Aula 04

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Linguística Aplicada ao Ensino de Língua Inglesa
Paula Bullio
Aula 4
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The Direct Method
At various times throughout the history of language teaching, attempts have been made to make second language learning more like first language learning.
Natural Method argued that a foreign language could be taught without translation or the use of the learner's native tongue if meaning was conveyed directly through demonstration and action. 
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Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom. Learners would then be able to induce rules of grammar. The teacher replaced the textbook in the early stages of learning. Speaking began with systematic attention to pronunciation. Known words could be used to teach new vocabulary, using mime, demonstration, and pictures. 
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These natural language learning principles provided the foundation for what came to be known as the Direct Method. In practice it stood for the following principles and procedures:
Classroom instruction was conducted exclusively in the target language.
Only everyday vocabulary and sentences were taught.
Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. 
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Grammar was taught inductively. 
New teaching points were introduced orally. 
Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas. 
Both speech and listening comprehension were taught. 
Correct pronunciation and grammar were emphasized. 
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Never translate: demonstrate 
Never explain: act 
Never make a speech: ask questions 
Never imitate mistakes: correct 
Never speak with single words: use sentences 
Never speak too much: make students speak much 
Never use the book: use your lesson plan 
Never jump around: follow your plan 
Never go too fast: keep the pace of the student 
Never speak too slowly: speak normally 
Never speak too quickly: speak naturally 
Never speak too loudly: speak naturally 
Never be impatient: take it easy
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What are the goals of teachers who use the Direct Method?
Teachers who use the Direct Method intend that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language.
http://www.mygroupon.co.th
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What is the role of the teacher? What is the role of the students?
Although the teacher directs the class activities, the student role is less passive than in the Grammar Translation Method. The teacher and the students are more like partners in the teaching/learning process.
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What are some characteristics of the teaching/learning process?
Teachers who use the Direct Method believe students need to associate meaning and the target language directly. In order to do this, when the teacher introduces a new target word or phrase, he demonstrates its meaning through the use of realia*, pictures, or pantomime [mime]; he never translates it into the students’ native language. Students speak in the target language a great deal and communicate as if they were in real situations. Grammar is taught inductively, that is the students are presented with examples and they figure out the rule or generalization from the examples. Students practice vocabulary by using new words in complete sentences.
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What is the nature of student-teacher interaction? What is the nature of student-student interaction?
The initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher-directed. Students converse with one another as well.
How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
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How is language viewed? How is culture viewed?
Language is primarily spoken, not written. Therefore, students study common, everyday speech in the target language. They also study culture consisting of the history of the people who speak the target language, the geography of the country or countries where the language is spoken, and information about the daily lives of the speakers of the language.
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What areas of language are emphasized? What language skills are emphasized?
Vocabulary is emphasized over grammar. Although work on all four skills (reading, writing, speaking and listening) occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.
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What is the role of students’ native language?
The students’ native language should not be used in the classroom.
How is evaluation accomplished?
Students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied.
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How does the teacher respond to student errors?
The teacher, employing various techniques, tries to get students to self-correct whenever possible.
https://www.pinterest.com
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Total Physical Response
Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. 
http://yesmorocco.com
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Total Physical Response is linked to the "trace theory" of memory in psychology, which holds that the more often or the more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled. Retracing can be done verbally (e.g., by rote* repetition) and/or in association with motor activity. Combined tracing activities, such as verbal rehearsal accompanied by motor activity, hence increase the probability of successful recall.
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Asher shares with the school of humanistic psychology a concern for the role of affective (emotional) factors in language learning. A method that is undemanding in terms of linguistic production and that involves game-like movements reduces learner stress, he believes, and creates a positive mood in the learner, which facilitates learning. 
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https://www.youtube.com/watch?v=1Mk6RRf4kKs 
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Abstractions should be delayed until students have internalized detailed cognitive map of the target language. Abstractions are not necessary for people to decode the grammatical structure of a language. Once students have internalized the code, abstractions can be introduced and explained in the target language. 
 (Asher 1977: 1l - 12)
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REDUCTION OF STRESS
An important condition for successful language learning is the absence of stress. First language acquisition takes place in a stress-free environment, according to Asher, whereas the adult language learning environment often causes considerable stress and anxiety. The key to stress-free learning is to tap into the natural bio-program for language development and thus to recapture the relaxed and pleasurable experiences that accompany first language learning. By focusing on meaning interpreted through movement, rather than on language forms studied in the abstract, the learner is said to be liberated from self-consciousand stressful situations and is able to devote full energy to learning.
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ANTHONY, E. M. 1963. Approach, method and technique. English Language Teaching 17: 63-7.
ASHER JAMES J. 1977. Learning Another Language Through Actions: The Complete Teacher’s Guidebook. Los Garos, Cal.: Sky Oaks Productions. CHASTAIN, Kenneth. Developing second-language skills. Second edition, Chicago, Rand McNally College Publishing Company, 1976
DeCecco, J. P. 1968. The Psychology of Learning and Instruction: Educational Psychology. Englewood Cliffs, N.J.: Prentice-Hall.
FRANKE, F. 1884. Die praktische Sp racherlermmg auf Grund der Psychologic,Old del' Physiologie de,. Sprache dargestellt. Leip zig: O. R. Reisland .HOWATT, A. P. R. "198 4. A History of English Language Teaching. Oxford:OUP.
JESPERSEN, O. E. 1933. Essentials of English Grammar. London: Allen and LARSEN-FREEMAN, D. & LONG, M. H. An introduction to second language acquisition research. London, New York: Longman, 1991.
London: Oxford University Press, 1968.
MACKEY, W. F. 1965 . Language teaching analysis. London, Longman PALMER, H. E. 1917. The Scientific Study and Teaching of Languages. Reprinted.
_________. 1921. Principles of Language Study. New York: World BookCo.
_________. 1923. The Oral Method of Teaching Languages. Cambridge: Heffer. RICHARDS, J. and RODGERS, T. Approaches and Methods in language teaching. CUP, 1986
ROBINSON, P. 1980. ESP (English for Specific Purposes). Oxford: Pergamon.
SWEET, H. 1899. The Practical Study of Languages. Reprinted. London: Oxford University Press. Unwin.
WILKINS, D. A. 1976. Notional Syllabuses: A Taxonomy and Its Relevance to Foreign Language Curriculum Development. Oxford: Oxford University Press. WINITZ, H. (ed.). 1981. The Comprehension Approach to Foreign Language Instruction. Rowley, Mass.: Newbury House. WINITZ; H., and J. REEDS. 1975. Comprehension and Problem Solving as Strategies for Language Training. The Hague: Momon.
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References:
Linguística Aplicada ao Ensino de Língua Inglesa
Paula Bullio
Atividade 4
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In the Grammar Translation method we learned that grammar was treated deductively and in the Direct Method, grammar is treated inductively. Can you explain the difference?
What are some of the characteristics of the Direct Method that make it so distinctive from the Grammar Translation Method?
It has been said that it may be advantageous to a teacher using the Direct Method not to know his students’ native language. Do you agree? Why? 
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Asher believes that foreign language instruction can and should be modeled on mother tongue acquisition. What are some of the characteristics of his method that are similar to the way children acquire their mother tongue?
One of the principles of Total Physical Response is that when student anxiety is low, language learning is enhanced. How does this method lower student anxiety?
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We can consider that in the Grammar Translation Method the grammar is taught deductively because teachers believe(d) that learning the system of a language, the students would understand its rules and uses having their first language as a support for their studies. In the Direct Method, the grammar is taught inductively because students don’t use their own language to understand the grammar; they are invited to imply the rules through the contact with the target language.
The main characteristic is that in the Grammar Translation Method, the native language of the student is used the whole time, while in the Direct Method, it is never used.
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The advantage is that if the teacher does not know the students’ first language, he will need to find other ways to explain what he wants, besides not being able to use another language, but the target one.
The similarities lie on the fact that students learn by watching and repeating, as a child.
The method TRP lowers the anxiety because students are invited to move and consequently they have fun, while they are studying.
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* noun [ U ] UK ​ /riˈeɪ.li.ə/ US ​ /riˈeɪ.li.ə/ specialized real objects or pieces of writing, used to help teach students in a class
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(often used as an adjective) the process of learning something by repeating it until you remember it rather than by understanding the meaning of it
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