Language Metholody Methods

 

Grammar translation method:

This method comes from the old method of teaching Greek and Latin. You learn grammaticial rules and then use those rules to translate sentences between a foreign language and your first language. It was meant to help the students read and translate literature and to increase their way of thinking. 

 

Audio-Lingual method:

New words are introduced to the students by making them listen to it. After getting it in their mind the words are then written. Repetition is the key. This method wil make students answer questions instinctive and automatic.

 

Communicative method:

This method is well known. It helps the student communicate fluently in different ways. Such like: asking questions, describing, comparing etcetera. Grammar is not taught in isolation and learning happens in the context. This method involves a lot of activities where they use their communication skills.

 

The Cognitive method:

This method involves active mental processes. Learning grammatical rules and structures was the main focus. But the cognitive approach made sure there was a lot of meaningful practice and there was a lot of structure. This method introduced four principle language skills for the first time: listening, reading, speaking and writing and there was a lot of oral communication.

 

Direct method:

This method aimed for the students to be able to communicate in the language, to see the language the same way as they see their mother tongue and to build a direct way into the world of the language. It contains teaching through objects and visuals, focus on question-answer patterns, teaching grammar using an inductive approach and focus on the spoken language.

 

 

Used sources:

http://esl.fis.edu/teachers/support/method.htm

https://www.fluentu.com/blog/educator/foreign-language-teaching-methodology/

http://www.linguatics.com/methods.htm

How I was taught my second language

 

The way I was taught my second language was the same every week. I had English three times a week. Most of the time we one day focused on the vocabulary and phrases, the other day on grammar, and the last day on producing new things with what we had learned the days before. It might seem a bit boring and structured, but it worked really well. 

 

The way we learned the vocabulary was mostly with excersizes from the book. We would start off with a listening excersize where we would listen to a conversation. We had to read along with the conversation in our book. This way we got introduced to new words. After that we would read the words and the translations out loud. Then we had to make an assignment using these new words. This way we would remember the words better. Our homework would be making some assignments and learning the new words, so we could revise it the next session.  

 

When we had a grammar lesson the teacher explained how, what and why and after that we had to make excersizes where we used the new grammar. 

 

When we were rivising what we had learned before we did excersizes and activities that were not in the book. We would make little dialogues, have conversations with a classmate or do an activity. We also sometimes had to give a presentation about a certain subject. 

 

Some activities we did were:

 

* Standing in a circle. Someone throws a ball to classmate and they have to say what the ball is using a correct sentence. Example: The ball is big or the ball is green or the ball is small etcetera. You can make it as difficult as it has to be.

 

* The class was devided into little groups and we had all had to act out a word and the rest of the group had to guess what the person was doing. Example: if someone had the word swimming, he or she has to pretend to be swimming in order for the group to find out.