Methods L1 Vocabulary Grammar Practice

Long elaborate Drills translating

Grammar explanations of isolated sentences.
More L1 than L2 Isolated words
Translation complex Pronunciation not
grammar forms. taught.

Associated w/ Using models. Not

Accuracy more
Direct concepts and natural.
Not allowed than fluency. Not
Method objects. Pictures, Pronunciation
taught explictly.
Realia. prominent.

Choral/ individual
Audio Embedded in
Inductively repetition. Back
Lingual Not allowed dialogues.
within dialogues chaining. Minimal
Method Sustitution drills.
pairs.

Begins w/ spoken
Grammar and
Situational input, supported by
Frequently used Voc 1st, before
Structural visual aids, gestures,
No words 1st. Before reading &writng.
Support. realia. Provide
reading. From simple to
Oral Method. context for new
complex.
Language. Syllabus.

Through active
thinking rather Sts should speak as
The Silent
than the much as possible.
Way
reception of Scaffolding.
knowledge.
 Steps in a series
Total
of actions. How 1st listening and
Physical
to make a responding. 2nd
Response
sandwich. How to producing L2.
TPR
drive a car.
Charts, posters. Explicitly not
Practical heavily
Allowed. Used Recite dialogues.
Language and emphasized.
Suggestoped for instructions. Different emotions
Speaking are Phases:
ia Translations = and voices. Has to
prioritized over Receptive &
useful. be fun.
reading and active. Model
writing. dialogue.

Authentic. So as Activities should be

The So as to enable
to enable meaningful.
Communicati Discouraged communicative
communicative Information gap
ve Approach competence.
competence. activities.

No Vocabulary No grammar
Problem solving (not
Syllabus. Only syllabus. Only
by receiving
Task Based what is relevant what is relevant
information). Main
Language Not excluded to a specific task to a specific task
focus on meaning.
Teaching or project. or project.
Group work most of
Authentic Authentic
the time.
material. material.

Presentation,
Practice 1st- Teacher presents new L. 2nd- Sts practice
and (controlled activity). 3rd- Sts use the new L in free,
Production. communicative production (speaking or writing)
PPP

Important aspect
of L learning.
High- frequency Identify patterns in
Vocabulary
patterns rather everyday life.
The Lexical notebook.
than Extensive exposure
Approach Collocations.
grammatical to comprehensible
Frequently used
framework. input. (Oral &text)
expressions and
patterns.
 Emergent
Syllabus Directly as
language.
Dogme ELT rejected by this communication
Content is
approach. happens in real time.
everything.

It dictates the ability achieved after a period of instruction.

Competency
What knowledge skills and behaviours Sts need, in order
Based
to accomplish a specific task in a specific situation
Language
(academic, touristic, business, survival, etc.)
Teaching
Competencies are set by government agencies through
CBLT
educational policies.

Content and There is no Sullabus. The 4 "Cs": •Content

Language • Communication (Sts receive L instruction to facilitate
Integrated communication about content) • Cognition (critical
Learning thinking) • Culture (expose Sts to see themselves as
(CLIL) members of their community as well as a global society).

The 4 "Cs".
Activities should be
Everyday
meaningful.
Vocabulary.
Information gap
Pictures, realia, So as to enable
activities. Preparing
games, authentic communicative
short presentations.
texts. Repetition. competence. If
Creative writing.
My Own Allowed. Use as Chunks. Charts, possible through
Role- playing
Method less as possible. posters. Practical active thinking
situations. Dogme
Language and and discovering
and Competency
Speaking are within simple
based might be
prioritized over patterns.
suitable depending
reading and
on the type of
writing.
course (Age,
nunmber of Sts, etc).
 Teacher Student Error History

Horwatt 1884. Few

people needed an
L2. Until WWII.

1884 publicly. 1920

No space to decreased
In complete control express popularity. Startegies
themselves modeled on L1
acquisition.

Goal was
Successful only if Accuracy Communication but
Positive
could keep up w/ and Sts were unable to
reinforcement.
drills. fluency. use L2 in real-life
situations.

Harold Palmer 1920.

Popular in 1950.
In complete control Avoided What/ When/How to
teach. Emphasis on
Speaking.

Cooperation w/ Caleb Gattegno

classmates. More proposed TSW.
Openness
Should be silent. engagement. Problem solving,
towards it.
(Contribution: creative, discovering
reduction of TTT) activity.
 1974 J. Asher
Suitable for VYL.
Physical Activity
Repeats actions
(same way babies
and words.
do).

As gently 1982 G. Lozanov.

as Remove anxiety &
possible. fear of failure.

Sts work in small

Linguistic
groups to Welcome 1970 Linguistic
feedback should
maximize as part of Competence.
not interfere with
opportunities to process. Functional L2.
communication.
communicate.

Focus on
Must recall and real- life
use L2 to objectives
Tasks accomplish task. rather 1980
Interaction w/ than
other sts. linguistic
ones.

Should offer
enough exposure
80s and '90s Roots
for Sts to
in Situational
determine
Structural (Oral).
meaning, form and
use.

Plans lessons
Are encouraged
around vocabulary 1993 Michael Lewis.
to read and listen
rather than Lexical chunks.
to English at home.
grammar.
 1995- Named after
Lessons are
Sts are the focus "Dogme 95" film
conversation-
rather than making group.
driven (not limited
pedagogy, Teaching unplugged.
to conversation
activities or the Material-light as
but a way to
teacher. opposed to following
engage their Sts).
a course book.

Sts learn 1994 David Marsh

Language by CLIL= Language +
doing things with Academic content }
it. Task- based

Sts learn
Language by
doing things with
it. Group work to
A combination of
maximize STT.
Welcome TSW, TPR,
Remove anxiety & They should be
as part of Suggestopedia, TBL,
fear of failure. exposed to L2 (RP
process. PPP, CBLT and CLIL
Plans lessons and accent
No but mostly
around vocabulary variations) as
correction Communicative
rather than much as possible.
in certain approach, Lexical
grammar. Encouraged to
activities. approach and
continue at home
Dogme.
to extend the
exposure (mostly
self chosen
activity).