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Grammar Translation: Advantages and Disadvantages.D1.

Gram Transl should be thought inductively from ex to


rule, particular to gen, but it is thought deductively consisting of long explanations of rules and exceptions to the rules
and it is followed by practice, this being an inefficient way of teaching gram. 2. Another dis is that reading and
writing are taught to the detriment of listening and speaking, these being completely neglected, while the correct way
it would be that reading and writing should be thought only after speaking. A: One adv of Gram transl is that is taught
inductively from ex to rule, this being an efficient way of teaching gram. Another adve is that speaking and listening
are taught before reading and writing because the ability of speaking comes more naturally that the ability to read and
write.
Communicative Approach: Advantages and Disadvantages D: Com approach should include Authenticity of
Language, which is based on real life situations, this being totally neglected in the traditional manner of studying
gram. Another dis is that attitude to errors is blunt and this aspect may discourage students in learning a foreign
language, in modern techniques attitude to errors is more lax. A: Com Approach includes Authenticity of language ,
this means that language is based on real life situation, the student being put to experience these situation by his own,
fact that motivates him. Another adv is attitude to errors in com approach which is very lax, encouraging students to
express themselves.
Communicative Approach PRINCIPLES We teach language in order to communicate, Com Approach is learner
centered we take into account the peculiarity of the learner. It includes : - free practice and role play. One princ of
com approach focuses on Attitude to Error which in the past was blunt and in modern techniques attitude to errors is
more tolerant, which is understood as a natural stage in the process of learning. Another princ of C.A. is Authenticity
of Language which it is based on real life situations adopted in order to learn that language, to experience these
situations, which motivates learners.
Grammar Translation- PRINCIPLES One princ is that the main goal of learning the language is to read the
literature of a the foreign language and refine intellectually; secondly, learners are expected to develop a greater
understanding of language Another princ is that translation skills, alongside reading and writing are taught using the
literary texts.
Two principles of teaching grammar.
One princ implies constant exposure to language at an appropriate level of difficulty. This means that the input must
be slightly above the learners level of proficiency. Another principle includes building of meaning focused
interaction, implying students performances during fluency activities and the natural use of language in real-like
communication settings .Also, Gram is thought in an integrated approach with multiple levels( semantic, pragmatic,
lexical). It used communicatively and there is tolerance to errors.
Enlarge upon two principles of teaching Vocabulary. Teach Voc is no longer incidental, which means that in the
past, after listening and reading activities the teacher gave a list of words which were not understood, now it is no
longer the case, we focus on some items or techniques using innovative techniques. One principle it would be the
aspects of the nature of meaning and voc networking/ word relations. Here we include the synonymy( distinguishing
between the different shades of meaning that synonymous words have: beautiful=pretty); denotation and connotation
when we use denotative meaning we refer strictly to the sense, and when we use connotative meaning we go deeper
with the sense ( example snake: denotative meaning reference to the reptile; connotative meaning : the evil -Biblical
reference-, ); translation represents the awareness and similarities between the native and the foreign language;
polysemy represent distinguishing between the various meaning of a single word form with several but closely
related meanings. ( top= a piece of clothing, at the top of your profession, on top of things). Another princ focuses on
Voc Selection which includes: coverage( multiple meaning words) covers more semantic areas with multiple
meanings ; frequency (means the most frequent words that are likely to be used in the real world, our experience is
useful in choosing the terms) ; utility enabling discussion on a wide a subject as possible.
Lesson Planning PRINCIPLES: One principle of les plan is flexibility, the teacher needs to adapt an already
designed lesson plan to the particular needs of a class both in form and content. It is better to have a larger variety of
activities from which to choose depending on students response and learning progress. Deviation from the original
plan it can be because can appear the need of improvisation and also the fact that the lesson implementation is not
running smoothly. Another principle is variety , the teacher should use a variety of activities underlying a mixture of
communicative contexts and purposes to built and maintain students motivation and to develop language skills, subskills also critical thinking skills.
Define test typology includes: Non-Reference Assessment occurs when we upgrade, reevaluate and balance the
results. Summative Assessment- it is conducted at the end of a programme of study to assess whether and how far
individuals or groups have been successful Ex: The Romanian- Teza. Continuous Assessment- it takes place during
different stages of the course in order to monitor learners progress. Ex: Test paper Diagnostic Tests- to evaluate the
real performance at the beginning of a course, to establish the level of a class, more precisely the level of proficiency.,
it can also take place whenever the teacher wants to identify the needs for a remedial work. Criterion Referent
Assessment: the teacher has to keep the criteria for everybody and dont balance the results. Placement Test: we

administrate a test to form groups of learners. In order to establish the groups levels: Beginner, intermediate,
Advanced Achievement Test: it is intended to measure the takers level of proficiency without reference to any
particular course. Ex: Final exam. Proficiency Test- it is not based on a bibliography, the participant is not conditioned
by rules. Ex: Cambridge Proficiency Test
Feedback includes not only correcting students, but also offering them an assessment of how well they have done,
whether during a drill or after a longer language production exercise. Feedback has the role to improve the students
skills. Feedback is dedicated to assessment and error correction, these being the two principles of feedback. The way
we assess and correct students will depend not only upon the kind of mistakes being made but also on the type of
activity the students are taking part in. Assessment of performance can be explicit when we make a remark and
implicit when dont make any comment or correction. Feedback includes three criteria: Comments, Mark and Grades
and Reports. Comments reflect the way in which we categorize students, we may say good this is a positive
assessment or wrong this is a negative assessment. Marks and grades are always expected with impatience, by the
students who are keen to know what grade they have achieved on their work. Reports are written on students
performance at the end of a term or year. They can be for the student, the school or the parents of that student
Feedback is the major responsibility of a teacher, it can take a number of forms: correcting, having discussions about
group performance, setting regular tests, giving praise and encouragement. Positive points of the feedback include :
successful communication, accurate use of grammar, good pronunciation, good use of fluency strategies use of new
vocabulary, handwriting, spelling and punctuation. Error correction as a principle of feedback has to be made
sensitively, efficiently and effectively. The essential key in error correction is to teach students to correct themselves
rather than be corrected.
Testing and evaluation. Teachers understand a great deal about the knowledge of the learners without the need to
resort to formal test, because they observe students class activities. This context is directly relevant to the assessment
of the learners. It has been accepted that the more tasks or items a test contains, the more reliable and valid it is likely
to be. The formal test needs to be as long as possible in order to collect pieces of evidence about a learner in a short
period of time. Principles: - Reliability: is the expected consistency or reproducibility of test scores. This means that
if some students are tested and some results are obtained the next time when the same students are tested the results
must be the same. It includes four assumptions: 1. Stability: students performance must follow the same line if they
are tested again over a short period of time. 2. Discrimination: tests make a distinction between the higher ability and
lower ability of test takers. 3. Test-length: the more items or tasks are included in the test, the higher the accuracy
coefficient will be. 4. Homogeneity: the items are related or correlated to each other, contributing to the final results,
and this focuses on the ability of the test taker. - Validity: gives sense to the score, and makes the interpretations to be
appropriates.
Activities: Type of activity: Teaching Grammar communicatively Level of proficiency: Intermediate Topic: Future
Simple Tense Timing: 10 minutes. Students grouping: Group work ( 4 members) Instructions: Students are provided
with a short literal text containing The Future Simple Tense, then they are asked to identify the verbal form and the
time reference. It is a new verbal form but with the help of the teacher they will detect it. Then they will imitate the
structure writing an example with Future Simple Tense. Type of activity: Listening Level of Proficiency: Advanced
Topic: Environmental Issues Timing: 15 minutes Students Grouping: Individual Instructions: Students will listen to a
tape which will be about the major environmental issues discussed in European Parliament. Then they will be given
some assertions concerning the problem of environment with multiple choice. After listening the tape they will have
to chose the right answer, from the several ones. Type of activity: Speaking Level of proficiency: Intermediate Topic:
Technology Timing: 20 minutes Students Grouping: Group work (2 students) Instructions: Students will be given a
set of 5 pictures involving technology, and then they will be put to discuss the major advantages and disadvantages
technology brings. One student will give pro arguments, the other contra-arguments. Type of activity: Reading Level
of proficiency: Intermediate Topic: Sports Timing: 20 minutes Students Grouping: Individual Instructions: Students
will be given some pieces of an article about Sports with the paragraphs randomly selected and they will have to put
the pieces of article in the right order. Type of activity: Writing Level of Proficiency: Intermediate Topic: Informal
letter Timing: 30 minutes Students grouping: individually Instructions: Students will have to write an informal letter
to a pen friend, respecting the structure of this kind of writing. In the letter they will also have to describe a member
of their family using some given words.

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