3.  There must be a coherent set of links between techniques and principles.  The actions are the techniques and the thoughts are the principles.

4.  Diane Larson-Freeman is a Professor of Education and the Director of the English Language Institute at the University of Michigan. She has been a teacher educator for 25 years and has published a number of books and articles in the areas of second language acquisition research, English grammar, language teaching methods, and teacher education.

5. 1- Goals of this book. 2- Thought-in-Action-Links. 3- Layout of chapters.

6.  Principles (thoughts)  Techniques (actions)  Method: the link between actions and thoughts

7.  To learn about many different language methods.  To help you uncover the thoughts that guide your actions.  To introduce you to a variety of techniques.

9. WWe learn about the methods by entering a classroom where each method is being practiced. IIn this book, each chapter deals with one language teaching method. However, in a few chapters, a more general approach to language teaching is described, so one or more methods that are examples of the approach are described.

10.  In this book, we will observe the techniques the teacher is using and his or her behavior (experience). After that, we will infer the principles on which the teacher’s behavior and techniques are based. After we have identified the principles, we will answer the following ten questions.

11.  What are the goals of teachers who use this method or that method?

12.  What is the role of the teacher? What is the role of the students?

13.  What are some characteristics of the teaching/learning process?

14.  What is the nature of the student-teacher interaction?  What is the nature of the student-student interaction?

15.  How are the feeling of the students dealt with?

16.  How is language viewed?  How is culture viewed?

17.  What areas of language are emphasized?  What language skills are emphasized?

18.  What is the role of the student’s native language?

19.  How is evaluation accomplished?

20.  How does the teacher respond to student errors?

21.  At the end of each chapter are two types of exercises: - The first type allows you to check your initial understanding of the method presented. The second type of exercise asks you to make the connection between what you understand about a method and your own teaching situation.

22.  At the end of each chapter are two types of exercises: - The first type allows you to check your initial understanding of the method presented. The second type of exercise asks you to make the connection between what you understand about a method and your own teaching situation.

23. Approach Method Technique

24. Approach In language teaching, approach is a set of assumptions dealing with the nature of language teaching and learning. It describes the nature of the subject matter to be taught…

25. Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural.  Method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; Within one approach there can be many methods.

26.  A technique is implementational – that which actually takes place in a classroom. It is used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.  Technique is the level at which classroom procedures are described.  Eg. reading aloud, listening to the tape, discussion, translation …

27.  What’s their relation?  For approach, method, and technique, which determines which?  An approach determines method, in turn, a method determines technique.  The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach

28. Approach Method Technique

30.  The grammar- translation method of foreign language teaching is one of the most traditional methods.  It was originally used to teach ‘dead’ languages (and literatures) such as Latin and Greek, involving little or no spoken communication or listening comprehension.

31. To read and translate literary masterpieces and classics.

32.  A focus on learning the rules of grammar and their application in translation passages from one language into the other  Vocabulary in the target language is learned through direct translation from the native language. e.g. the house = la casa the mouse = el ratÓn

33.  Readings in the target language are translated directly and then discussed in the native language.  Grammar is taught with extensive explanations in the native language, and only later applied in the production of sentences through translation from one language to the other. e.g: Do you have my book? = …………………………. I don’t know where your book is = ………………….

34.  Students will be able to read literature written in the target language  Students will be able to translate from one language to another  It Helps students to develop reading and writing skill

35.  To help students read and appreciate foreign language literature  Students can become more familiar with the grammar of their native language also write and speak their native language better  Helpful for mental exercise

36.  Literary language is superior to the spoken language. Students study literature and fine arts.  Translating each language into each other is an important goal for learners.  The authority in the classroom is the teacher.  The ability to communicate with the target language is not among the goals of instruction.

37.  The primary skills to be improved are reading and writing.  Its focus is on accuracy ( grammatical correctness ) and not fluency.  Ss should be conscious of the grammatical rule of the target language. PRINCIPLES

38.  The structures of the foreign languages are best learned when compared and contrasted with those of mother tongue.  It’s important for ss to learn about the form of the target language.  It provides good mental exercise through memorizing vocabulary.  Deductive application of an explicit grammar rule is a useful technique. (rule example PRINCIPLES

39. 1. Translation of a literary passage › Students will be asked to read a literary passage and then translate the target language into their native language › Translation may be written or spoken › Translation made by the students can show that they understand their meaning

40.  Reading comprehension questions › Students answer these questions in the target language › Answers to the questions may be:  Antonyms / synonyms › Students are asked to find antonyms in the reading passage or, to define a set of words based on their understanding of them as they occur in the reading passage inferred Related to experience Contained in the text

41.  Cognates › Recognize cognates by learning the spelling or sound patterns that correspond between the language › Students also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language  Deductive application of rule › It is important for students to learn about the forms(grammar rules) of the target language › Grammar rules are presented with examples › Students are asked to apply the rules on examples they are given

42.  Fill in the blank › Teacher give students sentences with word missing. › Students should fill in the blanks with the new vocabulary or with a particular grammar type  Memorization › Students are asked to memorize new words, grammatical rules, and verb conjugation

43.  Use the words in sentences › Students are asked to make up sentences with the new words they learn in the text › This technique can show whether students really understand the new words  Composition › Students are asked to write a composition in the target language › The topic is based on some aspect of the reading passage

45.  An effective way for application of grammar and sentence structure  Teacher’s labor is saved.  Phraseology of the target language is quickly explained through translation.  Least stressful for students as they use their native language.

46.  Wrong idea of what language is.  Unnatural method. It starts with the teaching of reading not listening.  Speech is neglected as it lays emphasis on reading and writing.  It does not give pattern practice.  Less learners’ motivation  Create frustration for learners