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Translation was the main method. Latin and Greek were the classical languages.
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Grammar rules were avoided and replaced by phrases, vocabulary was learnt either incidentally, as part of the phrases being taught.
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It suggested that language was a set of structures. Vocabulary was seen as an adjunct to the structures.
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The principle was the separation of classroom work into accuaracy work and fluency ork.
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It was an inventative variationof traditional PPP, adoptable to grammar point and lexis.
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Based on the principle that we first find out what and test them to find out what they need, and then negotiate the syllabus with them.
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Students are not taught language points in advance, but rather are given communicative tasks. Teacher give them language bits in order to fulfil the task.
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Lexical chunks in place of grammar.
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The teacher listens to the students discussing sometimes, notes the problems down and guiding questions, so students come to a reformulated version of the selected language errors from their discussion.
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It has 2 main functions: to provide free-speaking scenarios and to show what language points need more focus and practice.
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It is important to keep it in perspective with the other approaches to teaching grammar.
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We use translation, teaching grammar, drilling, practice exercises, funtional expressions, information gaps, personalisation all the time, task-based approach, output-feedback, test-teach-test, noticing activities, grammaticisation and others.
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Plan to promote language learning and linguistic diversity.