III.

Approaches
A. Audiolingual Method
B. Communicative
Language Teaching
C. Direct Method
D. Grammar Translation
E. Natural Approach
F. Total Physical
Response
 Audiolingual Method

Objective: To use target language automatically by forming new habits

in language.

Process: Vocabulary and structures are presented in dialogues, learning

through imitation and repetition.

Roles: The teacher directs and controls student behavior and provides
good model for imitation. Students repeat, respond quickly and
accurately.

Language Emphasized: Language structures emphasized and

vocabulary is in dialogue.

View of Language and Culture: Emphasizes everyday speech. Culture

makes up language and behaviors.

Role of Students’ Native Language: Students’ native language is not

used.

Evaluation: Discrete-point tests.

Errors: Teachers predict trouble spots and tightly control what they
teach students to say.

Lesson Sequence
Dialogue (conversation between 2 or more students)
Acting out the dialogue
Pattern Drills (Repetition, Substitution, Transformation)
Written Practice (worksheet)
 Communicative Language Teaching

Objective: To become communicatively competent, use appropriate

language for social context, and negotiate meaning.

Process: Activities are communicative through the use of authentic

materials. Speakers choose what to say and how to say it, usually working
in small groups.

Roles: The teacher manages activities and sets up communicative situations

(not scripted).

Language Emphasized: Function is emphasized over form and students

work at discourse level focusing on negotiating meaning.

View of Language and Culture: Culture is part of daily communication.

Role of Students’ Native Language: The students’ native language does

not play a role.

Evaluation: Informal evaluation is part of communication. Formal

evaluation includes integrative tests, which include communicative
functions.

Errors: Errors are natural. Students with incomplete knowledge can still
succeed.

Lesson Sequence:
Dialogues
Oral Practice
Questions and Answers (oral, based on dialogue)
Basic Communicative Expressions
Generalizations (language/grammar)
Oral Recognition/Interpretative Activities (Pictures/questions)
Oral Production Activities (Practice dialogue, restate, extend and predict)
Dialogue Copy
Written Homework
Evaluation
 Direct Method

Objective: To communicate in the target language, and to think in the

target language.

Process: Teachers use realia, pictures, and pantomime to convey

meaning. Grammar rules are learned inductively.

Roles: The teacher directs class activities. The teacher and student are
teaching and learning together.

Language Emphasized: Vocabulary and oral communication are

emphasized. Pronunciation is emphasized from the beginning. Reading
and writing are based on oral practice.

View of Language and Culture: Language is spoken, not written.

Language study includes everyday speech. Culture includes history,
geography, and daily life.

Role of Students’ Native Language: The students’ native language is

not used in the classroom.

Evaluation: Students are tested through actual use, such as interviews

and written work.

Errors: Self-correction is encouraged.

Lesson Sequence:
Reading aloud (dialogues, passages, play with realia or pictures)
Questions and Answers (Teacher asks questions based on read aloud,
students can ask questions)
Conversation Practice (Teacher asks students questions about
themselves)
Fill-in-the-Blank Exercise (worksheet)
Dictation (Teacher reads three times, listen, write, check)
Listening Comprehension (Teacher tells students what to do)
Paragraph Writing (Write about read aloud)
 Grammar Translation

Objective: To read literature in target language, learn grammar rules,

and vocabulary.

Process: Students translate reading passages. Students memorize and

apply rules.

Roles: Teacher is authority. Students follow instructions.

Language Emphasized: Vocabulary and grammar emphasized, while

speaking and listening are not. Reading and writing are primary skills.

View of Language and Culture: Literary language is considered

superior to spoken language. Culture is literature and fine arts.

Role of Students’ Native Language: The students’ native language is

used freely.

Evaluation: Students are tested through translation from L1 to L2 and

L2 to L1.

Errors: Correct answers are emphasized and teacher gives correct

answers.

Lesson Sequence:
Translation of Literary Passage (students translate from L2 to L1 and L1
to L2, translations are oral, written or both)
Reading Comprehension Questions (worksheet with information,
inference and experience questions)
Antonyms/Synonyms (from passage)
Cognates (from passage)
Deductive Application of Rule (grammar rules are presented, students
apply rules)
Fill-in-the-Blank Exercises (worksheet)
Memorization (words, phrases, verb paradigms)
Use Words in Sentences (written)
Composition (topic from reading passage)
 Natural Approach

Objective: To use the spoken language for natural communication.

Process: High interest and low anxiety through use of objects and
actions for teaching words and structures.

Roles: The teacher models, guides, and simplifies speech. Students

respond when ready.

Language Emphasized: Speech and vocabulary emphasized little

emphasize on grammar.

View of Language and Culture: Learning language begins with

listening and the culture is integrated with language.

Role of Students’ Native Language: Response in native language is

accepted.

Evaluation: Students are tested through communicative activities.

Grammar is assessed through self-correcting exercises.

Errors: Errors are not corrected and speech is not forced.

Lesson Sequence
Preproduction (see TPR, pictures, personal details)
Early Speech Production (Single words, short phrases)
Yes and No questions
Either-or questions
Who, what, where, when questions
Open-ended questions
Open dialogues
Interviews
Speech Emergence (simple sentences)
Games and recreation activities
Content area activities
Information and problem-solving activities
 Total Physical Response

Objective: To provide an enjoyable learning experience with a

minimum of stress in learning a foreign language.

Process: Commands are acted out by students.

Roles: The teacher gives commands and students follow them. Later
students assume directing roles.

Language Emphasized: Vocabulary and grammatical structures are

imbedded in commands. Aural precedes oral and oral precedes writing.

View of Language and Culture: Oral modality is primary and culture is

the lifestyle of native speakers of the target language.

Role of Students’ Native Language: The method is introduced in the

students’ native language and then rarely used.

Evaluation: Students are tested through observations of actions. Formal

evaluations are through performance of a series of actions.

Errors: Teacher only corrects major errors.

Lesson Sequence
Commands (one word and full sentence commands)
Lesson Sequence
Review old commands
New commands
Role Reversal
Reading and Writing
Skits
1. ____________, ____________, ____________
2. ____________, ____________, ____________
3. ____________, ____________, ____________