16. What are the main techniques used in a Grammar-Translation classroom?

　　A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1) Reading, 2) Translation, 3) Deductive teaching of grammar, 4) Analysis and comparison, 5) Memorization, 6) Reading comprehension questions, and 7) Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.

　　17. What specific aspects does communicative competence include?

　　Communicative competence includes:

　　a) knowledge of the grammar and vocabulary of the language,

　　b) knowledge of rules of speaking (eg. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations),

　　c) knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations,

　　d) knowing how to use language appropriately.

　　18. What language skills are emphasized by the Direct Method?

　　Conversational skills are emphasized, though the teaching of all four skills is considered important. Reading and writing exercises should be based upon what the students have practiced orally first. Pronunciation is paid attention to from the beginning.

　　19. How should language rules be learned according to the Direct Method?

　　Language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned. Students work out the rule governing those examples. In other words, students have to induce grammatical rules from examples in the text. A language could best be learned by being used actively in the classroom.

　　20. Why is first language forbidden in a Direct Method classroom?

　　The direct methodologists view foreign language learning as similar to first language acquisition. The learner should try to establish a direct association between language form s and meanings in the target language. Mother tongue is considered as an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learn the rules, but to provide direct practice in speaking and listening through imitation and repetition. The best method to teaching meaning is to make the students listen, look, and say, i.e. using sensory experience.

　　21. How can we describe the main proficiency goal of the teaching and learning of pronunciation?

　　The main proficiency goal can be described in general terms as phonological competence, that is

　　a) The ability to recognize and discriminate significant sound features.

　　b) The ability to produce intelligible and acceptable sounds, both segmentally and prosodically.

　　c) The ability to interpret written language phonologically, as in reading aloud, and to recreated spoken language graphically, as in writing from dictation and note-taking.

　　22. What kind of words tend to be stressed, and what kind of words tend to be unstressed?

　　Stressed words tend to be nouns, adjectives and adverbs, ie. content words. Structure (or form) words, articles, prepositions, etc. tend to receive weak stress or unstressed.

　　23 Why should we teach pronunciation and intonation in context?

　　It is the context that determines or gives meaning to the sounds, stress, words, and sentences. Human sounds have social and communicative functions. The same words said with different rhythm and intonation will produce different meanings depending on the speaker’s attitude and intention. Practicing the pronunciation of individual sounds in isolation is sometimes necessary, but not sufficient in developing students’ phonological competence.

　　24. What are the two functions of intonation?

　　It indicates grammatical meaning in much the same way as punctuation does in the written language. It can also indicate the speaker’s attitude. In some cases, both grammatical meaning and attitude are conveyed by the intonation pattern alone.

　　25. What are the techniques which you can use to teach intonation in a meaningful way?

　　To teach intonation in a meaningful way, we could choose from the following ways:

　　1) Using realia to set up a situation that would illustrate the difference in attitude.

　　2) Using mood cards.

　　3) Creating roles.

　　26. What kind of knowledge do you need to have if you say you know a word?

　　Knowing a word involves knowing its meaning, its form and its use. If we say that we know a word, we must be able to

　　a) recognize it in written and spoken form;

　　b) recall it at once;

　　c) relate it to appropriate object or concept;

　　d) use it in appropriate grammatical form;

　　e) use it in correct collocation;

　　f) use it at appropriate level of formality;

　　g) pronounce it in a recognizable way;

　　h) spell it correctly;

　　i) be aware of its connotation.

　　27 What are the three main forms of word building in English?

　　Affixation, compounding and conversion.

　　28. How do you decide whether a word should enter the students’ active or passive vocabulary?

　　We have to consider whether the word:

　　a) is essential for comprehension of context;

　　b) is commonly used;

　　c) is used in a wide variety of situations;

　　d) has more than one meaning (if so, which; if any, to teach)

　　If our answer to all these four questions is yes, then we have to make it enter the students’ active vocabulary.

　　29. What are the six principles to remember when presenting new vocabulary in class?

　　Before presenting vocabulary in class, it is helpful to remember the following:

　　a) Teach and practice the words in spoken form first.

　　b) Teach words in context.

　　c) Teach lexical items rather than individual words.

　　d) Present words in a memorable way.

　　e) Check understanding.

　　f) Revise often.

　　30. What tricks can a teacher teach his students to use to memorize vocabulary?

　　a) grouping words in one way or another;

　　b) using dictionaries;

　　c) establishing personal category sheets;

　　d) using visuals;

　　e) using alphabetical index;

　　f) labeling.

　　31. What is the relationship between the grammatical forms of a language and their communicative functions?

　　While one form can be used to perform a number of functions, one function can be realized by using a number of different forms.

　　32. What are the three different views on grammar teaching?

　　The first view is that teaching grammar entails the formal explanation of grammar rules. While learners who receive a great deal of grammatical explanation will end up knowing quite a lot about the language, they will not necessarily be able to put the language to communicative effect. The second view is that teaching grammar is basically a matter of providing learners with practice in mastering common grammatical patterns through a process of analogy rather than explanation. The learners may become fluent in the structures they have been taught, but may not be able to use them appropriately in genuine communication outside the classroom. The third view is that teaching grammar is a matter of giving students the opportunity to use English in a variety of realistic situations. The disadvantage is that learners will not be able to provide explanations of the grammatical rules of the target language.