SECOND LANGUAGE TEACHING METHODS

ACTIVITIES ABOUT METHODS:

1:It has been said that the Grammar- Translation Method teaches students about the target language, but not how to use it. Explain the difference in your own words.

The "Grammar-translation Method" is a method supported in the grammar of a language. In this way, you can acquire lot of grammar knowledge but in order to be a communicative person in a second language this method is not useful. Using just this method for teaching a second language its will ineffective,

2:In the Grammar-Translation Method, grammar is treated deductively; in the Direct Method, grammar is treated inductively. Can you explain the difference between deductive and inductive treatments of grammar?

A deductive way is when you work from something general to something more specific. In the "grammar-translation method" grammar is learned by rules and how to use those rules for making grammar activities. For example:  Put the verb in brackets in the correct form using the present continuous:
       - I like _____ (play) basketball.
       - My brother is _____ (live) in New York at this moment.

However an inductive way is when teachers encourage a situation to develop some specific knowledge. In this way, are the children who have to experiment and try to work their own knowledges.
For example: teacher reads a book about Sara´s first day of school. Students will learn some vocabulary in a real context, not with rules. 

3.Which of the following techniques follows from the principles of the Audio-Lingual Method, and which ones don´t? Explain the reasons for your answer.

Any of the 3 examples is exactly an "Audio-Lingual Method", but example B is the one wich nearly follows the "Audio-Lingual" principles.

5. Asher believes that foreign language instruction can and should be modelled on native language acquisition. What are some characteristics of TPR that are similar to the way children acquire their native language?

There are lot of similarities between the way that children acquire their native language and the way they acquire second language knowledges. Some similitudes are:
"The imperative": which is very used with children.
"Using simple instructions".
"To imitate": imitation is very important for acquiring language skills.
"The right to be silence".

7: A lot of target language structures and vocabulary can be taught through the imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.

Teacher will prepare a place in the classroom to simulate a fruit-shop. One child could we the fruit seller and the rest of the children the shoppers. Each child will have to go to the shop and buy something. They will have to simulate a real situation, saying: Hello and goodbye, thankyou... and they will have to think on their own what they are going to say. If they really need it, teacher can help them.