Video 6: What have we learned?: Direct Approach

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Del curso dictado por Arizona State University

Teach English Now! Theories of Second Language Acquisition

2752 calificaciones

Arizona State University

Teach English Now! Theories of Second Language Acquisition

2752 calificaciones

Curso 2 de 4 en SpecializationTESOL Certificate, Part 1: Teach English Now!

In this course learners are introduced to second or foreign language theories and practices for teaching and assessing listening, speaking, and pronunciation. Learners will also be introduced to basic studies in second language acquisition and their pedagogical implications. Teachers will be invited to recognize the importance of grounding their own teaching philosophy through an examination of purpose, content, and technique.

De la lección

A Study in Contrasts: The Grammar Translation and Direct Approach

Learners go back in time to visit 1880 and 1910 to speak with teachers from the Grammar Translation and the Direct approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Grammar Translation and the Direct approaches.

Video 4: Back in Time: Direct Approach6:45

Video 5: Angel and Devil Debate: Direct Approach4:33

Video 6: What have we learned?: Direct Approach5:42

Conoce a los instructores

Dr. Shane Dixon
Senior International Educator
Arizona State University Global Launch
Dr. Justin Shewell
Senior International Educator
Arizona State University
Jessica Cinco
International Educator
Global Launch

[MUSIC]

Welcome back to Teach English Now.

In this video, we want to pay tribute to the way

in which the direct approach has informed teachers today.

As we mentioned briefly in the last video, one of the ways in which the direct

approach has influenced us is through an examination of whether or

not second language should be learned like a first language.

The answer as you can imagine is somewhat complex.

First of all, through a number of studies it appears hats learners go through

a rather predictable development sequence just like children.

Second of all the use if visual aids and objects made readily available around

a room It's a time-tested technique that all teachers should feel comfortable with.

Supporting your room with pictures, objects and

maps can help support memory and understanding.

On the other hand, it is also true that learners, especially at later ages,

draw on their knowledge of their native language as they try to learn a new one.

This is often referred to as transfer.

And one of the most common arguments being made,

is whether transfer is negative or positive.

Let me explain.

Negative transfer might refer to transferring a linguistic item

incorrectly from one language to another.

Whereas positive transfer refers to the idea of correctly assuming

that how it works in one language,

presumably your native language, is the same way it works in the new language.

I definitely transferred,

for example, my knowledge of Spanish to help me with my Portuguese.

And, in fact, when I don't know a word in Portuguese,

I usually attempt the Spanish word and put a Portuguese accent on it.

And quite honestly, it sometimes works out.

Good idea or bad idea?

Well, again, it sometimes works.

Ultimately, the idea that an adult learner should learn exactly like a child

probably doesn't hold true.

Because an adult does have resources and

understanding that a child doesn't in order to facilitate learning.

However, there are ways that a child like direct approach can be very useful.

Here are some techniques that I have definitely learned

in my language classroom.

That are techniques that are used in the direct approach.

Enactments, students can enact a play or

a situation in a way that is fun and culturally specific.

An enactment of a play or a dialogue, especially with the use of gestures,

pictures and

visual aides Helps to support an understanding of both culture and meaning.

Student self-correction.

Teachers in the direct method were very good at putting the responsibility of

learning on a learner.

A teacher often used the approach of repeating an incorrect sentence and

then using a questioning voice in order to help the student catch the mistake.

For example, a student might say I catched the ball.

And a teacher might lift a brow and say questioningly I catched the ball?

To see if the student can self correct.

The very concept of self correction puts learning squarely on the shoulders

of the learner and

can help the learner develop the ability to monitor his or her own language.

Draw a picture.

Drawing a picture based on a dictation can be a fun way to help students pay

attention a teacher.

A teacher might ask students to draw a picture of a house

with a certain number of windows and doors, maybe a tree outside.

And perhaps something unusual like a monkey in a tree.

After the teacher dictates and students draw based on the dictation,

students can compare their results with that of other students.

Using maps and information gap.

The use of maps can help to draw students into the geography and

culture of where a language is spoken.

In addition, it can be a great tool for helping students talk to each other.

For example, imagine that one student has a map with all of the rivers labeled, but

all of the mountains are unlabeled.

Another student has a map with all of the mountains labeled, but not the rivers.

A teacher could invite students to share information with each other in pairs.

With only one simple rule,

students with the river map are not allowed to look at the mountain map.

And the students with the mountain map are not allowed to look at the river map.

They must complete their maps with both rivers and

mountains by talking with each other and asking questions.

This kind of information sharing is referred to as information gap.

And has become a common ESL technique all over the world.

Thanks for watching Teach English Now.

In the next video, we will summarize some of the important features of the two

approaches you have seen so far.

We will also invite you to compare and contrast these two approaches.

And consider what parts of theses approaches resonates most with you.

See you next time.

[MUSIC]

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