Three of the earliest teaching methods were the Grammar-Translation Method‚ the Direct Method‚ and the Audio-lingual Method. Discuss these three methods. Also‚ explain their shortcomings which led to more current approaches in the teaching of grammar to L2 speakers. 1. i) Grammar Translation Method (GTM): Grammar-translation method is the extension of the Classical method which began in Germany (Prussia) in the late 18th century. It was then become popular in the early 19th century. It is one
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Scientific Method Scientific Method is considered a series of systematic steps and tools that leads to scientific knowledge. These steps allow us to carry out an investigation. Arises as a result of the experience that man has accumulated throughout its history such as the transformation that has been going on in the field of some experimental sciences. It is based on a series of steps and procedures organized for the entire cycle of an investigation. (Makafoosh‚ 1979) Exploratory research: is
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issue in society. Despite a variety of methods to promote awareness and to assist in cessation of harmful substances‚ pregnant women still continue to use alcohol‚ tobacco‚ and illicit drugs. With this known issue of substance abuse during pregnancy there still remains the issue of women not reporting the extent of their drug use during the perinatal period. A research study by Ondersma et al. (2012) investigated whether using an indirect screening method would be useful in identifying women who
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Worked example from Tutorial 8 8.3 Three laboratories‚ A‚ B‚ and C‚ are used by food manufacturing companies for making nutrition analyses of their products. The following data are the fat contents (in grams) of the same weight of three similar types of peanut butter. | |Laboratory | |Peanut Butter |A |B |C |D | |Brand 1 |16
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Scientific Method http://www.scientificpsychic.com/workbook/scientific-method.htm • scientific method is a process for creating models of the natural world that can be verified experimentally. The scientific method requires making observations‚ recording data‚ and analyzing data in a form that can be duplicated by other scientists. In addition‚ the scientific method uses inductive reasoning and deductive reasoning to try to produce useful and reliable models of nature and natural phenomena
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do to reach objectives. * Closing- Should seek student input. 4. Independent Work- Exercises/projects student will work on during the given period of time. Homework to complete outside the class. 5. Assessments * Formal- Quiz‚ Test etc. * Informal- Question-and-Answer session. 6. Reflection- What work and what didn’t? Characteristics of a Lesson Plan: A. Specific- It should be definite. A teacher should know what she will teach and how she will teach it. He/she
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PARTICIPATORY METHODS By Dr. Linda Mayoux ABSTRACT: PARTICIPATORY METHODS Participatory methods should be an integral part of any impact assessment for enterprise development. Their use is necessary to addressing the concerns of both the sustainable livelihoods approach and the human rights approach in DFID-funded enterprise interventions. Participatory methods are now well developed in relation to project-level impact assessment. CONTENTS: Introduction Section 1: WHAT ARE PARTICIPATORY METHODS? PRINCIPLES
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in achieving the amazing results that they achieve; they use the scientific method. The scientific method allows scientists to utilize a common approach to address the requirements of the scientific community. These techniques allow other scientists‚ as well as just the layman‚ to know that there has been a standardized system applied to the scientific process. I will present a brief example of what the scientific method is and how to apply it to a real life issue. I have just arrived
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College Admissions Test Problem Statement Test scores from the ACT and SAT are a main part of college admission applications today. Some view them as a necessary part of the application because it’s an easy way to see how prepared a student is for college and how his/her scores compare to other applicants’ scores. While those entrance exams are a good way to categorize and compare students‚ there is too much emphasis placed on scores and not enough on all the other work the student has accomplished
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and validity; section 3.8 enlists study limitations. Section 3.9 summarizes and concludes the chapter. 3.1 Choice for Research Methodology Research methods have been broadly divided into quantitative and qualitative categories with a third category bridging both methods often referred as mixed-method approach (Biemans‚ 2003). The quantitative methods have been employed by researchers taking a positivist view i.e. objective measurement of realities whereas qualitative methodologies have been applied
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