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A method of language teaching characterized by translation and the study of grammar rules. Involves presentation of grammatical rules, vocabulary lists, and translation. Emphasizes knowledge and use of language rules rather than communicative competence. This method of language teaching was popular in the 20th century until the early 1960s.
Teachers focus on teaching important language skills while teaching regular lessons, helping students succeed not just in school, but in life beyond the classroom. [ 5 ] Overall, sheltered instruction makes classrooms more inclusive and helps all students succeed, no matter where they come from or what language they speak.
The structural approach makes use of the following features for teaching the language: Word order – Word order or the pattern of form is very important in Language for e.g.: a) Jo broke his toy b) The toy broke Jo sentence a) Jo broke his toy – makes proper sense. it shows the arrangement or pattern of words. The presence of function words:
However, method is an ambiguous concept in language teaching and has been used in many different ways. According to Bell, this variety in use "offers a challenge for anyone wishing to enter into the analysis or deconstruction of methods". [5] The methods of teaching language may be characterized into three principal views:
However, he warned that advance organizers are not beneficial if the tools do not ask the learner to actively incorporate new information or if the preceding teaching methods and materials already are well-defined and well-structured. [7] Others find a basis for graphic organizers on schema theory developed by Swiss psychologist Jean Piaget. [7]
As the name implies, silence is a key tool of the teacher in the Silent Way. From the beginning levels, students do 90 percent or more of the talking. [24] Being silent moves the focus of the classroom from the teacher to the students, [25] and can encourage cooperation among them. [17]
That is to say, the capability of using code switching, relating to the transformation of phonetics, words, language structure, expression mode, thinking mode, cultural differences and so on, is needed to be guided and developed in the daily communication environment.
Content-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT).