GRAMMAR-
DIRECT METHOD
TRANSLATION
GOALS OF THE To be able to read literature
TEACHER writ ten in the target
language. To do this,
students need to learn about
the grammar rules and
vocabulary of the target
language.
TEACHING LEARNING Students are taught to
PROCESS translate from one language
to another
STUDENT ROLE AND There is little student
INTERACTION incitation and little student-
student interaction.
LANGUAGE AND Literary language is
CULTURE considered superior to
spoken language. It is the
language that students
study. Culture is viewed as
consisting Of literature and
the fine arts.
LANGUAGE SKILLS Vocabulary and grammar
are emphasized. Reading g
and writing are the primary
skills that the students work
on.
ROLE OF L.1 The language that is used in
class is Mostly the students'
native language
EVALUATION Written tests in which
students are asked to
translate from their native
Language to the target
language or vice versa is
often used. Questions to
apply grammar
Rules are also common.
students learn how
To communicate in the target language,
thinking in the target language.
When The teacher introduces a new target
language word or phrase, he demonstrates
its meaning through the use, pictures, or
pantomime; He never translates. Grammar
is taught inductively; that is, the students
are presented with examples and they
figure out the rule or generalization from
the examples.
The teacher and the students are more like
partners in the teaching/learning Process.
Students converse with one another as
well.
Language is primarily spoken, not written.
They also study culture Consisting of the
history of the people who speak the target
language, the geography of the country or
countries where the language Is spoke n,
and information about the daily lives of the
speakers of the Language.
Vocabulary is emphasized over grammar.
Although work on all four skills occurs
from the start, as well as pronunciation.
The students' native language should not
be used in the classroom.
Students are asked to use The language,
not to demonstrate their knowledge about
the language. They are asked to do so
using both oral and written skills. there is
no formal evaluation
 THE SILENT WAY
GOALS OF THE TEACHER Students should be able to use the
language for self-expression-In
order to do this,
They need to develop independence
from t he teacher, to develop their
own inner criteria for correctness.
TEACHING LEARNING Students begin their study of the
PROCESS language through its basic building
blocks, its sounds. teachers lead
their students
to associate t he sounds of the
target language with particular
Colours. These same colors are
used to help students learn the
spellings that correspond to the
sound s (through the color-coded
Fidel charts) and how to read and
pronounce words properly.
STUDENT ROLE AND Student-student verbal interact ion Building a relationship with and
INTERACTION is desirable (students ca n learn
from one another) and is therefore
encouraged. The teacher's silence is with each other as well as their
one way to do this.
LANGUAGE AND There is a focus on the structures
CULTURE of the language,
although explicit grammar rules
may never be supplied.
LANGUAGE SKILLS All four skills are worked on from Particular grammar points,
the beginning of the course.
Although there is a sequence in that vocabulary
students learn (0 read and write
what they have already produced
orally.
ROLE OF L.1
COMMUNITY LANGUAGE
LEARNING
To use the target language
communicatively. They want
their students to learn about their
own learning,
to take increasing responsibility
for it, and to learn how to learn
from
one another.
The teacher helps
them express what they want to
say by giving them the target
language translation in chunks.
Then, they are recorded, after
this they are translated by the
teacher. Finally the students
explore it by working various
activities.
among students is very Students
can learn from their interaction
interaction with the teacher
important.
Language is for communication
and it becomes the means for
developing creative and critical
thinking. Culture is an integral
part of language learning.
pronunciation patterns, and
are worked with, based on the
language the students have
generated.
The most important skills are
understanding and speaking the
language at the beginning, with
reinforcement through reading
and writing.
 The students' native language can
be used to give instructions when
necessary, to help a student
improve his or her pronunciation.
The native language is also used
during the feedback sessions.
To provide a bridge from the
familiar to the unfamiliar.
Direction s in class and sessions
are conducted in the native
language. Meaning is made clear
in other ways, with pantomime,
pictures and the use of target
language synonyms.

EVALUATION Although the teacher may never Students would he asked to

give a formal test. He assesses
student learning all the time. One
criterion of whether or not students
have
learned is their ability to transfer
what they have been studying to
new contexts.
write a paragraph or he given an
oral interview, rather than being
asked to answer a question
which deals with only one point
of language
at a time.

TOTAL PHYSICAL COMMUNICATIVE LANGUAGE

RESPONSE
GOALS OF THE TEACHER Teachers who use TPR
believe in the importance of
having their students
enjoy their experience in
learning to communicate in
a foreign
language.
TEACHING LEARNING After learning to respond to
PROCESS some oral commands, the
students
learn to read and write
them. When students are
read y to speak, they
become the ones who issue
the commands. After
students begin speaking,
activities expand to include
skits and games.
TEACHING
The goal is to enable students to
communicate in the target
language.
They must be able to choose from
among these
the most appropriate form, given
the social context and the roles of
the interlocutors.
Students use the language
a great deal through
communicative activities such as
games, role
plays, and problem -so living
tasks. True communication is
purposeful.
. Another characteristic of CLT is
the use of authentic materials.
Finally, we noted that activities in
CIT arc often carried out by
students
in small groups.
STUDENT ROLE AND Students perform the Students interact a great deal with
INTERACTION actions together. Stu dents one another, They do this in
can learn by watching each various
other configurations: pairs, tri ad s,
small groups, and whole group.
LANGUAGE AND CULTURE the oral modality is Language is for communication.
primary. Culture is the Thus, learners need knowledge of
lifestyle o f people who forms and meanings and
speak the language functions. Culture is the everyday
natively.
DESSUGESTOPIDIA lifestyle of people who use the
_Accelerate the process by which students language.
LANGUAGE SKILLS learn toVocabulary and language for
analyze a foreign Only the simpler forms would be
everydaygrammatical
communication. structuresT his arcis presented
emphasized
accomplished over other the at first, but as students get more
by desuggesting
languagebarriers
psychological areas. The spoken
learners bring proficient
with in the target language,
them tolanguage is emphasized
till' learning situation an d using the functions are reintroduced and
over to
techniques written
activatelanguage.
the more complex forms are
'paracouscious' part of the mind. learned. Students work with
A Desuggestopedic course is con ducted language
in at the suprasentential or
a classroom which is bright and cheerful. discourse
During the course they create whole level. They learn about cohesion
biographies to go along with their new and coherence. Students work on
identities. The activities include al1 four skills from the beginning.
ROLE OF L.1 TPR is usually
dramatizations, games,introduced the target language should he used
songs, and question-
in theexercises.
and-answer student's native not
language.
the students Afterrespond
can only the only during communicative
nonverbally
or withintroduction,
a few target rarely
language would activities, but al so for explaining
words they
the nativeLater
have practiced. language he used.have
the students the
Meaning
more control of is
the target language and activities
can to the students or in
respond made
moreclear through body
appropriately and assigning homework
movements.
Even initiate interaction themselves.
EVALUATION LanguageTeachers
is the will
first know
of two planes inAthe teacher evaluates not only the
immediately
two-plane process ofwhet her or not students'
communication. The accuracy, but also their
culturestudents understand
which students learn concernsfluency.
the For more formal
everydayby observing
life of people theirwhostudents'
speak theevaluation, a teacher is likely to
actions.
language. The use Forma l evaluations
of the use an integrative test which has a
fine arts is also
can in
important heDesuggestopedic
conducted real communicative
classes.
simplyis by
Vocabulary commanding
emphasized. function.
it is believed
individual
that students will students
learn besttoif their
perform
conscious a series
attention is focused not on the
of actions.
language forms, but on using the language.
Speaking is emphasized. Student s also read
in the target language and write
Native-language translation is used to make
the meaning of the dialog
Clear. The teacher also uses the native
language in class when necessary
Evaluation usually is con ducted on
students' normal in-class performance and
not through forma l tests, which would
threaten the relaxing atmosphere