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Such can be

and "technique" are hierarchical concepts

While sometimes confused, the terms "approach", "method"

related to second language acquisition theory

An approach is a set of correlative assumptions about the nature of language

and language learning, but does not involve procedure or provide any details about how such assumptions should translate into the classroom setting

Most instructors

in Europe in the 19th century

It was the predominant method

now acknowledge that this method is ineffective by itself

The grammar translation method instructs students

in grammar, and provides vocabulary with direct translations to memorize

Most instructors

in Europe in the 19th century

It is now most commonly used in the traditional instruction of the

classical languages, however it remains the most commonly practiced method of English teaching in Japan

It was the predominant method

now acknowledge that this method is ineffective by itself

Most instructors

and "technique" are hierarchical concepts

While sometimes confused, the terms "approach", "method"

now acknowledge that this method is ineffective by itself

It is now most commonly used in the traditional instruction of the

classical languages, however it remains the most commonly practiced method of English teaching in Japan

An approach is a set of correlative assumptions about the nature of language

of structurally related elements to code meaning (e.g. grammar)

The structural view treats language as a system

or accomplish a certain function, such as requesting something

The functional view sees language as a vehicle to express

and language learning, but does not involve procedure or provide any details about how such assumptions should translate into the classroom setting

At school, the teaching of grammar consists of a process of training in the rules of a language which must make

it possible to all the students to correctly express their opinion, to understand the remarks which are addressed to them and to analyze the texts which they read

It is now most commonly used in the traditional instruction of the

classical languages, however it remains the most commonly practiced method of English teaching in Japan

The objective is that by the time they leave college, the pupil controls the tools of the language

which are the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts

The teaching of grammar examines texts, and develops awareness that language constitutes

and the syntactic mechanisms, going from simplest to the most complex

This knowledge is acquired gradually, by traversing the facts of language

be practiced to allow the assimilation of the rules stated in the course

The exercises according to the program of the course must untiringly

a system which can be analyzed

It was the predominant method

and "technique" are hierarchical concepts

The objective is that by the time they leave college, the pupil controls the tools of the language

in Europe in the 19th century

While sometimes confused, the terms "approach", "method"

which are the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts

The exercises according to the program of the course must untiringly

and the syntactic mechanisms, going from simplest to the most complex

The structural view treats language as a system

be practiced to allow the assimilation of the rules stated in the course

This knowledge is acquired gradually, by traversing the facts of language

of structurally related elements to code meaning (e.g. grammar)

That supposes

the language by comparing his results

The pupil can follow his progress in practicing

and control little by little the internal logic of the syntactic system

Thus can he adapt the grammatical rules

that the teacher corrects the exercises

The grammatical analysis of sentences constitutes

the language by comparing his results

The pupil can follow his progress in practicing

and control little by little the internal logic of the syntactic system

Thus can he adapt the grammatical rules

the objective of the teaching of grammar at the school

Its practice makes it possible to recognize a text

as a coherent whole and conditions the training of a foreign language

Thus can he adapt the grammatical rules

and control little by little the internal logic of the syntactic system

The grammatical analysis of sentences constitutes

the objective of the teaching of grammar at the school

The grammatical analysis of sentences constitutes

as a coherent whole and conditions the training of a foreign language

Grammatical terminology

serves this objective

Its practice makes it possible to recognize a text

the objective of the teaching of grammar at the school

Grammar makes it possible for each one to understand

serves this objective

Grammatical terminology

as a coherent whole and conditions the training of a foreign language

Its practice makes it possible to recognize a text

how the mother tongue functions, in order to give him the capacity to communicate its thought

This first version of the method was originally

due government pressure resulting from the space race

Courses and techniques were redesigned

to add insights from behaviorist psychology to the structural linguistics and constructive analysis already being used

The audio-lingual method truly began to take shape near the end of the 1950s, this time

called the oral method, the aural-oral method or the structural approach

The grammatical analysis of sentences constitutes

to add insights from behaviorist psychology to the structural linguistics and constructive analysis already being used

Courses and techniques were redesigned

due government pressure resulting from the space race

The audio-lingual method truly began to take shape near the end of the 1950s, this time

the objective of the teaching of grammar at the school

Under this method, students listen to or view recordings

emphasizes the use of the target language at all times

Students practice with a variety of drills, and the instructor

of language models acting in situations

The idea is that

by reinforcing 'correct' behaviors, students will make them into habits

Grammar makes it possible for each one to understand

by reinforcing 'correct' behaviors, students will make them into habits

The idea is that

emphasizes the use of the target language at all times

Students practice with a variety of drills, and the instructor

how the mother tongue functions, in order to give him the capacity to communicate its thought

Charles Fries set up the first English Language

based on the methods and techniques used by the military

Similar programs were created later at Georgetown University, University of Texas among others

Institute at the University of Michigan, to train English as a second or foreign language teachers

The U.S. Army Specialized Training Program only lasted a few years, but it

gained a lot of attention from the popular press and the academic community

Similar programs were created later at Georgetown University, University of Texas among others

based on the methods and techniques used by the military

The developing method had much in common with the British

oral approach although the two developed independently

Charles Fries set up the first English Language

Institute at the University of Michigan, to train English as a second or foreign language teachers

The audio-lingual method was developed in the USA around World War II when governments realized that

serves this objective

Grammatical terminology

they needed more people who could conduct conversations fluently in a variety of languages, work as interpreters, code-room assistants, and translators

Grammar makes it possible for each one to understand

how the mother tongue functions, in order to give him the capacity to communicate its thought

The main difference was the developing audio-lingual methods allegiance to structural linguistics, focusing on grammar

how the mother tongue functions, in order to give him the capacity to communicate its thought

The audio-lingual method was developed in the USA around World War II when governments realized that

and contrastive analysis to find differences between the student's native language and the target language in order to prepare specific materials to address potential problems

Grammar makes it possible for each one to understand

they needed more people who could conduct conversations fluently in a variety of languages, work as interpreters, code-room assistants, and translators

However, since foreign language instruction in that country was heavily focused on reading instruction,

no textbooks, other materials or courses existed at the time, so new methods and materials had to be devised

The main difference was the developing audio-lingual methods allegiance to structural linguistics, focusing on grammar

and contrastive analysis to find differences between the student's native language and the target language in order to prepare specific materials to address potential problems

The audio-lingual method was developed in the USA around World War II when governments realized that

they needed more people who could conduct conversations fluently in a variety of languages, work as interpreters, code-room assistants, and translators

The main difference was the developing audio-lingual methods allegiance to structural linguistics, focusing on grammar

no textbooks, other materials or courses existed at the time, so new methods and materials had to be devised

For example, the U.S. Army Specialized Training Program created intensive programs based on the techniques Leonard Bloomfield

and contrastive analysis to find differences between the student's native language and the target language in order to prepare specific materials to address potential problems

However, since foreign language instruction in that country was heavily focused on reading instruction,

and other linguists devised for Native American languages, where students interacted intensively with native speakers and a linguist in guided conversations designed to decode its basic grammar and learn the vocabulary

Similar programs were created later at Georgetown University, University of Texas among others

based on the methods and techniques used by the military

However, since foreign language instruction in that country was heavily focused on reading instruction,

and other linguists devised for Native American languages, where students interacted intensively with native speakers and a linguist in guided conversations designed to decode its basic grammar and learn the vocabulary

For example, the U.S. Army Specialized Training Program created intensive programs based on the techniques Leonard Bloomfield

no textbooks, other materials or courses existed at the time, so new methods and materials had to be devised

These materials strongly emphasized

drill as a way to avoid or eliminate these problems

For example, the U.S. Army Specialized Training Program created intensive programs based on the techniques Leonard Bloomfield

and other linguists devised for Native American languages, where students interacted intensively with native speakers and a linguist in guided conversations designed to decode its basic grammar and learn the vocabulary

This "informant method" had great success with its small class sizes

and motivated learners

To begin with, choose a situation for a role play, keeping

need a role play that interests the students

At the same time, we

will give the students an opportunity to practice what they have learned

Teachers should select role plays that

in mind students' needs and interests

One way to make sure your role play is interesting is

will give the students an opportunity to practice what they have learned

Teachers should select role plays that

to let the students choose the situation themselves

At the same time, we

need a role play that interests the students

One way to make sure your role play is interesting is

or select a topic from a list of given situations

They might either suggest themes that intrigue them

need a role play that interests the students

At the same time, we

to let the students choose the situation themselves

They might either suggest themes that intrigue them

or select a topic from a list of given situations

To find a situation for a role play, write down situations you encounter in your own life, or

read a book or watch a movie, because their scenes can provide many different role play situations

One way to make sure your role play is interesting is

to let the students choose the situation themselves

To find a situation for a role play, write down situations you encounter in your own life, or

or select a topic from a list of given situations

They might either suggest themes that intrigue them

should be taken into consideration

Students' level of language proficiency

read a book or watch a movie, because their scenes can provide many different role play situations

After choosing a context for a role play, the next step is

to come up with ideas on how this situation may develop

If you feel that your role play requires more profound linguistic competence

than the students possess, it would probably be better to simplify it or to leave it until appropriate

Students' level of language proficiency

should be taken into consideration

If you feel that your role play requires more profound linguistic competence

should be taken into consideration

On low intermediate and more advanced levels, role plays

than the students possess, it would probably be better to simplify it or to leave it until appropriate

Students' level of language proficiency

with problems or conflicts in them work very well because they motivate the characters to talk

On low intermediate and more advanced levels, role plays

than the students possess, it would probably be better to simplify it or to leave it until appropriate

If you feel that your role play requires more profound linguistic competence

the participants have conflicting role information

For example, in a role play situation at the market

with problems or conflicts in them work very well because they motivate the characters to talk

One or two students have their lists of things to buy while another two or three students are salespeople

than the students possess, it would probably be better to simplify it or to leave it until appropriate

One way to make sure your role play is interesting is

to let the students choose the situation themselves

If you feel that your role play requires more profound linguistic competence

who don't have anything the first group needs, but can offer slightly or absolutely different things

It is recommended

what language students will need, but some prediction is possible anyway

Once you have selected a suitable role play, predict

the language needed for it

The higher the level of students the more difficult it is to prefigure accurately

to introduce any new vocabulary before the role play

The higher the level of students the more difficult it is to prefigure accurately

almost completely predictable

At the beginning level, the language needed is

what language students will need, but some prediction is possible anyway

It is recommended

to introduce any new vocabulary before the role play

The teacher asks questions, such as, 'In this situation what will you say to the salesperson?',

'What will the salesperson say?' and writes what the students dictate on the right side of the board

At the beginning level, you might want to elicit the development

of the role play scenario from your students and then enrich it

For example, the situation of

the role play is returning an item of clothing back to the store

For example, the situation of

the role play is returning an item of clothing back to the store

The teacher asks questions, such as, 'In this situation what will you say to the salesperson?'

to introduce any new vocabulary before the role play

It is recommended

'What will the salesperson say?' and writes what the students dictate on the right side of the board

When this is done, on the left side of the board the instructor writes down useful expressions, asking

'What will the salesperson say?' and writes what the students dictate on the right side of the board

It is recommended

the students, 'Can the customer say it in another way?', 'What else can the salesperson say?'

The teacher asks questions, such as, 'In this situation what will you say to the salesperson?'

to introduce any new vocabulary before the role play

When this is done, on the left side of the board the instructor writes down useful expressions, asking

to introduce any new vocabulary before the role play

This way of introducing new vocabulary makes the students

the students, 'Can the customer say it in another way?', 'What else can the salesperson say?'

It is recommended

more confident acting out a role play

If the whole class represents one role play group, it is necessary to keep some minor roles

or several role play groups

There can be one

one role to two students, in which one speaks secret thoughts of the other

If the teacher runs out of roles, he/she can assign

which can be taken away if there are less people in class than expected

With several role play groups, when deciding on their composition, both the abilities

one role to two students, in which one speaks secret thoughts of the other

If the whole class represents one role play group, it is necessary to keep some minor roles

which can be taken away if there are less people in class than expected

If the teacher runs out of roles, he/she can assign

and the personalities of the students should be taken into consideration

For example, a group consisting only of the shyest students

one role to two students, in which one speaks secret thoughts of the other

With several role play groups, when deciding on their composition, both the abilities

and the personalities of the students should be taken into consideration

If the teacher runs out of roles, he/she can assign

will not be a success

Very often, optimum interaction can be reached by

will not be a success

For example, a group consisting only of the shyest students

letting the students work in one group with their friends

With several role play groups, when deciding on their composition, both the abilities

and the personalities of the students should be taken into consideration

Whether taking any part in the role play or not, the role

letting the students work in one group with their friends

Very often, optimum interaction can be reached by

of the teacher is to be as unobtrusive as possible

For example, a group consisting only of the shyest students

will not be a success

Very often, optimum interaction can be reached by

for students' errors making notes

Whether taking any part in the role play or not, the role

letting the students work in one group with their friends

He or she is listening

of the teacher is to be as unobtrusive as possible

For this reason, teachers should be

with feedback for further practice and revision

English isn’t a subject like maths or science

which can be learnt through formulae

Mistakes noted during the role play will provide the teacher

aware of the fact that they are not teaching just grammar, but a language

Whether taking any part in the role play or not, the role

with feedback for further practice and revision

Mistakes noted during the role play will provide the teacher

for students' errors making notes

He or she is listening

of the teacher is to be as unobtrusive as possible

For this reason, teachers should be

aware of the fact that they are not teaching just grammar, but a language

If it is the teacher who always talks in a classroom, there

which can be learnt through formulae

English isn’t a subject like maths or science

won’t be any effective learning there