Linguistics

Dn Cecilia M. Mniliola/Prof, Ma. fuorro Tiamson

lwatk toward

the doar.

I dnw near to the daar.

I draw nearcrto the door.

I ge,t

ta the'dcar".

'l stop at.the door.

i sfrefch out niy arm.

I take,hald af the handle.

'l'tum the'ttandle.
'l open the door.
| Pullthe door.
The door rnoves.
Tfie door ful'ns,on ifs'firhges.
The door tums and tums.
i'open the doorwide"

ti;lsJ;trt;;

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/-

h;;i'.

fit

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This is no simple .VOlCl |J.TAB[-E" lesson because ihe 15 sentences have an

unconventionally large number of :grammatical:,propefties, .vocabulary items, word
orders, and complexity.
lt regafds language asieasili'understoodr,stoned, rec,alled; artd,l:elated'totrlity.

OIRECT METI4OD Teachers who use tnis mettrod,,,intend:that:students leam how to

mmmunicate in the target language. $ome of the major characteristics of this method are:
r Teaehers,.believe,students neb*toassociate meaning
targ*tanguage directly.
r Teachers demonstrate the meaning of the new target language word or-phrase nrougn
the use of realia, pictures, or pantornirne.
r Students speak in the target language a great deal and communicate as if they were in
realsituations.
r The syllabus used !n this metrod is based upon situations, like language people woutd
use in a bank, in a mall, in geography, etc.
r Students are pres'enteO witn examptes and they figure out the iule or generalization
frpm the examples
r Explicit grammar rule may never be given.
. StuOents, practi,ee vocabulary'by' usirfo new wordsi in,comptte sentences.

and

: i.

(Dianerl-arsen.Freernan, t9S6)

SRAMMAR TRANSLATION METHOB - This is ihe Classicel,Methoii,of,,the'19th,century. lt

is,so'called since it was first used'in,the,,teaching, eY11t*,slqssical.,lbnguages, Latin and
Greek. These are some of its major cfraracteristics :

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r
r
r
.
r

Classesrare taught in the, molher tongue, with little active uie of ,the target language.
Much vocabulary is taught in the form of lists of isolated words.
Long elaborate explanations of the intricacies of grammar are given.
Grammar provides the rules for: fifting words together, and instruction often fscuses on
the form and inflection of words.
Reading of difficult classical texG is begun eady.
Little attention is paid tro the content of texb, ufrich'are treated as exercises in
grammatical analysis.
Often the only driils are exercises in translating disconnected sentences from the target
language into the msther tongue.
Little or.no attention is given to pronunciation.
(Prator and Celce-Murcia, 1979)