.Questions:
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.
This method (Grammar-translation) is properly when you teach the grammar. Because although you translate all the grammar, you can´t communicate well, and for this reason you don´t learn with this method to communicate properly.
The important thing is develop the communicative competence.
2. - In a 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?
Grammar Translation – Deductive (Generalizationà Specifications, activities...).
Direct Method – Inductive (Specifications, activities…à Generalization).
In the first one (G-T) is deductive because the teacher explain (translation) all things. And in the second one, are the children who learn theirself.
Ex (G-T): Italy is here (map).
Ex (DM): Where is Italy in the map? Somebody know?
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.
We choose the paragraph B, because in this case is the most similar to Audio-Lingual method. In this method the teacher always is a model for imitation. Also, children or students repetition and imitation and the have dialogues memorization.
5. - Asher believes that foreign language instruction can and should be modeled on native language acquisition. What are some characteristics of TPR that are similar to the way children acquire their native language?
TPR (Total Physical Response) is a useful method for children when they learn a first language. Because children imitation the direct behavior that the teacher directs them. Also, children listen and speak in a enjoyable way. And for this reason, they learn properly a L1.
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.
We teach something with TPR method without use the imperative with the children. We can do this method and also you use the imperative but in a different way.
Example: If we could teach the relative clauses, we will tell children for example, “Stand up the girls who wearing jeans”. You teach the relative clauses and also, you use the TPR (with the imperative).
Belén López-Roberts, Cristina Vieco y Sara Murillo.
