Multiple Intelligences as Strategy for Teaching EFL to high school graduates

3.conversational –questions, answers, commands and completion of sentences.

Thus H. Palmer method is based on rationalization of teaching/learning process and systematic selection of material. Teaching speaking features prominelity in H. Palmer’s method, hence its name “oral method”.

Direct Method

The Direct Method appeared as a reaction to the GTM and the failure to procedure learns who could use the foreign language they had been studying.

The Direct Method was based on the belief that students could learn a language through listening to it and that they learn to speak by speaking it – associating speech with appropriate action, like the way the children learn native tongue. The Direct Method received its name from the fact that meaning is to be related to the target language directly, without going through the process of translating into the student’s native language.The various “oral” and “natural” methods which developed at the turn of the century may be grouped under DM. The students learn new words and phrases from objects. Actions and mime. When the meaning of words could not be made clear, the teacher would resort to semantization but never to native language translations. From the beginning, students are accustomed to hearing complete meaningful sentences in the target language. Grammar is taught at a later stage inductively, numerous examples of a certain principle are presented and the rule is then inferred from these examples. An explicit grammar rule may never be given.

Students learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use in full sentences, rather than memorizing long lists of words. Vocabulary is emphasized over grammar. Although work on all four skills occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students have orally practiced first. Pronunciation also receives due attention from the beginning of the course. Desides studying every speech the learns also do history, geography and culture of the country or countries where the language spoken.

The teacher who employs DM asks the students to self-correct their answers by asking them to make a choice between what they said and alternate answer he supplies. There are, of course, other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said using a questioning voice to signal to the student that something was wrong with it. Another possibility is for teacher to repeat what the student said, stopping just before the error. The student then knows that the next word was wrong. There are also other options of remedial work.

The main principles of DM can be summarized under the following headings:

Techniques

1.FL used throughout.

2.Audio-visual approach.

3.Speech before reading.

4.No translation-meaning conveyed through visual/mime.

Objectives

1.Fluency in speech.

2.Capacity to think in target language.

3.Meaningful everyday language.

4.Grammar to be include from practice.

5.Explanations in foreign language.

Pros

1.Lively procedure in classroom.