toself-correct. ALM: students errors are to be avoided ifat all possible.