Would Michael Jordan be MJ if he never spent thousands of hours practicing, hitting and missing those shots? Would native speakers learn their language if they never actually opened their mouths to practice it?
Direct method education 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.
This method places great stress on correct pronunciation and the target language from outset. It advocates teaching of oral skills at the expense of every traditional aim of language teaching.
Such methods rely on directly representing Communicative language teaching approach experience into a linguistic construct rather than relying on abstractions like mimicry, translation and memorizing grammar rules and vocabulary.
Learning of writing and spelling should be delayed until after the printed word has been introduced, and grammar and translation should also be avoided because this would involve the application of the learner's first language.
All above items must be avoided because they hinder the acquisition of a good oral proficiency. The method relies on a step-by-step progression based on question-and-answer sessions which begin with naming common objects such as doors, pencils, floors, etc. It provides a motivating start as the learner begins using a foreign language almost immediately.
Lessons progress to verb forms and other grammatical structures with the goal of learning about thirty new words per lesson. See Wikipedia's guide to writing better articles for suggestions.
Based on his experience as a Latin teacher, he thought the best way to do this would be memorize a German grammar book and a table of its irregular verbs.
However, when he went to the academy to test his new language skills, he was disappointed to find out that he could not understand anything. Trying again, he similarly memorized the root words of the language as well as re-memorizing the grammar and verb forms.
However, the results were the same. During this time, he had isolated himself from people around him, so he tried to learn by listening, imitating and conversing with the Germans around him, but found that his carefully constructed sentences often caused native German speakers to laugh.
Again he tried a more classical approach, translation, and even memorizing the entire dictionary but had no better luck. He noticed the boy was very curious and upon his first visit to a mill, he wanted to see everything and be told the name of everything.
After digesting the experience silently, he then reenacted his experiences in play, talking about what he learned to whoever would listen or to himself. Gouin decided that language learning was a matter of transforming perceptions into conceptions, using language to represent what one experiences.
Language is not an arbitrary set of conventions but a way of thinking and representing the world to oneself. It is not a conditioning process, but one in which the learner actively organizes his perceptions into linguistics concepts.
Gouin felt that such direct "translation" of experience into words, makes for a "living language". Gouin suggested that students learn a language more quickly and retain it better if it is presented through a chronological sequence of events.
Students learn sentences based on an action such as leaving a house in the order in which such would be performed. Gouin found that if the series of sentences are shuffled, their memorization becomes nearly impossible. For this, Gouin preceded psycholinguistic theory of the 20th century.
He found that people will memorize events in a logical sequence, even if they are not presented in that order. He also discovered a second insight into memory called "incubation". Linguistic concepts take time to settle in the memory.
The learner must use the new concepts frequently after presentation, either by thinking or by speaking, in order to master them. His last crucial observation was that language was learned in sentences with the verb as the most crucial component.Communicative Language Teaching.
The term "Communicative Language Teaching" (CLT) means different things to different teachers. To some teachers, it simply means a greater emphasis on the use of the target language in the classroom, and in particular, a greater emphasis on orality.
The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
Sep 02, · Communicative Language Teaching (CLT), which is an approach to the teaching of second and foreign languages, emphasizes interaction as both the means and the ultimate goal of learning a language.
It is also referred to as “Communicative Approach”. Apr 16, · Communicative Language Teaching is an approach that represents a philosophy of teaching that is based in communicative language use. Language learning is learning to communicate. Any device that. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”.(Wikipedia)Its origins are many, insofar as one teaching methodology tends to influence the next.
The Communicative Approach, also known as communicative language teaching (CLT), emphasizes interaction and problem solving as both the means and the ultimate goal of learning English - or any language.
As such, it tends to emphasise activities such as role play, pair work and group work.