Midobuche Exam 1

Who

Focus on learning rules of the language and working withtexts; translating from FL to Mother Tongue

Roman Empire

• 1. Focus on detail explanation.
• 2. Focus on grammar rules.
• 3. Focus on constant practice and translation.
• 4. Conjugation exercises.
• 5. Memorization.

• 1. Teacher centered: knowledge to be given to student, not to be learned by student.
• 2. Teacher to explain rules, exceptions, irregularities and applications.
• 3. Translation practice reinforced teacher points

• 1. Conjugate verbs.
• 2. Memorize vocab
• 3. Learning syntactic rules and exceptions
• 4. Taking dictation
• 5. Translating written passages; from isolated sentences to short texts meant no emphasis on meaning or reading.

Secondary (high school/college) Foreign language classrooms in US

• Student has background information/rules to help piece together grammatically and conversationally correct sentences.
• Creates conversation
• Able to communicate with others of the language

• Need to be self motivated
• Not all students learn languages easily?
• Drill and Kill

• Not learner Centered
• Inability to speak the language fluently
• "If you don't use it you lose it"

Behaviorist

• Instructor presents correct model of sentence and students repeatedly say it.  
• There is no explicit grammar instruction-everything is memorized.

1940's to 1960's

• People saw problems with grammar based approaches
• 1. they did not develop the individual's oral language very well
• 2. they did not allow opportunity for practice of language.

• Accurate pronunciation and grammar
• Ability to respond quickly
• Accurately in speech situations
• Knowledge of sufficient vocab to use with grammar patterns

• Variety of drills and dialogues.
• Repetition
• 3 stage method: presentation, practice, production

• 1. Students hear a model dialogue
• 2. Students repeat each line of the dialogue
• 3. Certain key words or phrases may be changed in the dialogue
• 4. Key structures from the dialogue serves as the basis for pattern drills of different kinds.
• 5. The students practice substitutions in the pattern drill.

• Be sure all utterances are within practiced pattern.
• Keep Drills at a rapid speed to insure automaticity and establish a system.
• Ignore all but gross errors of pronunciation
• Drill material must be meaningful

• Focus
• Conduct Drills rapidly
• Not to use native language

• Rate of speech is slowed down
• Visuals and Manipulatives added
• More informal interaction
• More Wait time
• Complimentary to natural Approach

• Student errors are corrected on spot
• Grammar taught inductively
• Fun for students
• Offers a change of pace from class routine
• Vocab presented at age appropriate level and controlled

Occurs when students transfer grammatical concept from native language that doesn't work the same way in second language

• Not a good strategy for shy students
• Teacher training is a must before strategy is used
• Some drills may not work aw well as others
• If students fails to learn a drill they may shell up and give up
• Non-authentic use of language