- •1. Syntax. The definition of the phrase. Types of phrases and ways of expressing syntactic relations
- •2. The Direct Method
- •3.The Information gap technique
- •Homonymy: definition and classification
- •The Natural Approach
- •1. Simple sentence. Types of sentences according to their structure. Communicative types of sentence
- •The Silent Way
- •2.Communicative competence and its elements
- •3. The Concept of Polylingual Education in the Republic of Kazakhstan
- •Composite sentences. Types of composite sentences according to their structure
- •Backward Build-up. Expansion Drill
- •The Suggestopedia method
- •3. The Repetition Drill
2. The Direct Method
The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900 and contrasts with the grammar–translation method and other traditional approaches, as well as with C.J.Dodson's bilingual method.
In general, teaching focuses on the development of oral skills.[2] Characteristic features of the direct method are:
teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
centrality of spoken language (including a native-like pronunciation)
focus on question-answer patterns
Techniques
Question/answer exercise – 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.
Student self-correction – 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.
Paragraph writing – the students are asked to write a passage in their own words.
Aims
Direct method aims to build a direct relation between experience and language, word and idea, thought and expression
This method intends for students to learn how to communicate in the target language
This method is based on the assumption that the learner should experience the new language in the same way as he/she experienced his/her mother tongue
3.The Information gap technique
An information gap activity is an activity where learners are missing the information they need to complete a task and need to talk to each other to find it. An Info Gap activity takes place between students, not between a student and a teacher, though a teacher can certainly demonstrate the activity. The two students will be asking each other questions to which they don’t know the answer; these questions are called referential questions. The goal of the activity is for the students to discover certain information, whether about the other person or related to a specific activity.
Info Gap activities are useful because they are very meaningful; all students are involved in the process equally and they are all moving towards a specific purpose. Each student has the task of finding out certain information, and therefore must find a way in which to ask for this information. Motivation is usually quite high in these activities. These activities help move the students from working in a more structured environment into a more communicative environment; they are hopefully using lots of the target language, and in the process discovering where they have gaps. Knowing where these gaps are gives them a direction in which to improve.
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