In the truth of communicative words teaching, students do not know how to converse using appropriate public language they may have studied, so teachers need to activate them in all sorts of activities like: role learning, problem-solving tasks, discourses and so on, in order to apply some real-life communication issues with one another.
As for the immediate method, educators who use it think that a student has to learn how to think in the mark words and then to have the ability to communicate effectively with others. In addition they think that students need first of all to associate the meaning with the mark language. To carry out this, they use in school pictures, pantomime, noises, gestures etc, without translating a phrase into the student's native terms.
In the direct method students learn how to speak when they receive some real situations like the next: they may be in England plus they have to go shopping. They haven't any food and only some clothes for the summer and they have to take care of this specific situation where they need to talk with the cashier and the shop assistants.
The professor and the learner's functions in CLT and DM method :
The direct method was proven in Germany and France around 1900 and the communicative vocabulary teaching started out in Britain in the 1960s as a replacement to the earlier structural method, called Situational Words Coaching. Both methods resemble in the actual fact that they avoid using the learners' local language and use the target language.
Their dental communication skills are designed up in a carefully and progressive, they are both arranged around question-and-answer exchanges between teachers and students in small but quite rigorous classes.
To the magnitude of learning a spanish through the communicative language teaching, students have to have some understanding of linguistic forms, meanings, buildings and functions.
The teacher is the developer or the promoter of student's learning talents. He handles all the actions in the class room and he answers all the student's questions, he is engaged in the conversations and he facilitates all of them along.
On the other hands, with the immediate method, the instructor uses first some data, he shows his students pictures, he has the role to make them understand the meaning of things; he points out them facts by using pantomime etc.
One of the most conclusive characteristics of the CLT method is that all the actions are done communicatively so when they end, in addition they receive a responses. Various other characteristics of this method are: the use of real materials, activities done in small groups of people, connections between students is preferred, etc. Same applies to the immediate method too, the materials used (pictures, books, posters, bills, seat tickets and so forth) should be real, to make students acquire new vocabulary words or phrases appropriately in the mark language.
When an objective of these methods is to teach students grammar or the capability to produce sentences structurally right in a terminology, the immediate method comes with an inductive approach (i. e. having learners find out rules through the display of sufficient linguistic varieties in the target vocabulary) same applies to the communicative strategy where students formulate the guidelines themselves (inductive learning) somewhat than instructors (deductive learning). Learners should not be stressed with linguistic terminology (Dark brown, 2001), grammar rules will be clearer and become remembered better if they're educated in digestible segments bearing the cognitive process at heart.
How a lessons is taught utilizing the Direct Method ( also called the Natural Method) :
Small sets of intensive dialect learning are created: in the class room, the instructions are presented only in the target dialect, the everyday vocabulary is utilized and sentences from real life are taught. Instructors base their lessons on oral communication skills which are intensifying and graded. Exercises revolve around question-and-answer exchanges between students and their professor.
Grammar is trained, as I have already stated before, inductively, as the vocabulary part is educated throughout the utilization of thing or pictures, through presentations and the abstract vocabulary is educated by associating ideas.
The teacher gives a great deal of attention to the students' pronunciation and errors, which should not appear.
versus
How a lessons is taught by using the Communicative Language Teaching Method (CLT) :
When discussing the structure of an organization, the same applies to CLT : small and intensive sets of learners are made and instructions are performed in the prospective language. The teacher bases his lesson on oral and visual strategy; he can use some cards or pictures to make his students understand some notions. They can make an introduction in the mark vocabulary using gestures to make students understand how to greet one another. Furthermore, later in this lesson, the tutor can play a sort at the recorder. Students can listen to it to listen to the pronunciation and then to make an dental conversation.
As this is of words is not sufficient nowadays to learn a vocabulary, grammar (which is educated explicitly) must a become a part of CLT. While speaking or launching new concepts in course, the teacher must focus and pay more focus on the meaning and also to the form of the sentences.
The two methods resemble in terms of: group creation, oral approach, focus on pronunciation and focus on conversation.
Differences between your DM and CLT :
Regarding the Direct Method - the professor acts like partner for the college student, in the Communicative Approach we find out that the professor is a facilitator of the learner.
In the DM vocabulary is emphasized more than grammar, while in CLT terminology functions are emphasized more than forms.
The first method tries to establish a direct link between the target language and learning, as the second method, sticks out through the emphasize of linguistic forms, functions and meanings.
The DM considers that its most important skill is hearing apprehend information rather than speaking which is emphasized most by the communicative procedure.
In the Direct Method, learners are productive participants along with the teacher, and they self-correct their problems whenever possible. Inside the Communicative Way, learners are the communicators and their mistakes are seen to be purely natural, as being an final result in the introduction of the communication skill.
When discussing sentence structure, the difference between DM and CLT is that in the Direct Method sentence structure is trained inductively while on the other side, grammar is educated explicitly.
Similarities between your DM and CLT :
First of all I should point out that the aim of both methods is reaching vocabulary for communication. The students' native dialect is never found in classroom activities. Each of them are using focus on language whilst having class room activities.
The similarity within these activities is that each method stresses on the conversation between student-student, while the teacher may ask the students to apply their written skill as well.
Secondly, and maybe one of the most crucial similarity between these methods is that they both work on all the four skills : reading, writing, speaking and listening. Their activities are based on culture, on every day facts or on daily lives of individuals.
Weakness and power of the Direct Method :
The Direct Method pays attention on speaking and connections between students and teacher, and pays off less focus on other skills like reading, writing or understanding.
It is also called The Natural Method because it teaches students just as they were educated L1, but it has no methodical basis.
The Direct Method is situated more on tones ideas so misunderstanding of words or phrases can happen along the way of learning a dialect correctly.
Another inconvenient of this method is that teacher doesn't spend so enough time explaining sentence structure issues or creating exercises for his or her students - so all of this verbalizing skill may not apply when talking about the level of maturity of a kid or his cleverness capacity.
Weakness and strength of the Communicative Terminology Approach:
In the Communicative Dialect Approach, learners learn by being involved into the communicative tasks with little support from traditional teaching word and practice.
Same as the DM, the CLT concentrates more on activities, text messages, exercises and tasks which emphasize the speaking and being attentive skills, writing skills are kept aside.
Students also need some supportive vocabulary for useful dialect use but it offers little guidance about how precisely to handle vocabulary. For example, in Romanian academic institutions, CLT is more successful in learning British as a Second Language because students usually have a very supportive learning environment outside university (movies, songs, Television set series, Facebook, etc). As well as have more chances to be exposed to the authentic contact with native sound system and the prospective dialect, which reinforces what they learn in class.
Besides, they may have the determination to work on oral English because they want it in their lives.
A critical appraisal of the Community Dialect Learning Method ( CLL ) :
Introduction:
Community Words Learning (CLL) is the name of a way produced by Charles A Curran who was simply a specialist in counseling and a teacher of psychology at Loyola University or college, Chicago. He said that adults feel threatened by learning a fresh words because in this process they might look foolish to others. Being aware of people's needs, Charles A. used his mental counseling ways to teach dialects.
What does "counseling" imply? -> It means when one person provides advice, assistance, and support to some other one who has a problem or is in some way in need.
Objectives:
It is said that CLL is mostly found in the introductory chat courses in a foreign language. The assumption appears to be that through the technique, the educator can successfully transfer native-like pronunciation in the mark vocabulary to the learners.
This method is most often found in the teaching of oral techniques - mainly: educating students how to use the terminology communicatively, to find out about their own leaning process and to be in charge of it. CLL may also be used in the teaching of writing because it will not use a conventional language syllabus, which pieces out beforehand the grammar, vocabulary, and other words items. Each one of these grammatical and lexical patterns are sometimes isolated by the instructor for more detailed study and analysis.
To satisfy their target, CLL professors use the next methods of coaching and learning activities:
Translation - in which a learner whispers a note of what he wants to express and then the professor translates it in to the target language having the students repeat after him
Group Work - where the learners engage in various group tasks, such as small-group dialogue of a topic, preparing a dialogue, preparing a tale that'll be offered to the instructor and the rest of the class.
Recording - in which students record discussions in the mark language.
Transcription - where students transcribe the discussions they have documented for practice of linguistic forms.
Analysis - where students review and then analyze transcriptions of target language to concentrate on particular lexical usage or on sentence structure rules.
Reflection and observation - in which learners reflect and report on the experience of the class, as a school or in groups
Listening - in which students listen to the teacher's monologue in order never to overhear words in category interactions.
Free chat - where in fact the students take part in free conversations with the tutor or with other learners in the target language.
The learner's role:
In Community Language Learning, learners become associates of an community - mainly, they reach learn by interacting with members of the city. In this method, the learning process is not seen as an individual accomplishment but as something that is achieved throughout collaboration. Learners are anticipated to listen to the tutor, to provide meanings they would like to express, to replicate some structures, to aid their colleagues and to become counselors to the other learners.
CLL students are usually grouped in a circle of six to twelve participants; in this group there are also several knowers who is able to help them. In their words development, students should express their thoughts, emotions and also to tell their disappointments.
CLL practice is comparable to the periods of human progress. In stage 1 the college student relies completely on his teacher, exactly as a youngster depends on his mother. The scholar repeats the phrases created by the professor in the mark language. In level 2 the university student begins to determine his own terms independency by using simple words or phrases. In level 3, he starts to understand other people directly in the target language no much longer needs assistance. And in stage 4 the student's grammatical and lexical functions become unbiased even though he doesn't have got a rich knowledge of the words.
The teacher's role:
The teacher's preliminary role is that of a counselor. This means that he identifies how threatening is learning a new language, specifically for individuals, so he facilitates them in their struggle to master the mark language. This matter may be observed among the benefits of CLL because it helps people conquer their negative emotions and transform them into some positive ones in their further learning.
The instructor is responsible for providing a protected climate in which his students are able to learn and expand. Learners, sensing secure, are absolve to direct their energies to the tasks of communication and learning rather than to building a defensive positions.
Teachers want their students to understand how to employ a language communicatively. They also want for their students to learn about their own learning skills, to be aware of this technique. For a much better practice students need to take a growing responsibility for his or her own learning and communicate with fellow workers in the group in order to find out from one another.
In CLL it is said that only six elements are necessary for a non-defensive learning:
Security - assures a non-threatening learning environment.
Aggression - makes them positively mixed up in learning experience.
Attention - can be an ability to acquire concurrently information.
Reflection - comes when students are asked to believe over the actual professor said.
Retention - is the digestion of new materials that comes into language.
Discrimination - is like a Human being Computer- it types out distinctions among target terms and other languages.
And only five periods to follow during a lesson:
Reflection
Recorded conversation
Discussion
Transcription
Language analysis
In Reflection, Documented conversation and Debate - the educator focuses not only on the mark terms but also on paying more attention and being more supportive with his students as the learning process takes place.
When achieving the Transcription stage, students are well informed in themselves and also have a larger security when they start talking, so the instructor can right them and also concentrate more on the precision and fluency.
In the previous two phases - Transcription and Language analysis - the tutor centers more on writing, translations, on acquiring vocabulary and sentence structure guidelines better.
Materials needed in CLL :
Since a CLL course tries to point out the development in communication evolves out of the students who are part of a community, a textbook is not the first material which a educator has at heart. In our circumstance a textbook would only impose in a straight line terminology content for the learners and it would be impeding their growth in language and interaction. Materials may be developed by the instructor as the course occurs. Summaries may be written on the blackboard or may be projected and in terms of conversation, it may be transcribed and analyzed by students. Learners may work in groups to produce their own materials such as dialogs.
Some features of CLL:
I may say that there are advantages and disadvantages to a way like CLL. We have some affective advantages associated with the security of learning a words.
What I love concerning this method is that the instructor who is aware of his student concerns and who's hypersensitive to them can help students beat their negative feelings and turn them into positive energy for their learning.
Another thing that I love about any of it would be that by giving students the choice of what to say so when to say this, students would be in a good position for taking responsibility for their own learning also to be well aware of this process.
That is why the instructor allows the students to determine the kind of conversation and also to analyze the foreign language inductively.
I may say that down the road, after students feel more secure, the educator might stress some particular grammar points, pronunciation habits, and vocabulary to anchor them better in their heads. But the most important skill is understanding and speaking the vocabulary at the start with reinforcement through reading and writing after a time frame when acquisition may be seen.
