Multiple Intelligences as Strategy for Teaching EFL to high school graduates

b)Grammar for the teacher not the learner;

c)Learn through doing, through active practice

d)Practice first, rules induced later.

11.A language is what its native speakers say, not what someone thinks they ought to say:

a)Emphasis on colloquial wealth of language;

b)Literary language at much later stage;

c)Traditional grammar mistrusted: functional styles (occupational, emotive, informative) studied as well as language of attitude.

12.Languages are different:

a)Universal rules of transformational grammar mistrusted;

b)Contrastive studies of language encouraged;

c)Translation accepted when necessary or possible;

d)Translation a later skill with its own techniques

Techniques:

1.Situational dialogues.

2.Everyday language.

3.Emphasis on speaking – aural – oral active participation.

4.Mimicry-memorisation.

5.Pattern-drilling-choral/individual – Role playing/Dialogue building.

6.Reading and writing to reinforce.

7.Awareness of graphic interference.

8.Rules to be induced from practice.

A-LM enables the students to use the target language communicatively. In order to do this the students are believed to overlearn the target language. To learn to use it automatically without stopping to think. The students achieve this by forming new habits in the target language and overcoming the old habits of their native language.

The teacher is like an orchestral leader, directing and controlling the language behaviour of the students. He is also responsible for providing his students with a good model of imitation. The students are imitators of the teacher’s model or the tapes he supplies of model speakers. They follow the teacher’s directions and respond as accurately and as rapidly as they can.

New vocabulary and structures are presented through dialogues and texts. These are learnt through imitation and repetition, transposition are based upon the patterns in the dialogue or texts. Students successful responses are positively reinforced. Grammar is induced from the example given; explict grammar rules are not provided. Cultural information is contextualized in the dialogues and texts or presented by the teacher. Students’ reading and writing work is based upon the oral work they did earlier.