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Grammar-Translation Method
• Only studied grammar rules and translated sentences.
• Focused on memorization of grammatical rules. -
Direct Method
• This method gave primacy to spoken language and pronunciation.
• Use of phonetics.
• Grammar was taught inductively. -
Situational Language Teaching
• Was based on systematic study and research.
• Vocabulary and grammar were carefully selected and graded.
• The teaching technique was based on behaviorist theory.
• Classroom procedure included the famous Presentation, Practice, Production paradigm (PPP). -
Audiolingual Method
• Students listen to recordings of language models acting in realistic situations.
• Students practiced with a variety of drills.
• The instructor emphasized the use of the target language at all times. -
The Silent Way
• This method believed that students learn best when they figure things out for themselves.
• Teacher modeling and feedback are minimal.
• Learning is facilitated if the learner discovers, rather than remembers or repeats.
• Learning is aided by physical objects.
• Problem-solving is central to learning.
• This method encouraged the teacher to be as quiet as possible in the classroom. -
Content-based Instruction
• Teaching other subjects in English.
• It has been used with foreign students in adult, professional, and university education programs. CBI has begun to be used at the elementary and secondary levels -
Total Physical Response
• Combines language with physical movement.
• Involves extensive use of imperative drills.
• Should be combined with another method. -
Competency-based Language Teaching
• Is an output approach.
• Focuses on measurable and usable knowledge.
• Is still one of the most popular approaches. -
Suggestopedia
• The most controversial teaching methods developed in the 1970s.
• Teachers should use the power of suggestion to reactivate the capabilities that the learners used as children.
• The teacher acts more like a facilitator. -
Community Language Learning
• Being very learner-centered.
• Students create their own syllabus.
• The teacher helps them to correct or translate if necessary. -
Neuro-linguistic Programming
• It is a humanistic philosophy.
• Eye contact.
• Movement in identifying emotional states how individuals think.
• Visual, auditory, and kinesthetic‖ learning styles, multiple intelligences, and gives importance to the individual learner. -
Natural Approach
• Language can only be acquired‖ subconsciously.
• Useful to monitor what you have said.
• The focuses of instruction is on "input". -
Cooperative Language Learning
• Cooperative Language Learning and Collaborative Learning are sometimes used interchangeably.
• Cooperative Learning is the methodology for foundational knowledge.
➼ The instructor's role is the center of authority in the class.
➼ Where group tasks are usually more closed-ended and often have specific answers.
• Collaborative Learning is connected to the social constructionist view.
➼ The instructor abdicates his or her authority. -
Communicative Approach
• Based on Communicative Language teaching.
• Surged for the increased need for communication.
• The aim of communicative language teaching is communicative competence. That refers to the ability to use language for communication.
• Consists of broad principles that allow for a wide variety of classroom activities.
• It is related to Audiolingualism. -
Whole Language
• Views language as a whole and resists breaking it down into its parts.
• It is not a specific method.
• It is not a collection of strategies.
• It is based on the following sociolinguistic principles:
➼ Language must be kept whole when it is learned.
➼ Written language is as natural as a spoken language and must be integrated with it in learning.
➼ Language uses are diverse and reflect different styles and voices.
➼ Language is social and learned in interaction with others. -
Task-based Learning
• Suggests real communication activities that carry out meaningful tasks.
• This approach stresses the importance of targeting these tasks to the individual student as much as possible. -
Lexical Approach
• Based on the work of Michael Lewis.
• This approach believes that multi-word items, such as collocations, deserve much more attention when helping students achieve communicative competence.
• These multi-word items are called Chunk. -
Theory of Multiple Intelligences
• Is based on "the Theory of Multiple Intelligences."
• Multiple Intelligences tries to adapt classroom activities to cater to different intelligence types (linguistic,logical-mathematical, spatial, musical, interpersonal, or bodily).
• pedagogy is most successful when learner differences are acknowledged and factored into the process. -
Dogme
• Has its roots in Communicative Language Teaching.
• Takes its name from the Dogme 95 filmmaking movement.
• Dogme ELT is based on the following key principles:
➼ Interactivity between learners and teachers should be the focus of classroom activity.
➼ Content for classes comes out of engagement with people in the room.
➼ Knowledge should be co-constructed from the dialogue.
➼ Support the learning that emerges through conversation.
➼ Language learning is an organic process.
