-O. Com.

B- Literature C - Explanation
-RW A- Increase of communication
Useful literary texts -Grammar inductively
-V. Bilingual Words Lists, dict. studies, F.Gouin, language in a context
Easy To apply - A. C- Think in F.L
memorization Language needs -Translation avoided Form-meaning
-T - A- Memorize endless 3.1: THE DIRECT METHOD -Teacher own plan Correct pronunciation
Grammar Deductively -Speech, listening No natural learning
Boring experience
-Mother tongue-Reference,explanation Native or high level speakers
-Textbooks Mother tongue explanation
3-MODERN APPROACHES 3.2: THE ORAL APPROACH
Rules, conjugations,
translation, sentences
Oral skills Speaking and oral forms 1
1840s-1940s
Items in sentences, drills and accuracy Language in a context
No grammatical explanations Not able to use language real communication
R. D. 126/2014: O.S. F Ecclectic Approach A-British Structuralism No mother tongue
2-THE TRADITIONAL Textbooks and visual aids
APPROACH: THE GRAMMAR
Approach Chance TRANSLATION METHOD
Method 1-The USA Army Programmes
B-Oral skills goal, 1
Technique 3.3: THE AUDIOLINGUAL METHOD 2-Structural Approaches
Struture-based: phonology, morphology, sintax
Proliferation 1-INTRODUCCIN 3- Behaviourism
Langauge by imitation and repetition, dialogues and drills
Real situations A.
Goal- orientated communicative activity 13: EVOLUTION AND HISTORY OF LANGUAGE TEACHING: No translation, grammatical explanations, mother tongue
Prabhu, finding
Language from beginning FROM GRAMMAR TRANSLATION TILL MODERN DAY A.
solution a natural
4.4.- TBL APPROACHES No translation, grammatical explanations, mother tongue
acquisition
Conversational fluency
Methodology: 4-CURRENT APPROACHES 1 Oral skills
1-Pre-task phase Very mechanica
1970S, active role 4.3.-LCA
2-The task-cycle phase:task itself,the 4.2 HUMANISTIC APPROACHES Patterns no realising
planning,the report 4.1-THE COMMUNICATIVE APPROACH Unable language real communication
3-Thelanguage-focus phase
S. take charge their own learning B) Natural
Teacher helper, not teach directly Approach Pupilspersonality and positive 1970s
Meaning and c.c feelings
Training for Personal assessment C: real world, l.active role, work
E) Suggestopedia independently, t. facilitate c. and Chomsky: language no imitation and repetition, innate
problem-solving Learning strategies
Krashen: underlying and creative abilities. Halliday, Hymes, Austin,
L.more aware Language awareness childrenautonomy.
principles.Acquisition and A)TPR
Fluency> A Lozanov: decoration, Not suitable, grammar of the language functional -communicative potential
learning. Input. Affective filter
L.lack abilities to furniture, voice (Non- language
direct Take on more responsability conscious influence)
Dificculty matching learning Asher: adultscommands C.C. Meter Ley
O.C
group needs Associated Items meaningful context. Pairs and group work
Types of help Meaning no form
L-R.Speech Imperative
Rel.atm, m.c,groups, Richard: understandig and oral Reduce stress
Widdowson: The essential emotional factors proeficiency Translation students need
5-CONCLUSION
is that there are no Acq. Long time, language
universal solutions not to acquisition Functional syllabus, meaning and
Fluency >Accuracy. Errors normal, trial and error
C) The Silent Way use of structures:

D) CLL Grammar expl. benefit

6- BIBLIOGRAPHY Curran Discover and create no repeating
Cognitive- affective abilities: Whole Physical objects
Gattegno:Teachers
7- WEBSITES person learning Silence concentration
Whisper- translation- messages silent Materials:games, realia, c.act.
Self-awareness
Lack of syllabus- objectives unclear