1. A seminar course for OTAK students
‘ELT for a Global World’
INTRODUCTION INTO ELT
A seminar course for OTAK students
Session 6
Halápi Magdolna, Major Éva, Christopher Ryan
Department of English Language Pedagogy
FSA
2015
Supported by the Higher Education Restructuring Fund allocated to ELTE by the Hungarian Government
 2016 Halápi, Major, Ryan

2. Criteria to examine methods and approaches
We are going to watch demonstrations, compare and analyse them.
Task:
Brainstorm at least 5 possible criteria in groups.
e.g.:
Student-centred vs. Teacher-centred
What is the role of the native language? 2
 2016 Halápi, Major, Ryan

3. Criteria to examine methods and approaches
1. Goals
2. Role of the teacher/student?
3. Teaching/Learning Process?
4. Nature of student/teacher interaction?
5. How are students’ feelings dealt with? 3
 2016 Halápi, Major, Ryan

4. Criteria to examine methods and approaches
6. View of language/ culture?
7. What language skills are emphasized?
8. Role of the native language?
9. How does evaluation occur?
10. Treatment of errors?
11. Associated with whom? 4
 2016 Halápi, Major, Ryan

5. Grammar Translation Method
Watch the following video of a Greek lesson at an American university.
What is the goal of this lesson part of the lesson?
What skills are developed?
Have you ever experienced a similar kind of lesson or part of a lesson?
Notes on the Video
The lesson in the video shows a first-year class in Attic Greek (a dialect of ancient Greece) taught by Dr. Bill Tortorelli of Brigham Young University. As the lesson consists partly of a review of verb forms, it does not depict all the phases of a "typical" grammar-translation lesson; nevertheless, it illustrates how some of the method's techniques may be effectively used when the goal is to develop grammatical understanding and translation skills. The lesson begins with a review of tense and aspect, followed by a discussion of verb conjugation and practice translating sentences that exemplify the verb forms being studied. 5
 2016 Halápi, Major, Ryan

6. Evaluation of the Grammar Translation Method 1
1. Goals
2. Role of the teacher/student
3. Teaching/ Learning     Process?
4. Nature of student/teacher interaction
5. How are     students’ feelings     dealt with?
Grammar- Translation
1. Goals
Read literature in L2. Develop mind. Learn grammar, vocabulary, and culture.
2. Role of the teacher/student
Traditional. T is the authority. Ss learn from the T.
3. Teaching/ Learning     Process?
Translation. Deductive study of grammar. Memorize vocabulary.
4. Nature of student/teacher interaction
T to S.
5. How are students’ feelings dealt with?
N.A.
6. View of language/ culture?
Literary language over spoken language.
7. What language skills are   emphasized?
Vocabulary/ grammar. Reading/writing.
8. Role of the native language?
L1 in classroom. Two-way translation.
9. How does evaluation occur?
Written translations. Apply grammar rules.
10. Treatment of errors?
T supplies correct answer. 6
 2016 Halápi, Major, Ryan

7. Evaluation of the Grammar translation method 2
6. View of language/ culture?
7. What language      skills are   emphasized?
8. Role of the native language?
9. How does evaluation occur?
10. Treatment of errors?
Solutions on Worksheet (Slide 11/12) 7
 2016 Halápi, Major, Ryan

8. References
Larsen-Freeman, D. (1990) Language Teaching Methods, Teacher’s Handbook for the Video Series by Office of English Language Programs Materials Branch United States Department of State Washington, D.C (
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Language Teaching Methods: An Overview, TJ Tylor BLOG ( )
Solutions on Worksheet (Slide 11/12) 8
 2016 Halápi, Major, Ryan