GRAMMAR Literary texts

TRANSLATION METHOD Translation TL-NL

Exercise mental
muscle
DIRECT METHOD Everyday spoken No native- learning grammar through
(Natural method +linguistic & language(TL) language induction
psychological-based procedures) Associate meaning translation use of the language in context
Berlitz Schools
AUDIOLINGUAL Sentence and sound Oral/Aural Teacher oriented and controlled
50-60 METHOD patterns drills,repetition & Tapes , visuals & language lab
skilled training to produce correct Habit formation memorisation errors must be prevented at all
´s responses(structural linguistic Structure-based pattern practice. costs
theory+behaviouristic dialogues Over-learning Accuracy l & linguistic
psychology) competence
Grammar explanation avoided
70-80 Each language is Teachers must Materials: Coloured rods, colour-
SILENT METHOD composed of remain impassive coded pronunciation &
´s elements that give (teach, test and get vocabulary charts.
Activities encourage& shape oral
responses without grammatical it a Unique of the way)and Learners are responsible for their
explanation or modelling by teacher. spirit/melody silent. own learning and must develop
CALEB GATTEGNO becoming aware independence , autonomy and
how TL works responsibility.
Vehicle for Making meaning Imperative drills
TPR communicating clear through The teacher is the director of a
meaning, vocab. actions and visuals stage play with students as actors
emphasized. Voice-Action-Gestures
Associate meaning No basic test
with TL directly
Learning occurs List of vocabulary Question and answer, role play,
SUGGESTOPEDIA through suggestion pairs, dialogues listening exercises under deep
Allow the materials to work on them in a deeply relaxed graded by relaxation. Situations where
state(Baroque vocabulary and positive reception and retention is
Georgi Lozanov Music). grammar and
more likely. Texts(with literary
Receptive translated in the quality , force & interesting characters),
< Phase students´ native tapes, classroom fixtures and music.
Activation language.
Student generated It involves whole Translation, group work,
COMMUNITY learning following person, culture, transcription, reflection and
developmental educational, observation, listening ,free
LANGUAGE LEARNING
Learning is achieved collaboratively stages developmental conversation.
CHARLES CURRAN(5) communicative No text book, materials are
processes. developed as course progresses
Acquisition & To give beginners Low-anxiety climate
NATURAL METHOD Learning and intermediate The teacher primary source of
(Rousseau, Comenius & Writing only with learners basic comprehensible input
Pestalozzi) advanced students communicative Activities involving meaningful
Comprehensible input, about things in use of the language skills. communication
the here -and-now in context Materials come from realia
80´s Activities involving Interact with Use information gaps, role-
COMMUNICATIVE real communication others in the TL, plays ,games, task-based
Notions(meanings) negotiate meaning, materials ,authentic
LANGUAGE TEACHING
Being able to use the language /Functions(purpose) information Teacher as analyst, counsellor,
appropriate to a given social context. (Wilkins) sharing process manager
Knowledge of the linguistic forms, Contextualised Trial and error Main goals: Communicative
meanings ad functions is needed. competence& Fluency

80´s CONTENT-BASED ,TASK- Medium for doing, Engage students in

BASED AND learning or in learning other
90´s problem-solving subject matter,
PARTICIPATORY
APPROACHES around issues in tasks,
their lives.
LEARNING STRATEGY Learning how to cooperation; a variety of
TRAINING , learn teaching activities that appeal to different
COOPERATIVE learning strategies intelligences
LEARNING .
HUMANISTIC human values students must take student-centred
APPROACHES self-awareness responsibility for teacher as helper, adviser
&understanding their own &counsellor
sensitivity learning.
active involvement
LANGUAGE cognitive
FROM WITHIN affective
interactive elements
BEVERLY
GALYEAN

Natural Approach
Delayed Oral
COMPREHENSION Practice
APPROACH T.P.R

NATURAL APPROACH Tracy D.Terrell

Emotional factors in learning

mastering of vocabulary
There is no formal correction

DELAYED ORAL PRACTICE(Postovsky)

It is far easier for learners to achieve competence in recognizing
language , whether in speech or writing , than in producing it(basic
receptive competence).

T.P.R

Aural comprehension in the early months of learning