1-The Grammar Translation
Method
1. Goals
2. Role of the
teacher/student
2-The Direct Method
Read literature in L2.
Develop mind. Learn
grammar, vocabulary &
culture.
Communication. Think in
[Link] association in L2
without translation.
Traditional.
T directs but T & Ss are
partners.
4. Nature of student /
teacher interaction
4-The Silent
Way
Communication.
Self-expression of
Automaticity by forming Ss; independence
new habits and
from T. Develop
overcoming the old habits own inner criteria.
of L1.
T-centered. T provides
model of L2 for imitation.
Ss are imitators.
T as facilitator,
resource,
provides what Ss
need. T works
with S,S works on
L2
Translation. Deductive Associate L2 and meaning
New grammar and
study of grammar.
directly in real context.
vocabulary through
Memorize vocabulary &
Use L2 only. Inductive
dialogues. Repetition /
grammar rules
grammar. Syllabus based
backward build-up /
on topics/ situations.
chain / substitution /
Vocabulary in
transformation
sentences/demonstration.
/question-answer.
Inductive grammar.
Habit formation.
Ss guided to
discover the
structure of L2.
Initial focus on
accurate
pronunciation.
Colors for
sounds. Rods.
Ss gain
autonomy in L2.
T is the authority Ss learn
from the T.
3. Teaching/Learning
Process?
3-The Audio-Lingual
Method
T to S.
Both initiate interaction. Some
S/S interaction.
T-directed.
S/S in drills.
T active, but mostly
silent. S/S
interaction
encouraged.
5. How are students
feelings dealt with?
6. View of language/
culture?
N.A.
N.A.
Vocabulary over grammar.
Focus on communication.
Minimum vocabulary.
Structure is important.
Listen-speak-read-write.
Pronunciation.
Pronunciation &
intonation.
Structure. Oral
before
writing/reading.
Not used.
L1 habits interfere
with L2. Avoid L1.
Used to form
sounds in L2 and
for feedback.
Otherwise not used.
Use of language (interview).
Discrete point testing for
accuracy.
Continuous
observation. Ss
develop their own
criteria. Progress ,
not perfection.
Pronunciation.
L1 in classroom.
Two-way translation.
9. How does evaluation
occur?
Written translations. Apply
grammar rules.
Oral & written skills.
10. Treatment of
errors?
Errors are always corrected.
Self-correction.
T supplies correct answer.
11. Associated with
whom?
Positive feelings
encouraged, also
S/S cooperation.
Relaxed, enjoyable
environ.
Literary language, not spoken Spoken language over written. Language as system of patterns Language expresses
/units. Simple to complex.
language. Culture is literature
Culture is the
the spirit of a
& the fine arts
history/geography & daily life Culture is behavior & lifestyle.
culture.
7. What language skills Vocabulary/grammar/reading
are emphasized?
& writing, very little speaking
& listening
8. Role of the native
language?
N.A.
Moses
Francois Gouin,
Charles Berlitz
Avoid errors by overlearning. Errors are natural &
give clues. Selfcorrection ; peer
correction.
Charles Fries
Caleb Gattegno
1. Goals
5-Desuggestopedia
6-Community
Language Learning
7-Total Physical
Response
Everyday Communication.
Tap Ss mental powers by
desuggesting barriers to
learning.
Communication. Promote
nondefensive learning. T &
Ss treat each other as whole
persons.
Communication. Ss enjoy
learning. Learning L1=
learning L2.
8-Communicative
Language
Teaching
Communication in
social
context. Appropriacy.
Functional
competence.
Negotiation of
meaning.
2. Role of the
teacher/student?
S must trust and respect T
Counselor/client. As S
is authority. Ss adopt
assumes more responsibility
childlike roles once they feel , becomes independent of T.
secure.
3. Teaching/Learning
Process
Relaxing atmosphere,
music, activate whole brain
+ peripheral learning.
Reception then activation
phase. Role play.
Security, aggression,
attention, reflection,
retention, discrimination.
Director. T provides model of
L2 for imitation. Later role
reversal.
Facilitator. Manager
of learning activities.
Promotes
communication
among Ss.
Comprehension before
production. Modelling by T
followed by performance.
Ss learn to
communicate / use L2
by negotiating
meaning in real
context. Activities
include information
gap, choice,
feedback. Authentic
materials.
T speaks, Ss respond
nonverbally. Later,
T arranges tasks
Ss initiate speech in L1,
T supplies L2.
4. Nature of student
/teacher interaction?
T/S and S/S interaction
from beginning.
Changes over time.
Importance placed on
cooperative relationship
between T/S and S/S.
for communication.
Ss verbalize.
S/S interaction.
Group/pair work.
5. How are students
feelings dealt with?
Focus on confidence and
S viewed as whole person,
Ss have fun in a nonstressful Ss are motivated to
sense of security via
no separation of intellect and
situation.
learn thru usefulness
suggestions. Psychological
feelings.
of language functions.
barriers are desuggested.
Motivated by
Low anxiety learning.
encouraging
T "understands Ss.
purposeful
communication.
6. View of language
/culture?
Communication as a 2Language for communication
phase process: language + & developing critical thinking.
extra- linguistic factors.
Culture integrated with
Culture is everyday life &
language.
fine arts.
7. What skills are
emphasized?
8. Role of L1?
9. How does evaluation
occur?
Vocabulary. Explicit but
minimal grammar.
Language use, not linguistic
form. Speaking-readingwriting.
Ss determine syllabus by
what they what to say.
Understanding & speaking,
then reading & writing.
Spoken over written.
Culture is the lifestyle of the
people who speak L2.
Language in social
context, for
communication.
Forms, meanings and
functions. Culture is
everyday lifestyle.
Grammar and vocabulary
(initially via imperatives).
Comprehension precedes
production.
Function over form.
Discourse and
sociolinguistic
competence + all 4
skills.
L1 used in translation of
dialogues. As course
proceeds, L1 reduced.
Used in the beginning, less in
later stages.
After introduction, its not
used anymore.
Generally not used.
In-class performance.
Integrative tests. Not
discrete-point.
By observation.
Communicative tests.
Not formal tests.
Fluency and accuracy.
Self-evaluation.
10. Treatment of
errors?
Corrected gently, with Ts
speaking softly.
Non-threatening.
Correction by modelling.
11. Associated with
whom?
Georgi Lozanov
Charles Curran
Unobtrusive [Link]
No error correction
major errors first, then minor unless errors interfere
errors.
with communication.
James Asher
Various.
9-Content-based
10-Task-based
Instruction
Instruction
11Participatory
Approach
12-Learning
Strategy
Training
1. Goals
L2 teaching thru subject
L2 learning thru problemmatter content. L2 is a
solving negotiation in L2.
means, not a goal.
Communicative competence
requires not only fluency in
speaking, but also the
ability to read, discuss,
write about other content.
Help Ss to
understand the
social, historical,
cultural forces
affect their lives
& help them gain
control over
their lives.
Teaching learning
strategies to let Ss
improve their
learning
effectiveness.
2. Role of the teacher/student?
T supplies missing L2. Ss
use their previous
experience.
T controls activities. SS work
in groups. T class, S S
negotiation.
T leads the class
in discussing
problems, Ss
learn to see
themselves as
social &
politicalbeings.
T is the model,
guide &Ss are
independent, selfregulated learners.
3. Teaching/Learning Process
Ss work with meaningful
Information-gap activities,
opinion gap activities,
Reasoning gap activities.
Focus is on meaning.
Comprehensible input. Purpose
and outcome of activities are
clear.
Context-specific
problem-posing
discussions are
made. Ss find
solutions to the
problems by
discussion.
Linguistic form is
learned through
sage in context.
T models the use
of the strategies &
Ss practice & use it
in different
[Link]
contributesto
learner autonomy.
T controls tasks, Ss use
T doesnt simplify L2.
cognitive skills in tasks.
Authentic use of L2.
T are colearners, asking
question about
Ss lives.
T controls the
activities, but a
democratic
atmosphere.
authentic material & tasks.
Purposeful tasks.
4. Nature of student /teacher
interaction?
T to Ss & Ss to T.
5. How are students feelings dealt
with?
Ss are motivated to learn,
Feedback on success.
Motivated.
Ss are motivated T encourages Ss to
by their personal guess, use their
involvement.
cognitive skills and
gives feedback on
success. Ss s prior
knowledge &
experiencesare
valued and built
upon.
6. View of language /culture?
Language is learned when
Real world language use.
used as a medium to convey Language study is Language
informational content of
interest to Ss.
use.
Education occurs Language learning
within a articular is a conscious
context. It elates process.
to Ss real needs.
7. What skills are emphasized?
Vocabulary in context.
Reading
study enthusiastically.
All 4 skills. Minimum grammar Problem solving
thru 4 skills.
Cognitive skills.
Learning strategies
discussion, writing.
8. Role of L1?
Generally not used.
Not used.
Not used.
Not used.
9. How does evaluation occur?
Cloze tests, writing
passages.
Tasks are evaluated.
Ss evaluate their
own learning &
direct it
themselves.
Ss evaluate their
own success,they
modify it to meet
theirneeds & share
with classmates.
10. Treatment of errors?
Non-threatening.
Corrected by reformulation
Errors are
Not corrected if
corrected by Ss not interfere with
themselves with meaning.
negotiation &
self check.
or recasts.
13- Cooperative
14- Multiple
(Collaborative)
Intelligences
Learning
1. Goals
Ss learn from each other.
1)Logical/mathematical:
They also work on the social
skill of encouraging others. puzzles/games/presentations/
classifications/categorizations
2. Role of the teacher/student?
T is an organizer. Ss work
2) Visual/spatial: charts/
together cooperatively. Each
S is given a role in group.
grids / videos/ drawing.
No leadership.
3. Teaching/Learning Process
T gives the rules & monitors 3) Body/kinesthetic:
the activities. There is much hands-on activities / field
4. Nature of student /teacher
interaction?
5. How are students feelings dealt
with?
talking in the groups.
trips / pantomime.
T tells what to do and
lets Ss do it themselves.
4) Musical/rhythmic:
singing / playing music / jazz
chants
Ss are encouraged to think
5) Interpersonal: pair work /
in terms of positive inter-
project work / group problem-
dependence. A positive &
solving.
cheerful atmosphere.
6. View of language /culture?
Cooperative learning
teaches
6) Intrapersonal:
self-evaluation / journal
language for both academic keeping / options for
homework.
& social purposes.
7. What skills are emphasized?
Negotiation of meaning,
responsibility and
accountability for each
others learning.
8. Role of L1?
Not used.
9. How does evaluation occur?
Ss are individually tested,
but their scores are added
to the scores of the
members of their groups.
10. Treatment of errors?
If errors are made, Ss
studyon the same subject
until it is learned.
7) Verbal/linguistic: notetaking / story telling / debates.
