Goals T role/St Teaching/learning T-St & Sts’ feelings View of Areas of Role of L1 Evaluatio Response to Techniques & Theory

Role of L1 Evaluatio Response to Techniques & Theory of Originator

role process St-St language & language & n errors materials learning
interaction culture language
skills
Grammar- To read literature in T: the Translate from one Mostly No principle 1. Literar Reading Mostly used Written T provides Translation of a Latin and
Translation L2  learn authority language to another from the relating to this y language and writing; in class for tests the correct literary passage, Greek
Method grammar rules & teacher to St area is superior vocabulary translation (translati answer; the reading (Chastain
vocab. (learn about Learn grammar to spoken and on) and correct comprehension 1988)
the target language) deductively (grammatical language grammar practice answer questions,
paradigms)
2. Culture of should be antonyms/synonyms,
L2 learning: good
mental exercise Memorize L1 equivalents consists of grammat got cognates, deductive
of L2 vocab. literature and ical rules application of rule,
fine arts fill-in-the-blanks,
memorization, use
words in sentences,
composition
Direct To T: Director 1.Teacher Both ways No principle 1. Language 1. vocab No Oral Self- Reading aloud, No translation Diller (1978)
Method communicate in and partners demonstrates word relating to this is primarily ulary over interview correction question and answer is allowed
the target S: partners meanings through the area spoken grammar s or exercise, getting
language by use of pictures, or 2. Culture 2. paragrap students to self-
learning to think pantomime consists of the Pronunciat h writing correct, conversation
in the target 2. Situation or topic- history of the ion practice, fill-in-the-
language based syllabus target culture, teaching in blank exercise in the
3. Inductive learning the geography the target language,
of grammar of the country, beginning dictation, map
4. Practice vocabulary and 3. Oral drawing, paragraph
in complete sentences information communicat writing
5.St-St speak a lot about the daily ion as basic
lives of the
speakers
Audio- Be able to use the T: An 1. Dialogues learned S-S No principle 1. Every 1. Minimu Interference Discrete- Should be Dialogue Oral-based Charles Fries
Lingual target language orchestra through imitation and interaction; relating to this language is m of by the point avoided memorization, approach, drill (1945)
Method communicatively leader/mode repetition Teacher- area seen as having vocabulary Contrastive tests backward build-up students in the (Incorparate:
ler 2. Drills are conducted directed; its own unique 2. Practice Analysis drill, repetition drill, uses of Skinner
St: Imitators 3. Induce grammar mostly T to system which the sound chain drill, grammatical (1957))
is comprised of sentences
from examples S system and substitution drill,
phonological, patterns
4. Positive morphological, “grammati transformation drill,
reinforcement for and syntactic. cal question-and-answer
correct responses Each levels patterns” drill, use of minimal
5. Cultural information have its own 3. Oral pairs, complete the
is contextualized in the distinctive skills over dialogue, grammar
dialogues patterns. receptive game
6. reading and written 2. Everyday skills
work based on the oral speech is
work emphasized
3. The
complexity of
speech is
graded
 4. Culture
consists of
everyday
behavior and
lifestyle of the
target language
speakers
Silent Way To enable T: 1. A sound-color S->T 1. Teacher 1. Language 1.Pronun Only in Assess Self- Sound-color chart, Language Linguist
students to Technician chart to associate (teacher use observes universals -ciation instructio students correction peer correction, must not be Noam
express or engineer sounds of the target nonverbal students to and and n or all the or peer teachers’ silence, rods, considerd a Chomsky
themselves and St: language with gesture), S- help them individual structure during time but correction self-correction product of (early 1960s)
develop Independent particular colors S verbal overcome features s at the feedback no praise gestures, word chart, habbut
formation.
independence and 2. Minimal spoken interaction interfering 2. Culture and beginnin sessions or fidel charts, structured
Language
from the teacher responsible cues to produce feeling language are g criticism feedback aquistion must
and their own learner structures in 2. Student’s interconnected 2. No, be a proceduce
inner criteria for situations feedback to fixed, whreby people
correctness 3. Feedback from express linear, use their own
students about the class their structural thinking
thoughts syllabus; process to
3. A relaxed, recycle discover the
enjoyable structure rules of the
learning s target languge.
environment accordin
by cooperation g to
learning
needs
3. Integrate
four skills
but usually
speaking
and
listening
first
Desuggestop To accelerate T: 1. Bright and T initiates 1. 1. Two-plane 1. Emph 1. No Errors Classroom set-up, Help students Georgi
edia students’ mental Authority cheerful learning interaction Desuggest process of asize Translati formal gently peripheral learning, eliminate the Lozanov
power for (students environment with collectively students’ communicatio vocabu- on to tests but corrected positive suggestion, feeling that (suppoeted
learning a foreign must trust posters displaying or psychologic n: language lary make the normal role play, concerts, they can not be by Evelyna
language for and respect grammatical individually al barriers (conscious), 2. Teach meaning in-class creative and adaptive successful or Gateva)
the nagetive
everyday her) information for , Ss respond 2. Suggest nonverbal grammar of the performa activities
assosiation
communication St: Trusted peripheral learning nonverbally they can behaviors that explicitly dialogue nce they may have
by desuggesting partner 2. New identity for and then succeed affect how but clear toward
their student verbally 3. Give a new one’s linguistic minimall 2. Used in studying
psychological 3. Handouts with identity for Ss message is y class when
barriers lengthy dialogues to feel secure interpreted 3. Emph necessary
with translation of (subconscious) asize but less and
L1 speaking less
4. Two concerts to communi
activate the whole brain -catively
- receptive (active and 4. Include
passive concerts)and reading and
activation phases writing
 (dramatization, songs,
games)
Structural- To teach a Teacher’s student is required S-T From No Emphasi Avoid at all Systematic principles
situational practical function is simply to listen and controlled s course of selection,
approach command of four threefold: a repeat to freer vocabula gradation,
basic skills of model, a 1. Language practice ry and presentation
language skillful teaching begins with From oral reading
conductor the spoken language use to their skills
of an 2. The target automatic Focused on
orchestra, a language is the use the
skillful language of the grammatical
manipulator classroom content
3. New language
points are introduced
and practiced
situationally
4.
Vocabulary selection
procedures are
followed
5. Items of grammar
are graded following
the principles
6. Reading and writing
are introduced once a
sufficient lexical and
grammatical basis is
established
Community To use the target T: 1. Learner-generated S-S, T-S Student 1. Language Listening Use to Integrati Repeat Tape recording Deal with the Charges
Language language Counselor conversation (teacher- security from is for and enhance ve tests students’ student conversation, fear of A.Curran
Learning communicatively who 2. Teacher translates student- feedback, communicat speaking at student or self- errors in a transcription, students is for
in a non defensive understand and student record centered) knowing time ion where first, security evaluatio nonthreateni reflection on teacher to
manner learners’ the lines in chunks limits, the learning is particular from n ng way experience, reflective become
‘language
fear of 3. Transcript amount of persons grammar unfamiliar listening, human
couselor’
learning 4. Student reflect on language they 2.Culture as an points, to familiar computer, small group
S: From what they learn can handle at integral part of pronunciati by tasks
dependence 5. Six elements for one time language on patterns equivalents
to non defensive learning and
independen learrning: security, vocabulary
ce aggression,
attention,
reflection,
retention, and
discrimination
Total To learn to T: Director 1. Modeling of the 1. T to 1. Allow 1. Speech 1. Emph Introduc- Evaluate Tolerate Commands, role Emphatise the Winitz
Physical communicate in a S: Imitator instructor the learners to is primary asize tion students’ errors and reversal, action importance of (1981)
Response foreign language 2. Recombine whole speak when 2. culture is vocabula Body performa only correct sequence listening
enjoyably as Ss elements of the class or they are the lifestyle of ry and movements nce of a major errors comphrehensi
did in acquiring commands individua ready the target grammat to convey series of unobtrusi- on
3. Read and write ls; Ss people ical meaning actions vely
 respond 2. Make structure
nonverba language s
lly learning (imperati
2. Later Ss more ves)
command enjoyable 2. Spoken
and T 3.Not too over written
respond much language;
modeling and comprehens
no rush ion before
production
Communica To enable T: 1. Communicative S-S in pairs 1. Learning 1.Language 1. A No except Evaluati Tolerance Scrambled sentences, Widdowson
tive students to Facilitator, activities that have or groups to is for functiona for on of of errors language games, (1990)
Language communicate in advisor, co- features of communicat communicat l syllabus explaining both during picture strip story, role
Teaching the target communicat information gap, e motivates ion; 2. Langu activities or fluency fluency- play
language based or choice, and feedback students linguistic age at assignments and based
on the knowledge S: 2. Communication is 2. allow competence the accuracy activities
of the linguistic Communica purposeful students to and suprasent in
forms, meanings, tor to 3. The use of express communicat ential students’
and functions negotiate authentic materials their ive level performa
meaning 4. Group/pair work individualit competence (cohesio nce or
y 2. Culture is n and integrati
3. Cooperative the everyday coherenc ve tests
activities to lifestyle of the e) such as
enhance target 3.Integratio writing
student population, n of the four to a
security including skills friend
verbal and
nonverbal
behaviors
Task-based To facilitate T: 1. Teacher introduce S-T Motivated 1. Language 1. The No explicit Evaluate Error Information-gap task,
Learning students’ Choose a meaningful and and S-S is for meaning role for in lines correction opinion-gap task,
language learning tasks, relevant task works communicat dimensio student of task are done reasoning-gap task,
by engaging them create 2. Students are closely e and for n of outcome through unfocused tasks,
in a variety of pre-task actively engaged together “doing” language s and the recasts or focused tasks, input-
tasks that have a and task with the task 2. Culture is 2. Four language modeling or providing tasks,
clear outcome follow- not explicitly skills can be they use by giving output-prompting
up dealt with utilized brief tasks
phrases grammar
Monitor and explanation
intervene as s
necessary
S:
Communica
te with
peers