2. We lead HISTORY OF GMT - Dates back to Erasmus 1466-1536 - Originally used to teach Latin and Greek in the late 19 th and early 20 th centuries

3. Grammar Translation Method Objectives : i. Able to read in the target language ii. Able to translate from one language to another iii. Develop and improve reading and writing skills iv. Aid in mental exercises

4. Key features : i. Able to use native language ii. Vocabulary & grammar rules iii. Accuracy & translation iv. Language skills Grammar Translation Method

5. -Apply deductive rules of learning -Focus on grammar rules -Grammar presented along with rules -Apply rules to examples given -Reading comprehension – answer in target language Grammar Translation Method

6. -T as authority figure, more teacher- talking- time -Important for correct answers to be given -T needs to provide correct answers if wrong answers given by Ss -Follows text book format -Minimal interaction with the students Teacher’s Roles

7. Students’ Roles a. Followers – do what teacher says b. Passive c. Memorize vocabulary d. Take dictations e. Providing right answers f. Little interactions with other students

8. Memorization Information questions Fill – in- the –blanks Comprehension questions Use words in sentences Antonyms - synonyms Composition Translations

9. - Wrong idea of what target language is - Students have lack of comprehension - Less learners’ motivation - Students do not learn to read - Create frustration for learners - Extensive use of memorization - Rigid

10. - Effective way for application of grammar and sentence structure - Does not need teacher with near native speaking ability - Less demands on teachers - Only utilises textbooks - Less rigorous lesson preparations - Least stressful for students

11. We lead

12. "Babies don't learn by memorizing lists; why should children or adults?" James J. Asher an emeritus professor of psychology at San José State University in California http://www.youtube.com/watch?v=ikZY6XpB214

13. - Integrated with : a. Direct Method b. Silent Way c. Total Physical Response -Used widely by international students -Used in higher learning institutions

14. Developed by James Asher Originated in the 60s, became popular in 70s and 80s High dropout rate in second language classes

15. Teaching based on the coordination of speech and action Linked to ‘trace theory’ – the more intensive the memory connection is traced, the stronger the memory association will be Allows students to act spontaneously Focusing on physical activities

16. Asher draws on 3 influential learning hypotheses : a. there is a specific innate bio-program for language learning that defines an optimal path for 1 st and 2 nd language development b. brain lateralization defines different learning functions in the left & right brain hemisphere c. stress intervenes between the act of learning and what is to be learned

17. Bio-program - children understand complex utterances they cannot spontaneously produce - innate - focus on listening then speaking Brain lateralization -Directed to right brain hemisphere (motor movement) - Left brain activity ( watch & learn) Reduction of stress The lower the stress, the better the learning

18. - Teach oral proficiency at beginning level -Produce learners who are capable of an uninhibited communication -Goals are attainable through action-based drills in imperative forms - Facilitating a suitable “comprehension” and “speaking” period.

19. - Rules are taught in context (inductively) -Attention to meaning than form of items -Fixed number of items should be introduced ( 30 or less -Sentence-based grammatical syllabus -Works best from 6 – 8 students

20. - Role Play & presentations -Imperative dialogues -Story telling -Learning objects -Games

21. - Active & Direct Role - Provide opportunities for learning - Select materials & models language - Provide parent-like feedback -Refrain from making too much correction

22. - Decider - Director - Organiser - A sensitive instructor -Detailed lesson plan creator

23. - Listener and Performer - Need to listen attentively - Respond physically - Recognize and respond to novel combinations of previously taught items - Speak only when they feel ready

24. - Produce novel items on their own - Monitor and evaluate their own progress - Encouraged to speak

25. - Fun, easy and enjoyable - Promote long term retention - Suitable tool for language development - Short preparations - Stress- free environment - Effective for adult and young learners

26. - Suitable only for beginners - Challenge for shy students - No opportunity to be creative and to express their opinions freely - Can be repetitive and monotonous - Insufficient to teach abstract language

27. We lead

28. “Language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks.” Michael Lewis

29. -Building blocks of language learning and communication are not grammar, functions, notions. -Consists of lexis : words & words combination - Key figures : Lexical Syllabus (Willis, 1990) Lexical Approach (Lewis, 1993)

30. - Lexis is the central role for language learning - CHUNKS (lexical prefabricated items) represent a significant portion of a native speaker’s spoken and written output - Lexis is not just concentrating on vocabulary -Consists of single word and word combinations

31. MULTI-WORD ITEMS OR CHUNKS WORDS : computer car POLYWORDS : in addition, high and low COLLOCATIONS: community service, FIXED EXPRESSIONS: Let me see to it; If it is me… SENTENCE FRAMES OR HEADS : The problem is …, I understand, but…

32. - Focuses on speech rather than writing - To produce students with socio linguistic competence - Grammatical error is recognised as intrinsic to the learning process. - Task & process are emphasised - Receptive skill is enhanced

33. - Main source of input - Provide scaffolding to learners - Help and facilitate learners to manage their own learning

34. - Analyze real life language based on own experiences - Observe, classify and generalise - Students as explorer and discoverer

35. - Listening & reading intensively & extensively - Repetition and recycling of activities - Guessing meaning of words from context -Identifying word patterns & collocations - Using dictionaries & other reference tools

36. - Learner overload - The lack of available pedagogical material - Textbooks fail to recycle lexis systematically - Non-native teachers - Existing published materials are not corpus- based

37. Thank you Presented by Dr Amelia Abdullah | Universiti Sains Malaysia