The Direct Method in Modern Languages
Author: Carl Albert Krause
Publisher:
Published: 1916
Total Pages: 162
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author: Carl Albert Krause
Publisher:
Published: 1916
Total Pages: 162
ISBN-13:
DOWNLOAD EBOOKAuthor: Carl A. Krause
Publisher: Forgotten Books
Published: 2017-09-18
Total Pages: 154
ISBN-13: 9781527985797
DOWNLOAD EBOOKExcerpt from The Direct Method in Modern Languages: Contributions to Methods and Didactics in Modern Languages For the promotion of rational Modern Language instruction. Occasional repetitions of salient points are explained by the independent origin of the various papers, and may, I hope, be. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Carl Albert Krause
Publisher:
Published: 2017-08-18
Total Pages: 150
ISBN-13: 9781375452519
DOWNLOAD EBOOKAuthor: Carl Albert Krause
Publisher:
Published: 1916
Total Pages: 158
ISBN-13:
DOWNLOAD EBOOKAuthor: Carl Albert Krause
Publisher: Nabu Press
Published: 2014-02-23
Total Pages: 150
ISBN-13: 9781294690054
DOWNLOAD EBOOKThis is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
Author: Carl A. Krause
Publisher:
Published: 2017-08-30
Total Pages: 162
ISBN-13: 9780649468393
DOWNLOAD EBOOKAuthor: Carl A. Krause
Publisher:
Published: 2017-08-30
Total Pages: 160
ISBN-13: 9780649463916
DOWNLOAD EBOOKAuthor: Marguerite Mainssonnat
Publisher:
Published: 1921
Total Pages: 134
ISBN-13:
DOWNLOAD EBOOKAuthor: Guillermo Franklin Hall Aviles
Publisher:
Published: 1924
Total Pages: 16
ISBN-13:
DOWNLOAD EBOOKAuthor: Bernd-Peter Liegener
Publisher: GRIN Verlag
Published: 2018-10-22
Total Pages: 20
ISBN-13: 366882133X
DOWNLOAD EBOOKSeminar paper from the year 2017 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 82%, , language: English, abstract: Two methods of teaching foreign languages, the “Direct Method” and the “Grammar Translation Method” are described and compared. The underlying principles with main focus on acquisition of communicative skills and grammatical knowledge respectively are illustrated. Looking at possible results of either method we find that there is no gradual difference between them in the sense of better or worse, but that both have completely different targets. The suggestion is made to combine different methods in order to achieve multiple goals and to vary the emphasis according to individual goals. The most ancient and probably most fundamental controversy in language teaching is the one between “Direct Method” and “Grammar Translation Method”. Both of these have totally different underlying approaches. For interested educational stakeholders or educators, there are two important questions, they should think of before looking for an appropriate method: What do I want the students to achieve? How can the learners reach this goal? One can think of different goals which should be reached by teaching a language and every teacher will want to cover most of them in their teaching. The emphasis however is very divers between the different approaches that have been developed over the years. And the most apparent difference, a completely different idea of how to teach language shows up between the two mentioned methods and their approaches respectively. This is why it is so interesting and exciting to compare these two methods and this is why I will try to tackle that task in this paper. The first and main goal of teaching a language obviously is teaching the language. But here rises already the first question: What is the language that we want the learners to learn? Are we talking about skills in oral or written language? Is our focus more on active or passive language i.e. on speaking and writing or listening and reading respectively? Are we concerned about correctness or fluency? Does correctness mean formulating grammatically correct sentences or texts, does it refer to perfect pronunciation and intonation, are we talking about style aptly adapted to the contextual situation? And does fluency have to do with the speed of writing or speaking, with the ability to develop own ideas and own formulations while speaking or writing rather than using memorized phrases? Or do we want the learners to know about the language, understanding its structure, its roots, its development?