What does this number mean?

36

Methods come … and methods go

Rescuing Babies!

Alan Marsh

Don’t throw the baby out with the bathwater!

www.alanmarshelt.com

TranslationGrammar-TranslationThe jaw of the jackass lies in the corner of the fieldLa plume de ma tanteStudents learn grammatical rules and then apply them by translating sentences between the target language (L2) and the native language (L1)Vocabulary is taught in long lists of isolated words

At school in the sixties …

Some main disadvantages of grammar -translation

- "Ave, Caesar, morituri te salutant" or …- "Hail, Caesar, those who are about to

die salute you"

- Practical needs of learners?- Focus on reading and writing- Over-emphasis on translation means learner cannot become emancipated from dependence on L1

Why don’t they learn what I teach them (sometimes)?

A learner’s interlanguage

• A non-native speaker’s use of the foreign language at its current state of development

Noticing the gap

Between my utterances in my interlanguage and ……how a native speaker would say/write the same thing

Consciousness-Raising: Switching on the light – creating ‘ah moments’

Noticing Activity: Translation 1: L2 to L1How would you say in your own language …?

1 a. I’ve been to Spain b. I went to Spain last yearMaltese: a. (Diga) mort Spanja b. Mort Spanja s-sena l-ohraItalian: a. Sono (gia) stato/a in Spagna b. Sono andato/a in Spagna l’anno scorso

2 a. I’ll help you if I can b. I’d help you if I couldMaltese a. Jekk nista nighinek b. Kont nghinek kieku nistaItalian a. Se posso aiutarti… b. Se potessi, ti aiuterei

Noticing: Translation 1L2 into L1

Present the new languageAfterwards, write/project it up again on the boardAsk a learner to come to the board and to translate into their own language. Some questions:Is it the same, more or less? Do the same kinds of things happen?Is it different? If so, in what way(s)?

Noticing Activity: Translation 1: More examples: L2 into L1

1 a. She works in London.b. She’s working in Spain this month.

2 If I have time , I’ll do it.If I had time, I’d do it.

3 a. Have you been to Spain?b. When did you go?

4 a. I’m here for a month b. I’ve been here for a month.

5 a. I’ve been here for a month. b. I’ve been here since September.6 a. He’s reading a book.

b. He bought the book in London.

Noticing: Translation 2: From L1 into L2Learning Maltese

Grammar-TranslationThe jaw of the jackass lies in the corner of the fieldRabbit stewOpening hoursThe King of SpainRabbit stew = Stuffat tal-fenekOpening hours = Il-hinijiet tal-ftuhThe King of Spain = Ir-Re ta’ Spanja

A Mario dejjem tard!B Nixtieq li jiġi / jasal fil-ħin, imqar għal-darba.A X’inhu n-numru tiegħu?B Nixtieq li kont naf!

A Mario kommt immer zu spät!B Ich wünschte, er wäre pünktlich, nur ein einziges Mal!A Welche Nummer hat er? B Ich wünschte ich wüsste es!

A Mario siempre llega tarde.B ¡Quisiera que llegara a tiempo sόlo por una vez!A ¿Cuál es su número?B ¡Ojalá lo supiera!

A Mario est toujours en retard!B Si (seulement) il pouvait arriver à l’heure, juste une fois !A Quel est son numéro ?B Si je le savais!

A Mario é /arriva sempre in ritardo.B Vorrei che arrivasse in orario per una volta!A Qual’ é il suo numero.B Magari lo sapessi!

A Mario dejjem tard!B Nixtieq li jiġi / jasal fil-ħin, imqar għal-darba.A X’inhu n-numru tiegħu?B Nixtieq li kont naf!

A Mario’s always late!B I wish he’d arrive on time, just for once!A What’s his number?B I wish I knew!

‘Noticing’ the gap

a. Take an item of language you intend to teachb. Insert it into a short text/dialoguec. Translate it into the learners’ language(s)d. Ask learners to write out a translation into

English (their interlanguage)e. Ask learners then to compare their translation

with your original English text. Ask:- Is anything strange, or unfamiliar, to you?- Is there anything you would like to ask about?

The Direct Method: No Translation!

The Direct Method: No translation!

The basic premise: second language learning should be more like first language learning. Included:No translation between first and second languagesLittle or no analysis of grammar rules

Advantages of Direct Method

Exclusive use of L2 in the classroom encouraged thinking in L2Emphasis on practice of new language items and language skills, rather than on language knowledgeEmphasis on spoken language; special attention given to pronunciation and intonationListening and speaking regarded as the basis of reading and writing: all four skills considered important

Disadvantages of Direct Method

Learning your one L1 – same as learning L2 in a classroom?No explicit grammar explanation? Enough knowledge for learners to self correct?

Audio-Lingual Method

Extension of Direct Method but based on research in linguistics and psychologyLanguage learning consisted of imitated behaviourNo explicit grammar instruction – everything is memorised in formEmphasised the teaching of speaking and listening before reading and writingMother tongue discouraged in the classroomDialogues used to present new languageFocus on learning grammar – through pattern drills (stimulus and response) used as the main forms of practice

Audiolingualism: an example of a pattern drill

• See a film• Have a meal• Hear a singer• Taste a wine• Go to a country• And the present perfect forms are ……• I’ve seen a film• I’ve had a meal• I’ve heard a singer• I’ve tasted wine• I’ve been to a country

Voice/Teacher: It was a great film, wasn’t it?Student transformation: Yes, the best I’ve ever seen.Voice/Teacher repeats so student can get immediate feedback.The exercise continues:It was a great meal, wasn’t it?Yes, the best I’ve ever had.She’s a great singer, isn’t she?Yes, the best I’ve ever heard.It’s a great wine, isn’t it?Yes, the best I’ve ever tasted.It’s a great country, isn’t it?Yes, the best I’ve ever been to .

Disadvantages of Audio-Lingual Method

Disadvantages of Audio-Lingual Method

Theory weak: behaviourist theory held that language learning consisted of imitated behaviour; whereas we now know that humans learn language from underlying implicit knowledge of abstract rulesLanguage-like behaviour, but not real communicative competenceEventual boredomLearners had no control over content, style or pace of learningThe teacher dominates the class

Demand-high: can you say it better?Pronunciation upgrade

Voice/Teacher: It was a great film, wasn’t it?Student transformation: Yes, the best I’ve ever seen.Voice/Teacher repeats so student can hear immediate feedback.The exercise continues:It was a great meal, wasn’t it?Yes, the best I’ve ever had.She’s a great singer, isn’t she?Yes, the best I’ve ever heard.It’s a great wine, isn’t it?Yes, the best I’ve ever tasted.It’s a great country, isn’t it?Yes, the best I’ve ever been to .

Some advantages of stimulus-response chants(oral pattern drills)

• Highlights pronunciation• Automatises language chunks and frees the

brain to deal with other bits in the whirlwind of fluency

• Increases confidence, especially for shy, reluctant speakers

• Is motivating: challenges learners (demand-high) and provides a change of pace

• Is memorable

Ready-made exercises: in the course book or workbook

Interesting? Fascinating!

• Blow-up of exercise

Match the adjectives

hot fascinating good packed boiling interesting tired ancient crowded bad old fantastic awful exhausted

Gradable and extreme adjectivesHotBoiling!GoodFantastic!CrowdedPacked!InterestingFascinating!TiredExhausted!OldAncient!BadAwful!

Was it hot?Hot??!! It was absolutely boiling!Was it good?Good??!! It was absolutely fantastic!Was it crowded?Crowded? It was absolutely packed!Was it interesting?Interesting? It was absolutely fascinating!Were you tired?Tired? I was absolutely exhausted!Was it old?Old? It was absolutely ancient!Was it bad?Bad? It was absolutely awful!

AWas it hot?Was it good?Was it crowded?BWas it interesting?Were you tired?Was it old?Was it bad?

The lexical approach: expand and enrich• Boiling• Sweltering ….• Fantastic• Great awesome amazing brilliant• Exhausted• Shattered worn out (knackered?)And what about …..?• Small• Big• Hungry• Thirsty……….• Dirty …..

Opposites of adjectives

Is it good? No, it’s really awful!Is it easy? No, it’s really hard!Is it near? far!Is it cheap? expensive!Is it warm? cold! Is it clean? dirty!Is it safe? dangerous!Is it exciting? boring!