TESOL

Q1: Discuss in detail the definition, background, and merits and

demerits of the following teaching methods A. Grammar Translation,
B. Direct Method. C. Audio Lingual Method?

Ans. Definition, Background, Merits and Demerits of Grammar

Translation:
A traditional technique of forign language teaching based on explicit instruction
in the grammatical analysis of the target language and translation of sentences
from the native language into the target language and vice versa.

The Grammar Transltion Method is an old method which was originally used to
teach dead languages which explains why it focus mainly on the written from at
the expense of the oral form. It was desined according to the faculty psychology
approach which was very popular during the 18th and 19th century. The way to do
this was through learning classical literature of the Greek and Romans.

In the teaching learning process of the language are the subject, the methods
used by a teacher hold an important place.

The method aims at teaching English by giving word for word, phrase for phrase
or sentence for sentence equivalents, in the mother tongue for English words,
phrase or sentences and vice versa.

Psychological procedure is based on an important maxim of teaching proceed

from the known to the unknown. In after words, the students learns new
language through the mother tongue.

Inspite of all modern theoris propounded by researchers in the field of language

teaching, the use of translation method in the teaching of English how come to
stay in the country.

It is an old method. According to Palmer, ‘’The method of teaching language

should be elastic and adaptable as life is restles and variable”.
In this method, translation is so confirmed that the students does not develop the
habit of thinking directly in English.

Direct Method Definition, Background, Merits and Demerits;

A teaching of foreign language teach in which only the target language is used,
little instruction is given concerning formal rules of grammar, and language use is
often elicited in situational contexts.

Gouin had been one of the nineteenth century reforms to attempt to build a
methodology around observation of child language learning.The appearance of
direct method caineided with a new schoolof thinking that all the foreign
language teaching should occur in target language only with no translation and an
emphasis on linking meaning to the language being learned. The method become
very popular during the first quarter of 20th century.

The learner receives more input in the target language than when the language is
instructed in their native language.

Classes have few students, so the intensity of the learning process can be
increased.

Activities are much more teacher-guided than in certain other methods that
allow, e.g peer teaching peer learning. There is no emphasis. Some learners may
not like the delay in learning to read and write, e.g if they need to learn the
language for professional reasons. The small class size made the direct method
unsuitable for public education.

Audio Lingual Method Definition, Background, Merits and

Demerits:
The Audio Lingual Method is a foreign language teaching which emphasizes the
teaching of listening and speaking before reading and writing. It uses dialogue as
the main form of language presentation and drills as the main training techniques.
The Audio Lingual Method strongly dominated the field of education in the 1950s
and 1960s.
The method was inspired by the structural approach or Aural-oral Method
behaviourist theory and world war 2. At that time American soldiers were unable
to communicate and they were taught.

‘’Men learn language for ordinary intercourse of society and communication of

thoughts in common life without any for they design in their use of language’’.

Correct behavior receives positive feedback, while errors receive negative

feedback. Towards the end of the 1950s there had been an increased attention to
forign language teaching in educational institution . This is the first language
method which is grounded on a solid theory of language learning .

It provides the opportunity to learn correct pronuniciation and structure. Learners

have no difficulties to understand the lesson as it is carried out in the mother
tongue.

The theoretical foundation of the Audio-Lingual Method since it demands pattern

practice, drilling, memorization or over-learning. It is a teacher dominated
method. It consider only language form, not meaning very little attention is paid
to cotent.

Q2. What are listening and speaking skills? Discuss in detail the
different types, features and activities of both skills.

Ans. Listening Skills Type, Features and Activities:

To pay attention in order to hear someone. Listening is one of the most important
skills you can have. Listening is the ability to accurately receive and interpret
messages in the communication process. Listening is key to all effective
communication process. Without the ability to listen effective, message are easily
misunderstand. As a result communication breaks down and the sender of the
message can easily become frustrated or irritated.

.Attentive listening includes eye contact, posture, facial expressions, gestures and
genuine interest in what the person is saying.
.Reflecting includes repeating and paraphrasing what you have heard, showing
the person that you truly understand what has been said.

Asking questions to follow up or for clarification, paraphrasing the individual

communications, and summarizing the conversation are all activities that show
the listeners cognitive engagement in the conversation, indicating his or her
attempts to fully understand. The effective listener can also singal his or her
effective engagement in the conversation by making it the sole focus of attention
and by receiving communication with acceptance and empathy. Action is also part
of effective listening. The listener should communicate his or her attention
through non-verbal means like eye contact, erect posture, nodding, and other
positive body language. For enable effective listening in students whose first
language is not English.

The way to improve your listening skills is to practice ‘’active litening’’. This is
where you make a conscious effort to hear not only the words that another
person is saying but, more importantly, try to understand the complete message
being sent.

In order to do this you must pay attention to the other person very carefully. Use
your own body language and gestures to convey your attention our personal
filters, assumption, judgments, and beliefs can distort what we hear. Ask question
to clarify certain points. ‘’What do you mean when you say’’. Summarize the
speakers comments periodically’’.

Speaking skills ,Types,Features,and Activities:

Speaking is an interactive process of constructing meaning that involves
producing and receiving processing information. It is often spontaneous, open-
ended, and evolving. However, speech is not always upredictable speaking
require learners to not only know how to produce specific points of language such
as grmmar, pronunciation, or vocabulary but also that they understand when,
where, why and in what ways to produce language .
.Smaller-scale settings for discussion, deliberation, and problem solving.
Appropraite for both large lectures and small classes and allows levels of
participation not possible in larger groups.

. Typically less agonistic, argument-based, and competitive than debate and

deliberation but still dislogic in character .

. A structure consideration of some issue from two or more points of view .

. Classically , the stand-up, podium speech delivered by an individual from an

outline or script.

In order to really communicate to people through speech, you need passion

about your subject . Without passion, your speech is meaningless.

In order to be yourself in apresentation, you should not memorize your speech in

absolutes. Practice your speech as often as possible, but be willing to change up
the wording .After a content-based lesson, a discussion can be held for various
reasons.

The students may aim to arrive at aconcsion, share ideas about an events or find
solution in their discussion groups. One other way of getting students to speaks is
role-playing student pretend they are in various social contexts and have a varity
of social roles. In role-play activities the teacher gives information to the learners
such as who they are and what they think or feel…