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Grammar Translation Method
It is focused on grammatical rules as the basis for translating from the second to the native language.
Main characteristics: classes are taught in the mother tongue, the vocabulary is taught in the form of lists, little or no attention is given to pronunciation and most exercises are based on translating disconnected sentences.
Most instructors now aknowledge that this method is ineffective by itself. It is now more commonly used in the traditional instructions of the classical languages. -
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ELT
Methods and approaches in ELTwere mainly developed by English speaking countries according to their need for communication. Their widespread or popularity reached different countries but with a certain delay. More recent theories , thanks to the advance in technology and communication, have circulated more rapidly. The ELT methodology has been influenced by various fields from linguistics to psychology, from biology to ICT. -
Direct Method
It is a method that refrains from using the learners' native language and just uses the target language. The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language . Teaching a language meant using the language. -
The Oral Approach / Situational Language Taching
Developed by British applied linguists such as Harold Palmer and A.S. Hornsby. It involved principles guiding the selection of content, gradation of difficulty of exercises and the presentation of such material and exercises. The key feature of the approach was that new language points were introduced an d practiced situationally. -
The Audiolingual Method
Developed around World War II when governments realized that they needed more people who could conduct conversations fluently in a variety of languages, work as interpreters, code-room assistants, and translators. This first version of the method was originally called the oral method, the aural-oral method or the structural approach. Under this method, students listen to or view recordings of language models acting in situations. -
The Silent Way
A discovery learning approach, invented by Caleb Gattegno. It is often considered to be one of the humanistic approaches. It is called the Silent Way because the teacher is usually silent, leaving room for the students to talk and explore the language. The students are responsible for their own learning and are encouraged to interact with one another. The role of the teacher is to give clues to the students, not to model the language. -
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Humanistic Approaches
The cognitive as well as the affective dimention of learning were central to these approaches. -
Suggestopedia
This method was derived from Bulgarian psychologist Georgi Lozanov´s ideas. He thought that the brain could process great quantities of material if given the right conditions for learning, such as relaxation and giving over of control to the teacher. Music was central to this method. -
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Designer methods
Second language learning became a new discipline and alternative methods to audiolingualism arose. They were attempts to innovate following the current research findings of the moment. -
Total Physical Response
Total physical response (TPR) is a method developed by Dr. James J. Asher to aid learning second languages. The method relies on the assumption that when learning a second language, this is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement. -
Community Language Learning CLL
Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1. It's a method that is based on English for communication and is extremely learner-focused. The focus was on fluency in the early stages. -
The Natural Approach
Tracy D. Terrell along with Stephen Krashen, wrote The Natural Approach. The natural approach is a comprehension-based language learning methodology which emphasizes the idea of exposure and the lowering of affective or emotional barriers to learning. Krashen and Terrell see communication as the primary function of language, and since their approach focues on teaching communicative abilities, they refer to the Natural Approach as an example of the Communicative Approach. -
The Communicative Language Teaching CLT
Communicative Language Teaching emphasizes interaction as both the means and the ultimate goal of learning a language. Language is contextualized and there is permanent negotiation of meaning. -
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Communicative approaches
There is a weak and a strong version of the approach. The PPP paradigm represents the strong version and one of the most popular ways of teaching English worldwide. It is learner-centred and aims at developing communicative skills. -
The Lexical Approach
Developed by M. Lewis. The basic concept is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks. These lexical chunks are vital for fluent production. -
Task Based learning
It focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Assessment is primarily based on task outcome. TBLL was popularized by N. Prabhu while working in Bangalore, India -
CLIL ( Content and Language Integrated Learning
It involves teaching a curricular subject through the medium of a language other than that normally used. In its strong version, teachers working with CLIL are specialists in their own discipline rather than traditional language teachers. The 4C's framework for CLIL considers the following dimentions: Content, Culture, Cognition and Communication. -
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Post-method era
The method, approach or technique used depends on the context, being eclecticism the norm. The teacher and the learner play an active role inside and outside the classroom.
