dc.contributor.author | Hoti, Ervin | |
dc.date.accessioned | 2017-11-02T09:14:28Z | |
dc.date.available | 2017-11-02T09:14:28Z | |
dc.date.issued | 2017 | |
dc.identifier.uri | http://hdl.handle.net/11250/2463632 | |
dc.description | PE379 Primary and Lower Secondary Teacher Education Programme for years 5-10 Faculty of Teacher Education and Sport, Department of Teacher Education | nb_NO |
dc.description.abstract | This thesis aims to identify which, if any, of the most influential language teaching methods are
discernible in some teachers’ practices. Using qualitative observation as method, I inspect three
English lessons. The theoretical background is a description of four language teaching methods: the
Grammar-Translation Method, the Direct Method, Audiolingualism, and Communicative Language
Teaching. For each method, I provide a list of its most characteristic features, which are then used to
analyse the observed lessons. The analysis indicates that the teacher in observation A seems to use a
variety of methods. The teacher in observation B seems to lean toward the Direct Method, whereas
the teacher in observation C uses the Grammar-Translation Method. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.subject | Language Teaching | nb_NO |
dc.subject | Language Teaching Methodology | nb_NO |
dc.subject | språkundervisning | nb_NO |
dc.subject | språkundervisningsmetodikk | nb_NO |
dc.title | Language Teaching Methodology: Observations from Three English Lessons | nb_NO |
dc.title.alternative | Språkundervisningsmetodikk : observasjonar frå tre engelsktimer | nb_NO |
dc.type | Bachelor thesis | nb_NO |
dc.source.pagenumber | 26 | nb_NO |