English methods

Methods
1. Audio –lingual Method

Techniques
* Dialog memorization
* Backward build-up (expansion) drill (see question No. 3)
* Repetition drill (see question No. 4)
* Chain drill (see question No. 5)
* Single-slot substitution drill (see question No. 6)
* Multiple-slot substitution drill (see question No. 7)
* Transformation drill (see question No. 8)
*Question-and-answer drill (see question No. 9)
* Use of minimal pairs
Goals
* Teachers want their students to be able to use the target language communicatively.
* Students need to over learn the target language.
* Students need to learn to use the target language automatically without stopping to think.
* Students achieve this by forming new habits in the target languageand overcoming the old habits of their native language
Processing
* New vocabulary and structural patterns are presented through dialogs.
* The dialogs are learned through imitation and repetition.
* Drills are conducted based upon the patterns present in the dialog.
* Students' successful responses are positively reinforced.
* Grammar is induced from the examples given;explicit grammar rules are not provided.
* Cultural information is contextualized in the dialogs or presented by the teacher. .
Evaluation
It would be discrete-point in nature, that is, each question on the test would focus on only one point of the language at a time. Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form ina sentence
Areas emphasized
* Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns.
* A grammatical pattern is not the same as a sentence. For instance, underlying the following three sentences is the same grammatical pattern: Meg called, The Blue Jays won, The team practiced.
* The natural order of skills presentation isadhered to: listening, speaking, reading, and writing.
* The oral/aural skills receive most of the attention.
* What students write they have first been introduced to orally.
* Pronunciation is taught from the beginning, often by students working in language laboratories on discriminating between members of minimal pairs
Errors
Student errors are to be avoided if at all possible throughthe teacher's awareness of where the students will have difficulty and restriction of what they are taught to say
Interaction
* There is student-to-student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed. Most of the interaction is between teacher and students and is initiated by the teacher
Role
* The teacher islike an orchestra leader, directing and controlling the language behaviour of her students.
* The teacher is also responsible for providing students with a good model for imitation (3)     Students are imitators of the teacher's model or the tapes the teacher supplies of model speakers.
Native
The habits of the students’ native language are thought to interfere with the students’ attemptsto master the target language. Therefore, the target language is used in the classroom, not the students’ native language
Feelings
The feelings are not taken into account
Language viewed
* Every language is seen as having its own unique system.
* The system is comprised of several different levels: phonological, morphological, and syntactic. Each level has its own distinctivepatterns.
* Everyday speech is emphasized in the Audio-Lingual Method.

2. Direct method

Techniques
* Reading aloud
* Question and answer exercise
* Getting students to self-correct
* Conversation practice
* Fill-in-the-blank exercise
* Dictation
* Map drawing
Goals
* Teachers who use the Direct Method intend that students learn how to communicate in the...