Grammar- The Reform The Direct Method Reading Approach Audiolingual Situational The Silent Way (De)Suggestopedia The

Situational The Silent Way (De)Suggestopedia The Natural Total Physical

translation movement (parallel to the Method (1950s – Language Teaching (Caleb Gattegno – (Georgi Lozanov – Approach (Terrel Response
method Reform Movement) 1960s) – Oral Approach 1972) 1978) and Krashen)
1840s – 1940s Turn of the 20th c. Interest for Reaction to the Reaction to the 1940s – 1960s Ex. of how the Reaction to the lack Lang learning > a Application of the
developing pples in impracticality of the Reading app which Cognitive app was of affective reproduction of the comprehension-
Derived from the Immigration and lang. teaching as the Direct Method. did not pay much Reaction to the put into practice. considerations in way humans acquire based approach.
classical method of industrialization ones seen in First attention to oral- Reading app in audiolingualism and their mother tongue.
teaching Latin. increased the Lang. Acquisition. aural skills. Britain. The teacher should early cognitive Teaching method
opportunities of Natural Methods. remain silent > it is methods like the Adheres to the built around the
Teacher centred. communication -> Took pples from the Took also pples from the student the one Silent Way. Communicative App. coordination of
creating a demand Direct Method and the Direct Method that has to produce speech and action.
Syllabus: set of for oral proficiency. added features from and added features as much lang as Humanistic App. > Rejects earlier Attempt to teach
grammar points and Change from Am. Structural ling. from Firthian possible. respect for the methods like the lang through physical
a selecx of grammar-translax to and behavioural Linguistics and individual and their structuralist activity.
vocabulary. more communicative psychology. language pedagogy. feelings emphasized. situational app
Reading and writing Oral skills Oral skills organized Reading skills –> the Lang divided in the 4 Spoken language is Focused on structure Main objective: to Communication > Main objective:
emphasized. emphasized. in a graded process in only lang skill skills used in lang primary. rather than on comm make students primary funcx of communicative skills
Little attenx to Phonetics the form of questions emphasized. teaching -> followed Lang material first competence. Main achieve advanced lang. > focus should since comprehension
communicative skills. established. IPA 1886 – answers betw an order: listening – practiced orally > goal: achieve near conversational be > communicative > the most imp
-> Int. Pho. Alphabet teacher and stds. speaking – reading then presented in the native fluency and proficiency. abilities rather than aspect when learning
published in 1888. and finally writing. written form. pronunciation. on lang structures. a foreign language.
Grammar -> Grammar –> Grammar -> Grammar taught -> Grammatical Ultimate aim: teach
deductively and then inductively. inductively. only the one structures -> graded Learning process > Class atmosphere > basic speaking skills
> application of neccesary for reading from simple to Problem-solving more imp than by using imperative
learned rules in comprehension. complex. Taught activity in which the materials or drills to which the
translation exs. inductively. learner is the centre methods. students had to
Mother tongue –> Spoken lang. primary. Mother tongue -> not Language mainly Only the target of the classroom. answer with a
means of instruction. Oral-based permitted. Instrucx taught through language should be Teacher -> counsellor physical response.
methodology. was done exclusively intensive oral drilling used in the or facilitator.
in the target lang. and paying attention classroom.
Finding in phonetics to pronunciation. Music > essential >
–> applied. increase mental
Translax of texts –> Translax avoided. Speech and listening Translax -> again relaxation and
the common use. comprehension were respectable potential to take in
taught. classroom procedure. and retain new
Vocabulary items Vocabulary should be Vocabulary taught by Vocabulary -> Correction in New items (lexical material. Vocabulary is of
presented with their taught in sentences demonstration or controlled at first: pronunciation, stress, and grammatical) are paramount
translation and sentences should association of ideas. based on frequency rhythm and introduced and Much work in pairs importance: lang is
equivalents. be practiced in and usefulness. Then intonation practiced and small groups. essentially its lexicon.
meaningful context > Correct expanded. emphasized. SITUATIONALLY (at
Accuracy emphasized not in isolation. pronunciation and the post office, at the Diff with other apps.
grammar > regarded Teachers do not need bank, at the dinner > its premises
Formal written Learners should hear as crucial. to have good oral table...) concerning the use of
examinations. the language first. proficiency in the TL. lang and the imp of
Advantages: easy In Spain not applied Teachers needed to In Spain –> lang Decline of both vocabulary: lang seen
method to use. Lack until the beginning of have good oral teaching influenced situational and as a vehicle for
of use of equipment. the 1950s -> proficiency in the in the 1970s by audiolingual app. > communicating
Straightforwardness preference for target lang -> few audiolingual method. 1960s > theoretical meaning and
of the evaluation deductive methods. teachers.Declined in Gral Law of Educax of foundations attacked messages.
method. the 1920s the year 1970 -> by cognitive psych.
main aim: acquisition and transformational
Disadvantages: did of the four skills > –generative linguists.
nothing to enrich more imp > oral ones Lang -> no habit form
student’s comm
ability. Stress on
memorizing. Tedious