10가지 교수법 유형 비교

1. Grammar-Translation Method One of the oldest methods for teaching people a new language is the Grammar-Translation method. It is derived from the belief that students can acquire a language through rigorous training in translating the language and learning the grammatical rules of it. This belief or approach to language acquisition led to a practical set of techniques. Among some of the common techniques of the Grammar-Translation method include. Reading text in the new language. Translating the text into the students’ language Learning grammatical rules of the new language Memorizing vocabulary This is an excellent method for learning to read in another language. You simply learn the vocabulary, grammatical rules, and you are ready to go. For those who study ancient languages such as Latin, Greek, and Hebrew in biblical studies, this is the approach used for acquiring knowledge of the language. One of the biggest concerns with this method was the indifference to speaking. Students who learn with the Grammar-Translation method often do not acquire verbal communication skills. This leaves them with a theoretical knowledge of the language with an understanding of practical use. 2. Series Method The Series Method of language acquisition was perhaps the first step away from grammar translation in language teaching. This method of teaching language was developed by Francois Gouin (1831-1896). This post will provide a brief background that led to the Series Method as well as some examples of the actual techniques used in the method. Background Gouin was a French lecturer of Latin. He decided to attempt to study at the University of Berlin but realized he needed to learn German in order to continue his studies. Being a natural lover of languages, Gouin figured a brief stop in Hamburg would be enough to learn the basics of the German language. Gouin attempted to learn German using the grammar translation approach. He memorized thousands of words in an incredibly short period of time. Though he could decipher written text, Gouin was not able to speak or listen to German at all. His goal was not only understanding text but to understand and participate in lectures in German. After a year of studying the grammar and even translating advance text into his own language, Gouin went home discouraged. Upon returning to France, Gouin found that his 2-year-old nephew, who could not talk when Gouin left, was now a 3 year old talkative child. Gouin became convince that children hold the secret to language acquisition and he began to observe children to see how they learned language. The conclusions that Gouiin reached from his observations was that children use language to represent their thoughts. At the time, this insight was revolutionary. This insight was later used to develop the Series method. Techniques The Series Method is a “series” of connected sentences that are easy to understand and requires little knowledge of grammar. Below is a partial example. I walk toward the door. I draw near to the door. I draw nearer to the door. I get to the door. I stop at the door This is focused on different ways to speak about using the door. The entire series on door is fifteen sentences in all. Through these various uses of the word door students are exposed to a wide range of grammatical uses. The success of this method was the simplicity and ease of memorization Conclusion Gouin ideas about language were ahead of their time. Despite the awkwardness of his approach Gouin’s method had a brief moment of success only to be overshadow by Berlitz’s Direct Method. Cf. Episode Hypothesis The Episode Hypothesis is an approach to language teaching devised by John Oller, closely related to François Gouin’s Series Method. The underlying principle behind Oller’s Episode Hypothesis is that “texts (oral or written forms of discourse) which are more episodically organized can be stored and recalled more easily than less episodically organized material” (Oller 44; see also Brown 293). These texts can be anything resembling or presenting a story, and can help students practice in any of the four skill areas (e.g. reading a short story, acting out and speaking lines from a play, listening to an old radio show, or writing a personal narrative). 3. Direct Method In reaction to the grammar-translation approach that had been used for several centuries, many educators placed an emphasis on oral communication skills. By the late 19th century, the natural method was primarily a method that focused on oral skills. Many methods are derived from the natural method approach. One of the most influential methods in language teaching that came from the natural method approach was the direct method in the late 19th century. In this post, we will examine the characteristics of the direct method as well as its impact in teaching language. Traits of Direct Method Below is a list of common techniques associated with the Direct method. Reading aloud Self-correction Dictation Question and answers The direct method stressed the use of only the target language in the classroom. Instead of using the students’ native language the teacher would demonstrate and use body language to express meaning. Due to this reliance on the target language, only common, everyday vocabulary was taught. As such, this method may not be appropriate for academic language learning. Speaking and listening was the primary purpose of the direct method. These skills were developed through a question and answer approach. This supported the development of communication skills as well as strengthening comprehension. Correct grammar was also important as was pronunciation. Grammar was taught inductively with the teacher sharing examples that illustrated the principle of the grammar lesson. Impact of the Direct Method The direct method was highly successful in private language schools were motivated students came to learn a language. However, this method never replicated this success in public schools. There are several reasons for this lack of broad-based success. The direct method was lacking in any form of linguistic theory to support its principles. This method was basically developed by amateurs who were unfamiliar with the details of language learning but instead were trying to overcome problems strictly through the use of common sense rather than common sense with research. The direct method also requires the use of native speaking teachers. This is not always possible. The strict avoidance of the students’ language was often too cumbersome when teaching for many people. With these and other concerns, the direct method was mostly abandoned by the 1920s in Europe. This method was never popular in the US. Conclusion The direct method was perhaps the first major fad method in language teaching. For over 100 years language teaching went from one method to another as it searched for the perfect method for teaching language. As we well see in a future post, each method always claimed to be an improvement in relation to its predecessors. The reality is that there is no single best method but a collection of choices to be made depending on the situation one is facing. 4. Community Language Learning Community Language Learning method involves a circle of students who are attempting to speak. There is a person called the “knower”, also known as the teacher, who stands outside the circle and helps the students to articulate what they want to say. The knower helps the students by translating, suggesting, or modifying what the students are trying to say. Through this process, the students develop a basic idea of the grammar of the target language. There is a significant lack of direction in the use of the Community Learning method. This concern has been one of the strongest complaints. In addition. students are constantly being corrected in groups, which is not appropriate in many different context. 5. Suggestopedia Suggestopedia is perhaps one of the most unusual methods of teaching English. This method focuses on developing a relaxing environment in which the students emotions are made calm. The student-teacher relationship is one of a child-parent, which is disconcerting to many. During the lesson, the teacher reads a dialog with Baroque music in the background, which helps to provide a nice ambiance for the learning. The three phases of Suggestopedia are Pre-sessions-Students are informed of the topic and materials of the lesson Session-Students experience the lesson Post-session-Various elaborations of the topic are used to encourage assimilation of the text such as role playing or monologues. It is not hard to prove that this is a unique teaching method. The teacher has an extraordinary amount of psychological influence over the students that few would consider healthy. 6. Total Physical Response Total Physical Response (TPR) is a method in which the teacher tells the students in the target language to do various tasks. Examples include “run in place” or “jump up and down.” By doing the commands the students learn the language. As the students become comfortable they begin to give commands themselves. TPR is an excellent approach for learning the basics of the conversational aspects of a language. However, deeper levels of communication and academic levels of speaking are not possible through this method alone. Initially, TPR can also be highly teacher-centered, which limits students learning at times. 7. The Silent Way In the silent way, the teacher rarely speaks. Instead, they point to a phonemic chart and model the sounds. The students attempt to imitate the sound that they hear and the teacher uses gesture to indicate the accuracy of the students’ imitation. This places the burden on the students to figure out the language. When students are correct, the teacher moves to a different phoneme or word. Lack of communication makes this approach frustrating for someone. Beyond pronunciation, this method is not widely used. 8. Communicative Language Teaching The premise behind communicative language teaching(CLT) is that people need to learn the spoken functions of language as well as they learn the grammar. Therefore, students in this method focused on communicating as much as possible and learn the grammar of the language along the way. By doing this, students understand the language would happen naturally. With CLT the focus is always on realistic communication. Role play and simulation are common techniques of the CLT method. For the most part, whatever replicates real communication falls under the CLT method. This has led to confusion in defining CLT as it is a vague method in terms of what it is. There is some criticism of CLT. For example, it favors native-speakers who can teach in an improvised language environment. CLT is also difficult to use in a context that is traditionally teacher-centered. Another concern is that students develop fluency in the language at the expense of accuracy in their understanding of the grammar. 9. Task-based Learning In Task-based learning (TBL) students learn the language by performing various task. TBL has three steps. Pre-task–Introduction of the topic and task Task cycle–Students complete the task Language focus–Students analysis what they did and learn the language lesson For example, the teacher explains the activity of the day and goes over necessary new vocabulary (pre-task). Next, students are given a bus schedule and they are asked to tell what time such and such bus arrives (task cycle). Lastly, the students complete the task and then the teacher explains whatever language was being used (language focus). This is a highly inductive form of learning. The belief is that if they complete the task then they will develop competency in the language. Criticism of TBL is that the term is vague and involves common learning task. Another problem is that there is more to language than just completing a task. Some even believe that focusing on a task while also learning the concepts of a language could overload a learner’s cognitive capacity. 10. Lexical Method The lexical method is based on the belief that language is not about grammar but multi-word pre-made chunks. Examples include Come on…?, I’ll try, You must be kidding?, may as well. If students learn these “chunks” they can make a whole string of sentences. Students learn how to use these phrases and thus learn the language. The Lexical method has detractors like all other methods discussed. For one, no one has been able to prove how learning these short phrases actually helps in learning the language. It is like learning the phrases in a phrase book. You know the phrases without knowing the language. Another concern is the lack of procedures for the Lexical method. A method without procedures is not much of a method. For many, this is a method without support. 교수법 정리가 잘 되어있어서 다운받아서 읽을 수 있도록 곧 파일 참가해서 올립니다.