Midobuche Exam 1
Card Set Information
Midobuche Exam 1
Exam 1 for Midobuche over methods
focuses on What, When, and How, but not?
What is the
Focus on learning rules of the language and working withtexts; translating from FL to Mother Tongue
dates back to?
1. Focus on detail explanation.
2. Focus on grammar rules.
3. Focus on constant practice and translation.
4. Conjugation exercises.
Teacher role in
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
Student Role in
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.
is still currently used in?
Secondary (high school/college) Foreign language classrooms in US
Student has background information/rules to help piece together grammatically and conversationally correct sentences.
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"
Method based on what Ideology?
Instructor presents correct model of sentence and students repeatedly say it.
There is no explicit grammar instruction-everything is memorized.
Method dominant in US?
1940's to 1960's
Why was the
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.
What are some objectives of the
Accurate pronunciation and grammar
Ability to respond quickly
Accurately in speech situations
Knowledge of sufficient vocab to use with grammar patterns
How do you implement the
Variety of drills and dialogues.
3 stage method
: presentation, practice, production
What is the procedure of
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.
Teacher Role in
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
Students Role in
Conduct Drills rapidly
Not to use native language
What is the modern use of
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