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No translation; Concepts are taught by means of objects or by natural contexts through the mental and physical skills of the teacher only. Oral training helps in reading, writing, listening and speaking simultaneously. Grammar is taught indirectly through the implication of the situation creation. [5]
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The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.
Language pedagogy is the discipline concerned with the theories and techniques of teaching language.It has been described as a type of teaching wherein the teacher draws from their own prior knowledge and actual experience in teaching language. [1]
Formative assessment provides feedback for remedial work and coaching, while summative assessment checks whether the competence has been achieved at the end of training. Assessment of combinations of skills and their foundational knowledge may provide greater efficiency, and in some cases competence in one skill my imply competence in other ...
Learners in environments using communication to learn and practice the target language by communication with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class.
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The validity of the MLAT has also been challenged due to changes in teaching methods since the 1950s. The grammar translation method was likely used with norming subjects in high schools and universities, while government employees and soldiers in intensive language programs focused on oral language skills.