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Jan 1, 1500
Grammar Translation (GMT)
First used to teach classsical languages.
Literary language > spoken language.
Student cant translate = goal
Student can communicate ≠ goal Skills-Reading and writting
TEACHER > students
Memory = success
Teacher = Authority
No Student to Student interaction
Process : Translate, rules and examples, memorization.
Evaluation Written Tests. -
Direct Method (DT)
Reading = Goal (develped by practice with speaking.)
Enviornment= tool to help sudents understand the meaning.
Native language = Prohibited
Teacher demostrates✓
Teacher translates ✗Students must think in target language.
Purpose = communication
Grammar taught inductively
Syllabus based on situation or topics (linguistic structures)
Student = Teacher (partners) interaction goes both ways
Vocabulary emphasized. -
Audio-Lingual Method
Objective = Accurate pronunciation, grammar and quick response.
Used by the Army
Structural Linguistics
Behavioral psycology (learners could overcome habits)
Oral approach, listening, memorize conversation, Use of (CD,DVD,etc)
Mistakes = ✗ Errors must be corrected immediatley
No Grammar rules Culture games.
Vocabulary presented through dialogs.
Positive reinforcements, students must overlearn.
Teacher = Model, leader. Students = imitators
Student-Student Interaction -
Silent Way
Metacognition, Social interactions.
Tool placing responsability, facility of self monitoring ,etc.
Materials - Fidel charts realia, gestures drawings ,etc.
Self expresion, Cognitive coding and culture are bases for this method.
Slient teacher = easy learning.
Tehcniques & structured feedback: Self correction Structured feedback, peer correction, etc.
Errors= normal (need to reteach)
cooperative learning, continuous monitoring.
All 4 skills are worked ( L, S, R, W) -
Eclectic Method
Idiea of choosing from different methods to suite for one.
Centers in the tendency to combine, lack of organizing principles.
Simple for Teacher and Learner, balance in Speach and Writting.
Fluency = accuracy, +learning, tests are part of method, Constant revision, Teacher>Student, linguistic habbits are good to assimilate, continious stimulus,it must speed up, communication Teacher-Student, Student-student. -
Total Physical Response (TPR)
Imperative and concrete.
Learn through actions.
Comprehension > representation
learners should listen
Theory: repeat , gesture or body action
Humanism = emotions
Goal = get initial speaking skill ( 9 vocabulary items per lesson)
Student = "actor"
Teacher = "commander" (not to many corrections)
AD- trains to react, DA-only beginner levels. -
Communicative Language Teaching
Characteristics: Contextualization, communication.
Dis competence: interpretation of individual messages.
Strat competence: coping strategies and redirect communication.
Principles Communication, task and meaningfulness.
Influences, interaction, expression, small groups
interaction with speakers improves learning, collaboration and negotiation also helps.
Activities: pair work, project work,role plays, etc.
Student participates - Teacher monitores. -
Community Language Learning
Humanistic apprach, emphasises the learners, monolingual.
Stages: 1 Reflection (sit in circle, brainstorm and record.)
2 Recorded Conv (translate) 3 Discussion (how the conversation went) 4 Transcription 5 Language Analysis (form of tenses and vocabulary make report).
No planned lessons or teaching procedures.
Activities : Translation, discuss topics in small groups, Listening and Free conversation. -
Desuggestopedia
Importance on desuggesting limitations on learning.
Goal : to elp students eliminate barriers.
Setup: Armchair bright and colorful, good light, music, etc. ( for peripheral learning)
Teacher must make the student enjoy the class, enhances students to feel security.
Teacher = Authority, security - Student = Relax, role play.
Teacher- Student Interaction. Vocabulary and speaking are emphasized. Native language to make dialog lear, evaluation in class. Errors are corrected gently.
