PHASE III: PURPOSEFUL STUDENT COMMUNICATION

The third phase of the teaching/learning function is one which pushes the student out of the “practice
nest”. The bulk of the third phase rests within a single concept- student utilization of what has been
introduced and learned (whether inside or outside of the classroom) to suit the individual purposes.
Selection may be implemented in several ways: a] role playing b] gaming simulation c] problem-solving
d] hypothetical recombination e] directed discourse

PHASE IV: REVIEW, RECOMBINATION OR RETEACHING

It is important to review and recombine language already covered in the first three phases using any or
all of the 3 phases. This fourth phase may also mean reteaching the material or the need once again to
move the student through each of the first three phases. (Illustration of the diagram of the 4 Phases will
be sent to GC)

CURRENT TRENDS IN THE TEACHING OF ENGLISH AS A SECOND LANGUAGE

The choice of methods/strategies to use swings from the traditional grammar-translation to the other
end which is the communicative approach.

A. The Grammar-Translation Method- Grammar- translation was the offspring of German scholar, the
object of which was “to know everything about something rather than the thing itself”. Grammar-
translation was in fact first known in the United States as the Prussian Method. The principal
characteristics of this method are these:

1] Grammar-translation is a way of studying a language that approaches the language first through
detailed analysis of its grammar rules, followed by the application of this knowledge to the task of
translating sentences and texts into and out of the target language. “The first language is maintained
as the reference system in the acquisition of the second language.”

2] Reading and writing are the major focuses; little or no systematic attention is paid to speaking or
listening.

3] Vocabulary selection is based solely on the reading text used, and words are taught through
bilingual word lists, dictionary study, and memorization.

4] The sentence is the basic unit of teaching and language practice.

5] Accuracy is emphasized.

6] Grammar is taught deductively.

7] The students’ native language is the medium of instruction.

B. The Direct Method- This method is widely known as the Natural Method. In practice, it stood for the
following principles and procedures:

1] Classroom instruction is conducted exclusively in the target language.

2] Only everyday vocabulary and sentences are taught.

3] Oral communication skills are built up in a carefully graded progression organized around the
question and answer exchanges between teachers and students in small intensive classes.

4] Grammar is taught inductively.

5] New teaching points are introduced orally.

6] Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is
taught by association of ideas.

7] Both speech and listening comprehension are taught.

8] Correct pronunciation and grammar are emphasized.

The foregoing principles are seen in the following guidelines for teaching oral language which are still
followed in contemporary Berlitz schools.

*Never translate: demonstrate

*Never explain: act

*Never make a speech: ask questions

*Never imitate mistakes: correct

*Never speak in single words: use sentences

*Never speak too much: make students speak much

*Never use the book: use your lesson plan

*Never jump around: follow your plan

*Never go too fast: keep the pace of the students

*Never speak too slowly: speak normally

*Never speak too quickly: speak naturally

*Never speak too loudly: speak naturally

*Never be impatient: take it easy

C. The Oral Approach and Situational Language Teaching- Palmer, Hornby and other British applied
linguist from the 1920s onward, developed an approach to methodology that involved systematic
principles of selection (the procedures by which lexical and grammatical content were chosen),
gradation (principles by which the organization and sequencing of content were determined) and
presentation (techniques used for presentation and practice of items in a course). This approach was
referred to as the Oral Approach to language teaching.