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The grammar translation method versus meaningful communication in humanistic approach
Keywords: gramatičko-prevodni metod; humanistički pristup; značenjska komunikacija; pozitivna atmosfera; učenici; nastavnik; usvajanje i učenje engleskog jezika
Abstract
This paper deals with the relationship of theoretical disciplines to teaching methodology, the principal features of the Grammar-Translation method and the Humanistic approach, the currant situation in our education system and the persistent reliance on the Grammar-Translation method in our schools. The Grammar-Translation method is a non-communicative method that relies heavily on reading, translation, mastery of grammatical form and accurate writing. On the other hand, the Humanistic approach is a communicative approach that focuses on a whole learner, emphasizes the role of pair and group work and includes communication of meaning, guessing, problem solving art and music. One of the most important goals of the language teaching profession is to move beyond the teaching rules, patterns, definitions and other knowledge "about language" to the point that we are teaching our students to communicate spontaneously and meaningfully in the target language. Creating positive atmosphere in the classroom, caring for students and listening to them will increase students' participation and motivation and eliminate debilitating factors (anxiety, fear, anger, self-pity, etc). The Humanistic approach places the learner at the center of the learning process and focuses on the learner's affective, cognitive and linguistic needs.
References
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Ellis, R. (1996) The study of second language acquisition. Oxford, itd: Oxford University Press / OUP
Harmer, J. (1991) The practice of English language teaching. London, itd: Longman
Krashen, S.D. (1987) Principles and practice in second language acquisition. Hempstead: Prentice Hall Europe
Larsen-Freeman, D. (2000) Techniques and principles in language teaching. Oxford, itd: Oxford University Press
Lightbrown, P., Spada, N. (1993) How languages are learned. Oxford, itd: Oxford University Press / OUP
Moskowitz, G. (1978) Caring and sharing in the foreign language class. Massachusetts: Heinle and Heinle Publishers
Nunan, D. (1990) Second language teaching. Massachusetts: Heinle and Heinle Publishers
Richards, J.C., Rodgers, T.J. (2001) Approaches and methods in language teaching. Cambridge, itd: Cambridge University Press / CUP
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article language: Serbian
document type: Paper
published in SCIndeks: 02/06/2007

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