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The grammar translation method
*The classical method came to be known as the grammar translation method.
*It focus on grammatical rules, memorizationof vocabulary and of varios declensions and conjugations, translations of texts, doing witten exercises..
*This method withstood attemps to reform language-teaching methodology.
*It has recently been among many competing models.
*Tests of grammar rules and of translations are easy to construct and can be objectively scored. -
Gouin and The Series Method
*Language learning is primarly a matter of transforming perceptions into conceptions.
*Children use langage to represent their conceptions, language is a means of thinking, of representing the world to oneself.
*It was a method that taught learners directly and conceptually a series of connected sentences that easy to perceive. -
The Direct method
*The naturalistic -simulating the natural way in which the children learn first languages.
*It was most widely accepted in private language schols where students were highly motivated and where native-speaking teachers could be employed.
*The direct method did not take well in public education.
*The direct method was criticized for its weak theoterical foundations. -
The Audiolingual Method
*The army method came to be known as the Audiolingual Method.
*It was firmly grounded in linguistic and psychological theory.
*Adaptations of the ALM are found in contemporary methodologies.
*The ALM was firmly rooted in respectable theoretical perspectives of the time.
*Materials were carefully prepared, tested, and disseminated to educational institutions.
*Success could be overtly experienced by students as they practiced their dialogues in off-hours. -
Cognitive Code Learning
*Proponents of of a cognitive code learning methodology began to inject more deductive rule learning into language classes.
*Classes added healthy doses of rule explanations and reliance on grammatical sequencing of material.
*It was an approach that emphasized a conscious awareness of rules and their applications to second language learning.
*It was a reaction to the strictly behavoristic practices of the ALM,and ironically, a return to some of the practices of grammar translation. -
Beyond Method: Notional-Funtional Syllabuses
*The NFS focused strongly on the pragmatic purposes to which we put language.
*The functional part of the NFS crresponded to language functions.
*It was a syllabus, not a method.
*The NFS did not necessarily develop communicative competences in learners -
Designer Methods of the Spirited 1970s
Products:
1. Community language learning: Learners were regarded not as a class but as a group.
2. Suggestopedia: Music was central to this method.
3. The Silent Way: It was characterized by a problem-solving approach to learning.
4. Total Physical Response: Principles of child language acquisition were important.
5. The Natural Approach: the most controversial aspects of the natural were its advocacy of a solent period and its heavy emphasis on comprehensible input.