METHO

D
GTM

THEORIES

AIM
Be able to read
and translate
masterpieces
and classics

ACTIVITIE
S
only from
the
textbookgrammatica
l exercises

DM

ALM

CLT

CLL

TBLL

STUDENTS
ROLE
passive

Fluent,
resorceful,
energetic

Language is
a habit
formation
(based on
behavioris
m and
structuralis
m)
Language is
a system of
interaction
and
communica
tion

Develop
linguistic
competence,
native speaker
mastery

Dialogues,
drills,
repetition,
memorizati
on, pattern
practice

Central,
active,
teacher
dominated

They are
directed by
the teacher

Develop
learners
communicative
competence

Facilitator
of the
communica
tive
process

interactor

(..) involves
whole
person,
culture,
education

Near native
mastery

Roleplay,
interviews,
surveys,
information
gap, songs,
games,
pairwork
Translation,
group work,
listening,

Councelor,
provider of
a safe
environme
nt

Members of a
community

Observer,

Studentcentered

Silent (only
gives help
when its
necessary)

independent

Appropiate
complexion of
tasks

THE
SILENT
WAY

SUGGE
STOPE
DIA

TEACHER
S ROLE
Not too
demanding

Take advantage
of sts potential
to learn

METHO
D
GTM

GRAMMAR

DM

ALM

CLT

CLL

TBLL

THE
SILENT
WAY

SUGGE
STOPE
DIA
TPR

PRONUNCIATI
ON
Little attention
to
pronunciation

ACC/FLUE
NCY
Emphasis
on accuracy

THE USE
OF L1
essential

Is taught
inductively

Became an
important
consideration

Emphasis
on fluency

Is
forbidden

Grammatic
al
explanation
is avoided

Native speaker
like pron.

Accuracy:
primary
goal

Is
forbidden

Comprehensibl
e pron

Fluency:
primary
goal

Is
acceptable
where
reasonable

Is taught
deductively

TRANSLATI
ON