They can be directed by skilled

training to produce correct

responses.

Teacher oriented. Tapes and

visuals, language lab often used.

Sentencebased with
grammatical
and lexical
criteria
being
primary but
focus on
meaning
not form.

L2 learning is Near native

fundamental- fluency,
ly different
correct pronun
from L1 lear- ciation, basic
ning. L2 lear- practical
ning is an
knowledge of
intellectual,
the L2 gramcognitive
mar. Learners
process.Silent learn how to
awareness than learn a
active trial.
language.

Impera
tive
drills to
elicit
physical
action.

Listener
Active and
and
direct role
performer the
little indirector
fluence over of a
the
stage play
content
with
of learning. students
as actors.

Lessons
planned
around grammatical
items and
related vocabulary.
Items are
introduced
according to
their grammatical complexity.

Learner
responses
to
commands,
questions
and visual
ques.

Learning is
a process
of personal
growth.
Learners
must
develop
independen
ce,autonomy and
responsability.

gestures are sufficient.

Teach oral
Proficiency
to
produce
learners
that
can
communi
cate
intelligibly
with
native
speakers.

Teacher centered method.

Teacher provides model, controls
pace.

Role
of
mate

Graded syllabus of
phonology, morphology
and syntax.
Contrastive analysis.

Learner Teacher
roles
roles

Control of structures of
sound, form, order.
Goal: native-speaker
mastery.

Activity
types

Before production is imprinted

L1 learning is the same as L2
learning; Comprehension

Syllabus

Habit formation skills are

l earned more effectively if
oral precedes
written.

Each language
is composed of elements that give it a
unique rhythm and spirit.
Functional vocabulary
and core structure are a key to

The
Silent
Way

Basically a structuralist, grammarbased view of language.

Total
Physical
Response

Language is a system of rulegoverned structures hierarchicarranged.

Audiolingual

Objectives

Dialogues and drills

repetition
and memorization,
pattern practice.

Theory of offffff
Theory of
language
learning

Teachers
Uniqu
must:
terials
-teach
pronu
-test
tion a
-get out of
vocab
the way
Remain
charts
Remain
impassive.
Resist
temptation
to model,
assist,
direct.

The Natural The essence of There are two

Approach
language is
ways of L2
meaning.
development:
Vocabulary not acquisitiongrammar is the a natural subheartof language. conscious
process, and
learning-a
conscious
process.
Suggestopedia

Memorization
of whole
meaningful
texts is recommended.

Designed to
give begginers and
intermediate
learners basic
communicative skills.
(oral/written)

Based on se- Activities

lection of
allowing
communica- comprehen
tive activities sible input
and topics
about
derived from things and
learner needs. hereabouts
Focus on
meaning
not form.

Should not
learn language
in the usual
sense but
should try and
lose themselves
in activities
involving
meaningful
communication.

The teacheris the Materials

primary source of come from
comprehensible realia rather
input.
than textbooks.
Must create low Primary aim
anxiety climate. is to promote
Must choose and comprehension
orchestrate
and
a rich mixture of communication.
class activities.

Learning
To deliver
occurs through advanced
suggestion,
conversatiowhen learners nal competen
are in a deeply ce quickly.
relaxed state. Learners are
Baroque music required to
is used to in- master proditroduce this
gious lists
state.
of vocabulary
pairs
although the
goal is
understanding
not memorization.

Ten unit
Initiatives
courses con- question
sisting of
and answer
1200 word role play
graded by vocalistening
bulary and gramexercises
mar
under deep
relaxation.

Must
maintain a
passive
state and
allow the
materials to
work on
them.
(rather than
vice-versa)

To create
situations in
which the
learner is
most
suggestible.
To present
material in
a way most
likely to
encourage
positive reception and
retention.

Consists of
tapes,texts
and music.
Texts should
have force,
literary quality and
interesting
characters.