This document discusses different teaching methods for foreign languages. It defines a teaching method as having an orientation based on a learning theory, objectives, tasks, and roles. Several orientations are described, such as grammar-based and communicative. Four common teaching methods - Grammar Translation, Direct, Audio-Lingual, and Communicative - are then outlined in detail, comparing their characteristics, focuses, advantages, and disadvantages. The document provides an overview of the philosophies and practices of different approaches to teaching foreign languages.
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
This document discusses four major methods of teaching English: the Grammar Translation Method, the Direct Method, the Audio-Lingual Method, and the Natural Method. It provides details on the origins, key principles, techniques, merits and demerits of each method. The Grammar Translation Method focuses on translating texts and uses the learner's native language. The Direct Method teaches exclusively in English using real-world examples. The Audio-Lingual Method is based on behaviorism and uses repetition and drills. The Natural Method aims to mimic how children acquire their first language.
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
The Silent Way teaching methodology developed by Caleb Gattegno in the 1960s emphasizes learner independence and autonomy. It is based on the premise that the teacher should be silent as much as possible to encourage student language production. Pronunciation is fundamental, and specialized teaching materials like Cuisenaire rods are used to help students learn without translation or repetition. While the full Silent Way is rarely used, its focus on learner-centeredness and pronunciation continues to influence language teaching.
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
Second language and its teaching methods Mohsan Raza
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
The document discusses progressive teaching methods advocated by John Dewey, Rousseau, and Karl Marx. Progressive methods focus on learning through doing, discovery, inquiry, and problem solving with the teacher acting as a guide. This allows students to learn freely and discover new truths for themselves. Specific progressive methods mentioned include inquiry, experimentation, field work, projects, discussion, demonstration, group work, role play, research, simulation, and debate.
APPROACHES AND METHOD IN LANGUAGE TEACHINGRajputt Ainee
This document provides a brief history of language teaching methods from the 16th century to present. It discusses how Latin was traditionally taught through memorization of grammar rules and translation exercises. In the 19th century, the Grammar Translation Method became dominant, focusing on reading, writing, and translating sentences. Reformers proposed more oral-based methods by the end of the 19th century, leading to the Direct Method which taught exclusively in the target language using everyday vocabulary and inductive grammar instruction. The 20th century saw additional methods developed like the Audiolingual Method, Situational Language Teaching, and later Content-Based and Task-Based approaches.
Un resumen de los métodos y filosofías que han influido en la práctica de la enseñanza de la lengua inglesa. Una visión crítica sobre la pedagogía del lenguaje y su valor histórico
Humanism focuses on the individual learner and their development. It views the learner as self-growing and the educator's role is to create an environment for students to learn on their own. In language learning, humanism is aware of each learner's developmental readiness and allows a combination of theories tailored to individual motivation, whether intrinsic or extrinsic. While it considers the learner's inner thoughts and the teacher-student relationship, critics argue it may overemphasize the learner's potential and interests at the expense of educational and social influences.
The document discusses key aspects of language teaching and learning. It addresses the differences between deductive and inductive learning, the role of mistakes in the learning process, and strategies teachers can use to facilitate language acquisition such as providing rich input and opportunities for interaction and practice. It also examines theories of learning, including behaviorism and constructivism, and how they have influenced approaches to teaching.
This document discusses teaching methods, including traditional and modern approaches. It provides details on the lecture method. Some key points:
- It defines teaching as an art and science that involves imparting knowledge through a systematic process based on educational objectives.
- Teaching methods refer to the ways teachers deliver content to students. It lists some traditional methods like lectures and discussions, and modern methods such as problem-solving and field trips.
- When selecting a method, teachers should consider factors like class level, subject nature, resources available and time.
- The lecture method involves an oral presentation by the teacher to present information. It is one of the oldest methods but can be effective if the teacher engages students through
A slide show on the Systems Perspective that was made for my Organizational Communications class. Hope you enjoy and if you have any questions please leave a comment.
Language is acquired naturally, with meaning taking priority over structure, and reinforced through real-world experiences. As with first language acquisition, second language learners progress from single words to combining words based on meaning before identifying sentence elements, and can rearrange elements to form questions. Motivation and anxiety levels impact the language acquisition process, so teachers should provide instruction at a student's current proficiency level plus one additional level.
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Direct method and grammar translation method haseema groupFatima Gul
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. [1] The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. [2] In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, with little emphasis on speaking or listening skills. [3] Key differences include the Direct Method teaching grammar inductively while Grammar Translation uses rules, as well as the Direct Method emphasizing oral communication and Grammar Translation prioritizing reading and writing.
The document discusses and compares the Direct Method and Grammar Translation Method of teaching foreign languages. The Direct Method aims to immerse students in the target language through speaking and listening exercises, while inductively teaching grammar. In contrast, the Grammar Translation Method focuses on reading, writing, and translating between the native and target languages through explicit grammar instruction. Key differences include how vocabulary, grammar, and student/teacher roles are approached in each method.
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, memorizing rules, and developing reading/writing over speaking/listening. It presents grammar deductively. Overall, the Direct Method emphasizes oral communication skills while the Grammar Translation Method prioritizes reading/writing and translation between languages.
This document discusses and compares two language teaching methods: the grammar-translation method and the direct method. The grammar-translation method emphasizes teaching grammar rules and having students translate between their native language and the target language. It focuses on reading and writing but not speaking. In contrast, the direct method aims to teach language without translation, using objects, actions, gestures to link words directly to their meanings. It focuses on speaking and immerses students in the target language.
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
This document describes several methods for teaching second or foreign languages:
1) The grammar-translation method focuses on grammar rules and translation exercises with little use of the target language.
2) The direct method immerses students in the target language without translation or use of the native language.
3) The reading method prioritizes reading skills and comprehension over speaking abilities.
4) The audio-lingual method uses repetition and mimicking dialogs to teach language structures inductively.
5) Community language learning uses counseling techniques to help students feel comfortable speaking the new language.
6) The silent way emphasizes student autonomy and uses teacher silence and visual aids to teach pronunciation and structures.
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and dramatization to associate words and phrases with their meanings. It aims to build direct relations between experience and language.
2. It was developed in the early 1900s in response to issues with the Grammar Translation Method. It uses only the target language in instruction and refrains from translating into students' native languages.
3. Techniques include question-answer exchanges, dictation, reading aloud, map drawing, and paragraph writing. Grammar is taught inductively and oral communication is emphasized over other skills.
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and immersion in the target language. Grammar is taught inductively.
2. Class is conducted exclusively in English, focusing on oral communication through questioning and answers between students and teachers.
3. While initially popular, the Direct Method fell out of favor due to difficulties with implementation in public schools due to constraints like budget, class size, teacher qualifications, and lack of focus on reading and writing.
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
The document discusses several approaches to teaching English as a foreign language, including student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. Each approach is described in terms of its methods, advantages, and disadvantages. The document provides an overview of the major considerations and guidelines for English language teachers in selecting an approach.
An experienced language teacher chooses from a variety of teaching methods based on a student's objectives, learning style, and context. Major methods include grammar translation, direct method, audio-lingual method, cognitive code approach, communicative language teaching, and the natural approach. Each method has a different vision of language learning and uses specific techniques, materials, and sequences. A principle eclectic approach integrates suitable techniques for each task and learner.
This document discusses several approaches to teaching English as a foreign language. It describes student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. For each approach, it provides details on the methods used and advantages and disadvantages.
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
This document discusses various teaching methods for English, including grammar translation, direct method, bilingual method, reading method, situation method, audio-lingual method, total physical response, blended learning, and cooperative learning. For each method, it provides the key characteristics, advantages, and disadvantages. It emphasizes that teaching methodology should provide systematic and scientific guidance for teaching English effectively.
This document discusses various approaches and methods for teaching English as a foreign language. It begins by defining TEFL as teaching English to speakers of other languages. It then outlines two main approaches: teacher-centered, where the teacher actively provides information to passive students; and student-centered, which focuses on constructive learning with student-directed activities. Several common teaching methods are also described, including grammar translation, direct method, audiolingualism, and communicative language teaching. The document provides examples of techniques and activities used in each method.
The document summarizes several approaches to teaching English as a foreign language (TEFL), including their key advantages and disadvantages. The approaches discussed are: grammar-translation, direct method, reading approach, audio-lingual approach, community language learning, silent way, communicative approach, functional-notional approach, total physical response (TPR), and natural approach. Each approach is briefly characterized with its focus on skills, use of the native language, and role of the teacher.
This document discusses different approaches and methods for teaching language:
- The grammar-translation method teaches through translation with little active use of the target language.
- The audio-lingual method uses behaviorist models with drills and reinforcement.
- The direct method conducts instruction exclusively in the target language using everyday vocabulary.
- The communicative approach focuses on interacting and negotiating meaning in the target language.
OBJETIVO DE LA DIDÁCTICA. ORIENTAR LA ENSEÑANZA DE ACUERDO CON LA EDAD EVOLUT...Intellectual Look
ORIENTAR LA ENSEÑANZA DE ACUERDO CON LA EDAD EVOLUTIVA DEL ALUMNO, DE MODO DE AYUDARLO A DESARROLLARSE Y A REALIZARSE PLENAMENTE, EN FUNCIÓN DE SUS ESFUERZOS DE APRENDIZAJE.
Este documento describe la teoría del desarrollo moral de Lawrence Kohlberg y cómo los educadores pueden ayudar a desarrollar valores morales en los estudiantes. Kohlberg propuso que el razonamiento moral pasa por seis estadios organizados en tres niveles. Los educadores pueden usar técnicas como discusiones sobre dilemas morales para ayudar a los estudiantes a avanzar de niveles menos a más evolucionados. El objetivo final es que los estudiantes alcancen los niveles postconvencionales basados en principios
Este documento describe los métodos de enseñanza de importantes filósofos de la escuela clásica como Sócrates, Platón y Aristóteles. Sócrates enseñaba mediante el diálogo y la mayéutica para guiar a los estudiantes a descubrir la verdad por sí mismos. Platón fundó la Academia donde enseñaba a través de alegorías y buscaba la formación moral de las personas. Aristóteles estableció el Liceo donde enseñaba paseando con sus estudiantes y ofreciendo curs
Este documento describe la diferencia entre discurso y conferencia. Un discurso es un mensaje que se pronuncia de manera pública con el objetivo de exponer información y convencer a los oyentes, mientras que una conferencia es una exposición realizada por una o más personas sobre un tema de interés ante un público que puede hacer preguntas. El documento luego explica las características, tipos, cualidades y consideraciones para dar un buen discurso o conferencia.
This document discusses true cognates and false cognates between English and Spanish. True cognates are words that have a common etymological origin and the same meaning in both languages, like "vacation" and "vacación". Knowing true cognates can help in learning vocabulary. However, there are also false cognates that just coincidentally look or sound similar but have different meanings, like "embarrassed" and "embarazada". The document provides many examples of true and false cognate word pairs to be aware of when learning English and Spanish. It emphasizes being careful of context to avoid mistakes from assuming false cognates have the same meaning.
Este documento describe y clasifica diferentes métodos de enseñanza. Explica el método deductivo, que va de lo general a lo particular a través de la exposición de conceptos y definiciones por parte del profesor. También describe el método inductivo, que va de lo particular a lo general mediante el estudio de casos particulares para descubrir principios generales. Finalmente, presenta el método analógico o comparativo, que establece comparaciones entre datos particulares para llegar a soluciones por semejanza.
El documento describe la inteligencia lingüística como una de las inteligencias múltiples propuestas por Howard Gardner. Se refiere a la capacidad de usar el lenguaje de forma efectiva, oralmente o por escrito, e incluye dos tipos: la oral y la escrita. Además, explica que esta inteligencia permite aprender idiomas y comunicar ideas usando el lenguaje.
Este documento describe las cinco etapas de la voz: psíquica, respiratoria, fonatoria, resonancia y articulación. La etapa psíquica involucra procesos mentales como la generación de una idea, la decisión de comunicarla usando la voluntad, la selección de palabras de la memoria y el envío de órdenes nerviosas a los órganos vocales.
El video como instrumento de recogida de informaciónIntellectual Look
El documento describe el uso del video como una herramienta para recopilar información en el aula y evaluar el desempeño docente. Explica que el video se puede utilizar para que los profesores vean sus propias clases y reflexionen sobre sus fortalezas y áreas de mejora, lo que les permite corregir sus prácticas. También enumera algunos aspectos que se pueden evaluar, como el desempeño docente, la capacidad de adaptación a diferentes contextos, la planificación de clases y la creación de un ambiente de aprendizaje
los signos de puntuación: la coma, el punto: punto y seguido, punto y aparte, punto final; los dos puntos, los puntos suspensivos, interrogación, admiración, comillas, diéresis.
Este documento trata sobre la apomixis, una forma de reproducción asexual mediante semillas. Explica que la apomixis implica el desarrollo de un embrión sin la fusión de gametos, transmitiendo las características genéticas de la planta madre. Describe los diferentes tipos de apomixis, ejemplos de plantas apomícticas, ventajas como la fijación de genotipos adaptados, y desventajas como la pérdida de variabilidad genética.
Teaching English as a second language... presentationIntellectual Look
The document discusses the topic of teaching English as a second language to students in Panama. It provides background on the history of English as a second language education, beginning in the 15th century with the British Empire. It also outlines some traditional teaching methods and discusses the importance of English in Panama today. The document focuses on teachers of English as a second language in Panama and provides an overview of techniques for teaching various language skills like grammar, vocabulary, conversation, listening, writing and pronunciation. It concludes that there are effective techniques teachers can apply to improve students' English skills and emphasizes the importance of English for professional success in Panama.
Teaching english using technological resources in classroomsIntellectual Look
Example of a oral presentation for a monograph. The second Chapter of presentation only must have a brief summary of the content. The survey results must be explained with some comments each one; do not forget include their graphics!!
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
This presentation was provided by Shaina Lange of Kidney News, and Dianndra Roberts of the Royal College of Psychiatrists (RCPsych), for the fifth session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Five: 'DEIA in Peer Review,' was held July 11, 2024.
View Inheritance in Odoo 17 - Odoo 17 SlidesCeline George
Odoo is a customizable ERP software. In odoo we can do different customizations on functionalities or appearance. There are different view types in odoo like form, tree, kanban and search. It is also possible to change an existing view in odoo; it is called view inheritance. This slide will show how to inherit an existing view in Odoo 17.
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...Alvaro Barbosa
In this talk we will review recent research work carried out at the University of Saint Joseph and its partners in Macao. The focus of this research is in application of Artificial Intelligence and neuro sensing technology in the development of new ways to engage with brands and consumers from a business and design perspective. In addition we will review how these technologies impact resilience and how the University benchmarks these results against global standards in Sustainable Development.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
Odoo 17 Events - Attendees List ScanningCeline George
Use the attendee list QR codes to register attendees quickly. Each attendee will have a QR code, which we can easily scan to register for an event. You will get the attendee list from the “Attendees” menu under “Reporting” menu.
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : VIEW
Sub-Topic :
View Definition, Advantages and disadvantages, View Creation Syntax, View creation based on single table, view creation based on multiple table, Deleting View and View the definition of view
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
Previous Slides Link:
1. Data Integrity, Index, TAble Creation and maintenance https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
2. Sequences : https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
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teaching methods
2. Teaching Methods
O For centuries, people have attempted to learn
foreign/second languages through formal
education.
O The methods and approaches employed have
changed through the years, having been
impacted by advancements in the theories
and psychology of learning.
O Basic assumptions about why and how people
learn, shape the way in which languages have
been taught.
3. WHAT IS A TEACHING METHOD?
We define the term "TEACHING METHOD" as
being comprised of:
An ORIENTATION/APPROACH based on a
pedagogical philosophy and/or learning theory
about how students learn language best. This
establishes the goals of language instruction.
Learning objectives, kinds of tasks learners are to
perform, and perception of learner/teacher roles;
The interaction style of teacher/learner, attitude
toward corrections, and the desired classroom
atmosphere.
4. • Some methods focus on communication skills
and place the greatest emphasis on being able
to express oneself; others focus on grammatical
accuracy. Some methods suggest that reading
and writing should be secondary to spoken
language emphasis, others suggest that
vocabulary and grammar instruction should
be emphasized.
•
5. ORIENTATIONS/APPROACHES TO TEACHING ENGLISH AS A FOREIGN
LANGUAGE: A set of assumptions about language and learning
forms the basis for each orientation/approach.
• 1. Grammar-Based Orientation/Approach
• 2. Communication Orientation/Approach
• 3. Empiricist Orientation/Approach
• 4. The Rationalist Orientation/Approach
• 5. The Affective-Humanistic Approach
• 6. Comprehension-Based/Natural Approach
• 7. The Communicative Approach
6. Teaching Methods
What are the teaching methods?
The types of principles used for instruction are called teaching
methods.
There are many teaching methods depending on what information or
skill the teacher is trying to convey.
The teacher may be flexible and willing to adjust their style according
to their students.
Effective teaching is the base in the success of a student. Here we are
going to discuss four teaching methods:
• Grammar Translation Method
• Direct Method
• Audio Lingual Method
• Communicative Approach
7. The GTM is not new one.
Language teachers have used it for many years. It
was first used in the teaching of the Classical
Language, Latin and Greek. So, it was called
Classical Method. In the earlier centuries this
method was used for the purpose of helping
students in reading foreign language literature.
It was also hoped that through the study of
grammar, students would become more familiar with
the grammar of their native language.
8. The purpose of G.T.M. was to know everything
about some thing rather than the thing itself. According
to Stern (1983) “The first language is maintained as the
reference system in the acquisition of the second
language.”
9. In Grammar Translation Method the structure of the foreign
language are taught by comparing and contrasting with those
of the mother tongue.
Reading and writing are the major focus; little or no
systematic attention is paid to listening or speaking.
Vocabulary selection is based solely on the reading text used,
and words are taught through bilingual word lists, dictionary
study, and memorization. Vocabulary terms are presented
with their translation equivalents, and translation exercises
are prescribed.
10. The student’s native language is the medium of
instruction. New items are explained by comparing and
contrasting with those of native tongue and target
language.
GTM is a very easy method. It proceeds from known to
unknown. As a child already known his mother tongue
and now he learns the equivalents in the target
language.
As the difficult and lengthy definitions are avoided in
GTM the vocabulary is acquired economically and
effectively. Students can easily get the exact meaning of
the words.
11. More stress is on the sentence structure, because the
sentence is the basic unit of teaching and language
practice. According to Howatt (1984:131) “The central
feature was the replacement of the traditional texts by
examplifactory sentence.”
As the students are taught each and everything by
translating in the mother tongue, so the teachers raise
their expectations high about the students. Howatt
(1984:132).
GTM is the deductive way of teaching a language,
means that language is taught trough rules rather than
use.
12. The teacher feels at ease while teaching through GTM
because they need not to labor for preparing their lesson
and to find out new ways for explaining the words. They
also need to collect different A.V. aids for the preparation
of their lesson.
In GTM at the early stages the teacher can easily
evaluate the students by asking questions in their native
language.
13. In GTM much attention is not paid to oral activities or drill
work, through out the class the students are focused on
reading and writing. Nothing type of conversational
session is held.
The students become use to of thinking every thing in
their native language first instead of the target language.
It becomes much difficult to translation each and every
thing in the native language or in the target language for
e.g. the idiomatic expressions can not be translated
exactly.
14. GTM teaches the language by rules rather than by use.
Teaching through GTM makes students passive listeners
because they are not motivated to speak in the class,
most of the time the teacher be the active person in the
class.
As nothing type of A.V. aids are used in GTM to make
lesson interesting so it seems very dull and boring.
15. Direct Method
When GTM lost its popularity in America
towards middle of the 19th century, teachers
set themselves for inventing some better
method exactly on the lines on which a child
learns his mother tongue. The minister of
public instruction of France was the first to use
the name the “Direct Method”. This method
originated in France in 1901.
16. Direct Method
Definition:
“Direct Method is a method of teaching a foreign
language especially a modern language through
conversations, discussion and reading in the
language itself, without the use of the pupil’s
language, without translation and without the
study of formal grammar. The words are taught by
pointing to objects or pictures or by performing
actions.” (Webster’s New English Dictionary).
17. Characteristics of Direct Method
Direct method is a natural method as it follows the natural principle
of learning, listening, speaking, reading, and writing.
DM. is an inductive method as it teaches the language by use rather
than by rule.
Being a natural method DM. lays emphasis on oral teaching. The
learners are strictly motivated to speak in the target language.
As there is much emphasis on oral training so the pronunciation of
the learners improves a lot. For this purpose a model from a native
speaker of the target language may be presented in the class.
The target language is taught through the real life examples and
different objects.
18. Draw backs of Direct Method
Some drawbacks of DM. are as under:
DM. mostly emphasizes on oral training (listening, speaking) so the
other activities (reading, writing) are left behind.
All the teachers can teach through this method, only the teachers
who are competent in conversational skills can adopt this method.
As different A.V. aids are used in this method, and mostly are
expensive so every teacher or institution can not afford the
expenditures.
Individual attention is very important for this method so the classes
having the small number of students are required for this method.
19. Characteristics of Direct Method
In DM. teaching the learners become very active because they have to
participate in all oral sessions.
DM. aims at the direct bond experience and expression, and learners are
strictly motivated to think in the target language. There is no intervention of
mother tongue in this method.
The sentence is the part of speech so learners are forced to answer in the
full sentence form instead of yes/ no.
Thinking in the target language improves writing skills as well. If someone
can express oneself in speaking he can do in writing too.
Different types of A.V. aids are used in DM. which make the lesson
interesting. It a fact the things learnt through images are remembered for a
long time.
20. The term ALM was coined by
Nelson Brookes. The ALM was
developed in the United States
during 2nd world war. At the
time there was a need for
people to learn foreign
language rapidly for military
purposes.
21. According to Audio-Lingual Method it becomes
more effective for the learner if the items to be
learned in the target language are presented in
form before they are presented in spoken form
before they are seen in written form.
Explanations of rules are therefore not given until
students have practiced a pattern in a variety of
context.
Audio-lingual method emphasis on certain
practice techniques, mimicry, memorization and
pattern drills.
22. The use of dialogues as the chief means of
presenting the language. Through dialogue
exchange the learners can easily memorize the
sentence structure.
The purpose of the language learning is to learn
how to use the language to communicate.
To seek out the native like pronunciation the
native speaker as a model is represented in the
class and the learners learn the native
pronunciation by mimicry.
23. The learners are motivated to set a habit of
answering in the target language with out any
interference of the mother tongue.
Correct pronunciation, stress, rhythm, and intonation
are emphasizedthe use of drills and pattern practice
is a distinctive feature of the Audio-Lingual Method.
Various kinds of drills such as repetition, inflection,
replacement, restatement, completion etc. are used
in this method.
Correction of mistakes of pronunciation or grammar
is direct and immediate.
24. H. H. Stern (1983) has summed up the major
contribution of Audio-Lingualism to
language teaching thus:
1.Theory based on linguistic and
psychological principles.
2. Stressed syntactical progression.
3. Simple techniques.
4. Auditory and oral practice.
25. Albert Valdman (1964) has questioned the excessive emphasis
on oral drilling in Audio-Lingual teaching. Drills are inherently
unnatural and contrived examples of the use of language.
Audio-Lingual Method is based on the techniques of
memorization and drilling can be tedious and boring.
The practitioners found that the practical result fell short of
expectations. The students were often found to be unable to
transfer skills acquired through to Audio-Lingualism to real
communication out side the classroom.
Noam Chomsky rejected the structuralist approach to language
description as well as the behaviorist theory of language
learning. According to Chomsky sentences are not learned by
imitation and repetition but “generated” from the learner’s
underlying “competence.”
26. In a typical ALM lesson, students begin with a dialogue designed to
include a particular structural pattern.
The exercises and drills that follow are all based on the dialogue.
They give students more practice with the structure being studied.
Emphasis is on development of oral language and most of the class time
is spent repeating the dialogue or doing drills.
ALM teachers lead the whole class, groups within the class or individual
students, providing a model to be emulated.
Substitution drills and dialogues form the core of teaching techniques in
the Audiolingual Method.
A good deal of attention is paid to correct pronunciation. Errors are
corrected immediately to avoid the formation of bad habits.
This method has generally not produced fluent communicators but even
though its efficacy has been brought into question, this method
continues to be used widely today in both ESL and EFL settings.
27. Suggestopedia
This method was developed by a Bulgarian psychiatrist-educator
in 1962 to eliminate the psychological barriers that people have to learning.
Suggestopedia uses drama, art, physical exercise and de-suggestive/
suggestive communicative psychotherapy with greatest
emphasis on spoken language, though reading and writing are also
taught.
The physical setting for Suggestopedia is very important. Classes are
small and students sit in comfortable armchairs in a semicircle. On the
walls of the room hang posters from countries where the target
language is spoken as well as posters with grammatical information.
Lessons begin with the teacher speaking in the students' ’first language
telling the students about the successful and enjoyable experience they
are going to have.
28. Suggestopedia
Students are told they will choose a new identity and a
new name in the language they are learning.
Music is played and deep breathing exercises are used to
induce relaxation. Students do role-playing, sing songs
and use vocabulary as their fears of speaking a foreign
language dissipate. The teacher decides what material to
present, leads all activities and is the center of instruction.
29. THE SILENT WAY
The Silent Way makes students responsible for this
own learning and encourages learners to become
independent of the teacher.
The method gets its name from the fact that the
teacher is silent much of the time.
During Silent Way lessons, teachers model and
expression only once and then students are
responsible for working together to try to reproduce
what the teacher modeled.
30. THE SILENT WAY
In this method teachers should give
students only what is absolutely
necessary to promote learning and it is
believed that students will naturally
develop their own internal understanding
of the language they are studying as they
work with their classmates.
31. Communicative Approach
•The origins of this approach are to be
found in the changes in the British
language teaching. The primary goal of
this approach is to enable the students to
communicate using the target language.
32. Salient Features of Communicative Approach
• The major purpose of communicative approach is to make the learner
effective speakers.
• Language acquisition is desired rather than to learn the language and
interaction is encouraged.
• All the four skills are given due importance to raise the confidence of the
learner.
• A speaker is given the choice not only about what to say, but how to say.
• The students become active because they are engaged to different
activities.
• This approach pays systematic attention to functional as well as structural
aspects of language.
• Noting type of books is used to teach the language. Mostly the learning is
through the games.
• Translation may be used where students need or benefit from it.
• *
33. The Communicative Method
• It assumes that students are able to acquire written
or oral language when they are motivated and are
not nervous.
• The Communicative Method values teaching
structures and vocabulary but suggests that this
instruction is inadequate for communication if
students only memorize the rules of usage but are
unable to actually use the language. Immediate
application of vocabulary knowledge and grammar
structures to authentic, real-life situations is key to
the Communicative Method.
34. The Communicative Method
• The needs of the learner are at the center of instruction and the
teacher’s role is that of facilitator helping students to apply what
they’ve learned and to “make the language their own.”
• Dialogues are not pre-arranged and memorized by students, but
rather are initiated by students based on authentic language
scenarios.
• The Communicative Method assumes that the content of
instruction should be meaningful and relevant to the students to
meet the students’ needs and maintain a high level of interest and
student motivation.
• Of all of the methods in use today, the Communicative Method is
the most inclusive – that is to say that it draws from all of the other
methods to tailor activities that are best suited to the learners in
question.
35. Community Language Learning (CLL)
Community Language Learning (CLL)
was based on Rogers’ principles of
humanistic psychology.
Teachers serve as counselors facilitating
learning. They join together with
students to form a learning community
characterized by an accepting
atmosphere.
The goal is to lower students’ defenses
and encourage open communication.
36. Community Language Learning (CLL)
In a typical CLL lesson, students sit in a
small circle and the teacher stands
behind one of the students.
The student makes a statement or asks
a question in his or her native language.
In a gentle, supportive voice the teacher
translates what the student said to the
new language.
The student repeats what the teacher
says until he is comfortable enough to
record the new phrase on a tape
recorder.
37. Community Language Learning (CLL)
The procedure is repeated with all students in the
group until a short conversation has been
recorded.
Then students listen to their conversation and
the teacher writes it on the board.
The textbook actually becomes what the
students say in their recorded conversation.
Students copy the written conversation from the
board.
These sentences are then analyzed for
vocabulary or grammar study.
38. TOTAL PHYSICAL RESPONSE (TPR)
Total Physical Response (TPR) is a method that
was developed by Asher in 1979 based on research
that suggests that we learn better when our
muscles are involved as well as our minds.
In TPR students listen and respond to a series of
commands. At the beginning, students respond to
simple command such as “raise your hand”, as they
progress, students respond to complex demands
such as “raise your left hand and scratch your nose
if you are wearing a blue shirt.” Ultimately, students
begin giving commands to their teacher and fellow
students.
39. TOTAL PHYSICAL RESPONSE (TPR)
Reading and writing come after
students have developed oral
language proficiency.
For most teachers, TPR is used as
one technique with beginning students
rather than as a complete method to
teach all aspects of language
instruction.