Direct Method

Direct method is named “Direct” because meaning
should be connected directly with the target
language without translation into the native
language. It is based on the assumption that the
learner should experience the new language in the
same way as he experienced his mother tongue.

In practice it stood for the following principles and procedures:

1. Classroom instruction was conducted exclusively in the target language.
2. Students are encouraged to think in the target language.
3. The teacher should demonstrate not explain or translate.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects, and pic­tures;
abstract vocabulary was taught by association of ideas.
7. Self-correction facilitates language learning.
8. Correct pronunciation and grammar were emphasized.

Strategies Using Direct Method:
• Question and Answer: The teacher asks questions of any type and the
student answers.
• Dictation: The teacher chooses a grade-appropriate passage and reads it
aloud.
• Reading Aloud: the students take turn reading sections of a passage, play or
a dialogue aloud.
• Getting Students to Self-Correct: when a student makes a mistake the
teacher offers him/her a second chance by giving a choice.
• Conversation Practice: the students are given an opportunity to ask their
own questions to the other students or to the teacher. This enables both a teacher-
learner interaction as well as a learner-learner interaction.
• Map Drawing: Teacher mentions some places in a geographical map.
Students are asked by teacher to find and label the places in the map. This
technique is used to give students listening comprehension practice and develop
students’ listening skill.
• Paragraph Writing: the students are asked to write a passage in their own
words.
The goal of the teacher is to encourage students to think in target language. Some
Advantages are that it promises to teach the language and not about the language,
and its emphasis on speech made it more attractive for those who have needs of
real communication in the target language.5. New teaching points were introduced
orally.
6. Concrete vocabulary was taught through demonstration, objects, and pic­tures;
abstract vocabulary was taught by association of ideas.

7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.

Audio lingual Method

What is Listening Comprehension? Refers to the understanding of the
implications and explicit meanings of words and sentences of spoken language.

What is Oral Expression? Oral expression is the ability to convey wants, needs,
thoughts, and ideas meaningfully using appropriate syntactic, grammatical,
semantic, and phonological language structures.

Strategies to develop Listening Skill

Top-down strategies are listener based; the listener taps into background
knowledge of the topic, the situation or context, the type of text, and the language.
This background knowledge activates a set of expectations that help the listener to
interpret what is heard and anticipate what will come next. Top-down strategies
include

•  Listening for the main idea.
•  Predicting.
•  Drawing inferences.
•  summarizing.

Bottom-up strategies are text based; the listener relies on the language in the
message, that is, the combination of sounds, words, and grammar that creates
meaning. Bottom-up strategies include

•  Listening for specific details.
•  Recognizing cognates.
•  Recognizing word-order patterns.

The Audiolingual Method is a method of foreign or second language teaching
which emphasizes the teaching of speaking and listening before reading and

writing.

The principal procedures in an audio-lingual class are:
• Students hear a model dialogue.
• Repeat each line of the dialogue.
• Certain key words or phrase may be changed in the dialogue.

• Key structures from the dialogue serve as the basic for pattern drill of
different kinds.
• The students practices substitutions in the pattern drills.
Some techniques are:
• Dialog Memorization: Students memorize an opening dialog using mimicry
and applied role-playing
• Backward Build-up Expansion Drill: Teacher breaks a line into several parts,
students repeat each part starting at the end of the sentence and "expanding"
backwards through the sentence, adding each part in sequence
• Repetition Drill: Students repeat teacher's model as quickly and accurately
as possible.
• Chain Drill: Students ask and answer each other one-by- one in a circular
chain around the classroom.
• Single-slot Substitution Drill: Teacher states a line from the dialog, then uses
a word or a phrase as a "cue" that students, when repeating the line, must
substitute into the sentence in the correct place.
• Multiple-slot Substitution Drill: Same as the Single Slot drill, except that
there are multiple cues to be substituted into the line.
• Transformation Drill: The teacher gives students a certain kind of sentence
pattern.

• Question and Answer Drill: The students should answer the teacher
questions quickly
• Use of Minimal Pairs: Using contrastive analysis, teacher selects a pair of
words that sound identical except for a single sound that typically poses difficulty
for the learners - students are to pronounce and differentiate the two words.
• Complete the Dialog: Selected words are erased from a line in the dialog -
students must find and insert.
• Grammar Game: Various games designed to practice a grammar point in
context, using lots of repetition.

Tips for Helping our Students

TIPS TO BECOME ACTIVE LISTENERS

• Active your students' prior knowledge before any listening activity in order to predict or anticipate content.
• Assess you students' background knowledge on the topic and linguistic content of the text.
• If students are to complete a written task during or immediately after listening, allow them to read through it before listening.
• Use questions to focus students atention on the elements of the text crucial to comprehension of the whole.

Use predicting to encourage students to monitor their comprehension as they listen.

• Remind students to review what they are hearing to see if it makes sense in the context of their prior knowledge and what they already know of the topic or events of the passage.
• Use visual aids such as maps, digrams, pictures or the images on the video to help contextualize the input and provides clues to meaning.

ORAL EXPRESSION IN THE CLASSROOM

STUDENTS ARE ASKED TO...

• Share stories or retell and answer questions over stories read to them to demonstrate comprehension to predict or make inferences
• Express their opinios.
• Tell what the story is about (main idea) in sequence (beginning, middle, end)
• Summarie what they've read
• Question as they read 
• Clarify as they read

the integration of activities to develop the four macro competencies.

STRATEGIES FOR LISTENING
Cognitive: Comprehension, storing/memory process, retrieval
Metacognitive: Assessing, monitoring, self-evaluating and self.testing

• Listener extract meaning from the message.
• Use both bottom-up and top-down processing.
• Language of utterances is temporary.
• Teaching listening strategies can make more effective listeners.
• Some tasks to improve acquisition are true-false, picture identification, and sequencing tasks.
• Input- what a learner hears
• Intake- the part that the learner notices
• Only intake can serve as the basis for language development.

Noticing Activities: Using the listening texts for comprehension activities and use them for language awareness.

Restructirirng Activities: Oral or written tasks that involve productive use of selected items from the listening text.

• Emplos more vague or generic words than written language.
• Show variation between formal and informal speech
• May be planned or unplanned.

Use of fixed expressions

• "It doesn't matter."
• "I see what you mean."
• "Just looking, thanks."

Styles of speaking

• What is appropiate for the context?
• "Whacha up to? /What are you up to?
• Differences between formal and informal speech.

Teaching of Listening J. C. Richards

Teaching listening and speaking skill has become vital to learning a second language. Listening was thought of as a mastery of skills, such as identifying key words are recogniing reduce words, It then became bottom-up and top-down, followed by prior knowledge and schema.

2 views: listening as comprehension and listening as acquisition.
LISTENING AS COMPREHENSION: Is based on the main function of listening in second language learnirng is to facilitate understanding of spoken discourse.
 Comprehension is the process of decoding.
Teaching Bottom-up

• Retain input while it is being processed
• Recogniing word and clause divisions
• Recognie key transitions in a discourse
• Recognie grammatical relation between key elements in sentences
• Use stress and intonation to identify word and sentence function
• Identify sequence markers
• Identify key words
• Distiguish between positive and negative statements.

Teaching top-down

• Use key words to construct schema
• Infer the setting of the text
• Infer the role of the participants and their goals
• Infer cause and effect
• Infer unstated details of a situation
• Anticipate questions related to the topic or situation.

3 functions of speaking

Talk interaction: primaly a social function. focus is on the speaker, not the message.( small talk, personal experiences)

Talk as Transaction: focus on what is said or done. The message is #1 (problem-solving activities, asking for directions). role play, Small group activities

Talk as performance: Public speaking, form of monolog, mimics writen language. (examples of speeches)

Teaching Strategies for listening comprenhension and Oral Expression

LISTENING COMPREHENSION: Refers to the understanding of the implications and explicit meaning of words and sentences of spoken languaje.

WHAT ARE LISTENING STRATEGIES?

They are techniques or activities that contribute directly to the comprehension and recall of listening input.

WHAT LISTENING STRATEGIES CAN HELP US IN THE CLASSROOM?

• Predicting
• Listening for main ideas
• Shadow the speaker
• taking notes

They are text based. the listener relies on the language in the message ( Sound, words, and grammar that creates meaning)

• Listening for specific details
• Recogniing word sounds

ORAL EXPRESSIONÑ Is the ability to convey wants, needs, thoughts, and ideas meaninfully using appropiate syntactic, pragmatic, semantic, and phonological language structure.

Oral expression should not be confused with reading aloud or reading fluently.

The major types of speaking activities that can be implemented:

• Discussions
• Speeches
• Role play
• Conversations
• Audio record

Didactic Sequence

DIDACTIC SEQUENCE

A didactic sequence is a group of activities created in order to reach an objective. Those activities must follow an order and an organization. That means that each activity has its own purpose and all of them work together in order to reach a bigger objective.