scholarly journals Grammar-Translation: What Is It—Really—For Students?

2020 ◽  
Vol 21 (42) ◽  
pp. 92-94
Author(s):  
Lance Piantaggini
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Historical Significance ◽  
Teachers And Students ◽  
Language Teaching Methods

This article began as a blog post with the title ‘Grammar-Translation: Not Really A Method…’ (Piantaggini, 2020). Of course, that choice of title was intended to hook the reader rather than actually make such a claim. Without a doubt, Grammar-translation (GT) is a language teaching method recognised for its historical significance (Musumeci, 1997), its role amongst other emerging language teaching methods (Shrum & Glisan, 2005), as well as its shortcomings (Richards & Rodgers, 2014). This article investigates the method, and its effect on teachers and students.

scholarly journals Comments and Analysis of the Main Schools of Modern Foreign Language Teaching Methods

2020 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Level System ◽  
Teaching System ◽  
Chinese Characteristics ◽  
Multi Level ◽  
Language Teaching Methods

<p>Modern foreign language teaching method is a diversified, multi-dimensional and multi-level system. It is helpful in improving the level of foreign language teaching in China and establishing a foreign language teaching system with Chinese characteristics to comment on and analyze some of the most influential foreign language teaching schools.</p>

De Dinokrokusmethode

1996 ◽  
Vol 54 ◽  
pp. 117-125
Author(s):  
Noelle Uilenburg ◽  
Frans X. Plooij
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
First Language ◽  
Effect Study ◽  
Second Language Teaching ◽  
Set Up ◽  
Acquisition Processes ◽  
Language Teaching Methods

In this article the 'Dinocroc method', the rationale behind the method and the principles on which the method has been constructed are described in some detail and a clear picture is given of how the method is used in the classroom. With this method a real effort is made to integrate natural first language acquisition processes into a second language teaching method. An explanation is given of the research set-up concerning the effect study of the 'Dinocroc method' when compared to more regular second language teaching methods. At this stage of the research it is not yet possible to provide the reader with the conclusions of this study, only a very general and cautious remark can be made about the effects of the method.

EXPLORING ENGLISH TEACHERS’ PERCEPTIONS ON USING SITUATIONAL LANGUAGE TEACHING METHOD IN TEACHING VOCABULARY

2020 ◽  
Vol 7 (2) ◽  
pp. 283-293
Author(s):  
Yuliar Masna ◽  
Syarifah Dahliana ◽  
Nurul Aulia Martaputri
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
English Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Course Material ◽  
Teaching Learning ◽  
Language Teaching Methods ◽  
English Subject

The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.

scholarly journals The Use of English Teaching Methods in a Secondary School in Karawang

ELT in Focus ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 75-78
Author(s):  
Fina Aufar
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Language Teaching Methods

This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.

scholarly journals Language Teaching Methods: There is Nothing New Under the Sun, or Is There?

2015 ◽  
Vol 10 (2) ◽  
pp. 181-199
Author(s):  
Juan Pablo Zúñiga Vargas
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
The Sun ◽  
Language Teaching Methods

This essay intends to problematize the possible direction that the field of language teaching will follow in the XXI century. For this purpose, nine methodological parameters for conceptualizing every language teaching method will be described, the impossibility of designating the best method will be considered, the concept of the post method condition and its ten macro strategies for language teaching will be discussed along with the challenges for its implementation, a minimalist proposal for language teaching will be referred to, and the current phenomenon of textbook-defined practice will be analyzed.

Implementing Eclectic Method for ELT through Distance Learning during the Covid-19 Pandemic

Educatio ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 31-43
Author(s):  
Irwandi Irwandi ◽  
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Contextual Learning ◽  
English Language Teaching ◽  
Learning Activities ◽  
Library Research ◽  
Language Teaching Methods

This article argues that teaching English through distance learning during the Covid-19 pandemic requires an appropriate teaching method. This is since English language teaching (ELT) is not only aimed at guiding learners to master language skills, but also to learn independently and have a positive attitude towards learning English. To achieve this goal, this article promotes the implementation of the eclectic method to ELT for Junior and Senior High School learners through distance learning. Through the library research method, this research discovers the concept of distance learning, the characteristics of the eclectic method and its application strategy. Five main strategies are proposed for applying eclectic method, namely providing meaningful learning activities, finding eclectic features in various language teaching methods, applying contextual learning, giving various assignments, and providing differentiated feedback. It is concluded that beside to mediate the various language teaching methods with their strengths and weaknesses, this method also becomes a vehicle to lead the learners to learn English language independently. In brief, the eclectic method is feasible for English language teaching through distance learning during the Covid-19 pandemic.

An Exploratory Study of the Interaction Between Language Teaching Methods and Child Characteristics

1991 ◽  
Vol 34 (1) ◽  
pp. 155-167 ◽  
Author(s):  
Paul J. Yoder ◽  
Ann P. Kaiser ◽  
Cathy L. Alpert
Keyword(s):  
Training Program ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Communication Training ◽  
Subject Selection ◽  
Milieu Teaching ◽  
Language Teaching Methods ◽  
Main Effects ◽  
Subject Characteristics

The present study examined whether the relative efficacy of two language teaching methods was predicted by pretreatment subject characteristics. Forty handicapped preschoolers were randomly assigned to two language teaching methods (i.e., Milieu Teaching and the Communication Training Program). No main effects of treatment were found. However, seven statistical interactions between pretreatment subject characteristics and language teaching method indicated that lower-functioning children benefitted more from the Milieu method and higherfunctioning children benefitted more from the Communication Training Program. The results were discussed in relation to the extant literature reporting subject-by-language-teachingmethod interactions. The importance of replicating the present results and specific suggestions for subject selection criteria and pretreatment subject characteristics likely to interact with language teaching methods similar to those used in this study are discussed.

scholarly journals PARADIGMA BARU PEMBELAJARAN BAHASA DAN RESISTENSI MASYARAKAT TERHADAP PERUBAHAN

2014 ◽  
Vol 8 (2) ◽  
pp. 151
Author(s):  
Imroatus Solikhah
Keyword(s):  
Classroom Management ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning Theories ◽  
Learning Collaborative ◽  
Psychology Of Learning ◽  
Language Teaching Methods

The advent of innovation in teaching English as a foreign language has taken a long practice of ideas and concepts of classroom teaching practices.  An interplay of psychology of learning, classroom management, teaching procedures responding current issues in language uses and needs has promoted itinerary of teaching models.  The first role of applied linguistics is prominent to place how teaching issues and its practices are perceived contextually on the track.  The psychological perspectives have put learning models are viewed from various angles from which learning theories and language contents are interrelated.  First major ideas deal with development of teaching methods considered traditional, e.g. grammar translation that focuses on rules, silent way that stresses problem solving learning, and communicative language teaching that emphasizes on the uses of language for real communication.  The second major ideas promote innovative language teaching involving among others quantum teaching and learning, collaborative learning, effective teaching, multiple intelligences, from which language teaching methods are exposed for practices.  This way, along with the development of teaching process, teaching methods are adaptive to recent trend.  The resistance of language teaching method, thus, indicates flexibility of the method to absorb new needs in context.   

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