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Dec 1, 1500
Grammar translation
(H.Olendorf) It included detailed analysis of grammar rules, translating sentences and texts into and out of the target language, memorizing rules and manipulating morphology and syntax, reading and writing. -
Audio-lingual method
Fries, Ch. 1945. Teaching and Learning English as a Foreign Language. University of Michigan Press) It applied the principles of structural linguistics to language teaching. Pattern practice became a basic classroom technique. Audio-lingual method was the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforcement). -
Participatory Approach
(Paulo Freire) It is also known as Freirean Approach, is a teaching strategy that incorporates themes or content area that are of interest to the learners. It employs themes and topics that affect or interest learners. With this approach students are taking ownership of their learning as well as adding cooperative learning as they have to collaborate with other classmates in finding and endorsing solutions to social issues that affect the community they belong to. -
Cooperative Learning /Collaborative Learning
Cooperation is working together to accomplish shared goals. Within cooperative situations, individuals seek outcomes that are beneficial to themselves and to the group members. Collaborative learning is based on the view that knowledge is a social construct. Collaborative learning can occur peer-to-peer or in larger groups. It involves students working in groups to discuss concepts, or find solutions to problems. -
Total Physical Response
(Asher, J. The total physical response approach to second language learning. Modern Language Journal. 53:3-17) It is the combination in the teaching method of speech and action The method combined verbal rehearsal with motor activities. -
Direct Method
(M.Berlitz) It encouraged the use of foreign language in the classroom. Classroom teaching was conducted in the target language only. Learning process was mostly based on imitation and memorization. -
The Silent Way
(Gategno, C. Teaching Foreign Languages in Schools: The Silent Way. N.Y.) It was based on the premise that the teacher should be silent as much as possible in the classroom, while the learners will produce more language. The proposition underlying this method of instruction was that learning is facilitated if the learners discover or create even with the minimal language rather than rehearse and remember. -
Communicative Language Teaching
D. A. Wilkins which proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Language learning is understood as learning to communicate through communication. The emphasis is put on the meaningful and motivated use of language by the people who communicate in order to achieve a certain goal. Language for learning is derived from communicative experience in a variety of real world situations. -
Cooperative Learning
In 1975, D avid and Roger Johnson have been actively contributing to the cooperative learning theory. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. -
Learning Strategy Training
Learning strategy is the specific actions to make the students better in learning a second language.It suggests that teachers should identify and solve the student´s problems. Learning Strategy Training is based on problems students encounter in the process of learning target language. The placed date, refers to the inicial thought of having to help students in their process. Learning Strategy Training focuses on learner training as much as language teaching. -
Community Language Learning
(Curran, C. A Whole Person Model for Education. N.Y.) This method was described as humanistic with self-actualization and secured self-esteem of the learners. The key idea is that the students determine what is to be learned, so the teacher is a facilitator and provides support. In the basic form of CLL. When a student has decided they want to say something in the foreign language, they call the Knower (teacher) over and whisper what they want to say, in their mother tongue. -
Task-based Language Teaching
( N. Prabhu while working in Bangalore, India) It takes meaning-based, communicative tasks as the central unit for defining language learning needs, determining curriculum goals, designing activity in the (language) classroom, and assessing language competencies. -
Desuggestopedia
(Lozanov, G. Suggestology and Outlines of Suggestopedy. N.Y.) It aimed at optimizing learning by music and rhythm, authoritative teacher's behavior and “infantalisations” of learners, physical and psychological relaxation. The focus was on the memorization processes, which as claimed by the authors accelerated 25 times over conventional learning. -
The political dimension and the Participatory approach
(Freire, P) It is originated in the late 1950s . It was not until the 1980s that the Participatory Method started being widely discussed. It as an approach that aims to create more egalitarian society by raising the awareness of social injustice. Participatory Approach there is a focus on linguistic form occurs within a focus on content. It begins with content that is meaningful to the students. -
Learning Strategy Training
(Wanden) These are thoughts that students have and actions they take to assist their learning. Research into strategy training shows that better strategy users who display a greater variety of strategies and employ them more frequently, make better language learners. Less successful students can, therefore, improve their language performance if they become more strategic in their learning approach and develop an appropriate repertoire of learning strategies. -
Content-based Instruction
(Brinton, Snow, & Wesche) It is an approach to language teaching that focuses not on the language itself, but rather on what is being taught through the language; that is, the language becomes the medium through which something new is learned. -
Multiple Intelligences
(Howard Gardner) We are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences. These differences challenge the educational system that assumes that everyone can learn the same materials in the same way.
