Guidelines of Berlitz School: 12 Never
Never translate: demonstrate Never explain: act Never make a speech: ask questions Never imitate mistakes: correct Never speak with single word: use sentences Never use the book: use your lesson plan Never jump around: follow your plan Never go too fast: keep the pace of student Never speak too slowly: speak normally Never speak too quickly: speak naturally Never speak too loudly: speak naturally Never be impatient: take it easy
2. Multitudinous International students came to study in American Universities, giving increased attention of FL teaching. 3. The launching of the first Russian satellite in 1957 is an impetus for US government to make more efforts to improve language teaching.
Opposite to GT method
Grammar should be taught inductively.
Translation should be avoided.
Theoretical Foundations
Theory of language: Phonetics, Coherent Grammar
Emphasis on sentences instead of isolated words Theory of learning: First language Acquisition learning through using language to accomplish events consisting a series of actions
Theoretical Foundations
Principles Case Study Assessment
Background
Direct Method Grammar Translation Method Audiolingual Method
1900s
1920s
1940s
1. Colonial expansion & International Trade
3. The Reform Movement of Language Teaching(1850-1900)
Reformers’ belief:
Spoken Language is primary. Phonetics should be applied to teaching. Hearing first. Words should be presented in meaningful sentences.
Theory of psychology: associated psychology
direct association of language with objects and persons of the immediate environment
Principles
Class language: target language exclusively Class organization: carefully graded progression Class activities: Q&A Class scale: small, intensive class pronunciation
Audiolingual Method 1959-1966
Background
Theoretical Foundations
Principles Case Study Assessment
Background
1. World War II : Military Personal fluent in German, French, Italian, Chinese Necessity of efficient FL Teaching, esp. conversation skills ASTP Army Specialized Training Program 1942-1945
In China
Crazy English 李阳疯狂英语 2000 Crazy American English school, Xi’ an One month intensive oral training course(everyday) Textbook:“Crazy American English 900 Sentences” Students: a couple of adults
Lucy 12/5/2012
My EFL Learning Experiences:
New Concept English - Audiolingual Method Crazy American English ( Li Yang)- Direct Method
Direct Method
Background
Phonetics: scientific analysis and description of the sound system
Emphasis on Speech 1886 Foundation of International Phonetic Association
1 the study of spoken language 2 phonetic training in order to establish good pronunciation habits 3 the use of conversation texts and dialogues to introduce conversational phrases and idioms 4 An inductive approach to the teaching of grammar 5 Teaching language through establishing associations within the target language rather than native language
New teaching points were introduced orally. Hearing first!
Case Study
In the USA
Berlitz School
Berlitz (1852-1921), teaching reformer, lived mainly in the US, travelled constantly founding language schools in many countries. 1878 the first Berlitz School in the USA. 1900 about 70 in the USA., France, England and Germany. It is a chain private language school, where paying clients have high motivation and use of nativespeaker s is a norm. Today it still exists.
pronunciation
Sentence drill
Imitation and repetition; Oral tests 3 times a day!
Learn grammar through practice
Practice in context first!
Assessment
Unforgettable Experience in my whole life! Great Contributions to my pronunciation! Some of the sentences are still fresh in my memory and can be activated at any timeblic school education. It overemphasizes and distorts the similarities between naturalistic first language learning and classroom foreign language learning and failed to consider the practical realities of the classroom. 2 The limited skills of teachers. It is largely dependent on teachers’ skills, rather than textbook. Not all teachers are proficient enough in foreign language to adhere to the principles. 3 Low efficiency: avoid using native language; misunderstanding 4 Difficulty in teaching abstract concepts. Limitation for further improvement.