METHOD CHARACTERISTIC REQUIREMENTS FOR OPTIMAL INPUT LEARNIN SUMMARY ROLE OF ROLE OF ACTIVITIE

S/ GOAL G THE THE S/ TASK

TEACHER LEARNER
COMPREHENSI INTERESTING/ NOT QUANTITY AFFECTIV ACTIVIT
BLE RELEVANT GRAMMATICA E FILTER IES/
LLY TASK
SEQUENCED
GRAMMAR- It is usually taught Newmark Even if an It is Teachers of One way Practice There is Learners Teach Th4e Use other
TRANSLATIO using first (1966) called article or grammatically this grammar to using no acknowled the students language
N METHOD language for this the something is sequenced as translation motivate the limitatio ge learning students should then
intellectual “crytoanalytic written in it starts in method rarely a person gramm n on the grammar using the follow practice
improvement decoding” as foreign simple form to talk using the is to be ar things method or target and on
some students language, to complex form target true to transla that are rules by language acquire translating
focuses on provide language the input tion not yet applying then knowledg it using
word by word interest to the hypothesi method acquired the rules teach the e about the native
than its that readers or s and when students what the language
completely students they learned translating how to teacher
understanding do not seize to sentences use inform
the message pay attention grammar them
meaning. on what translatio
language it is n
used.
AUDIO- This drill focuses Audio-lingual It was advised It is Students This Teacher Practice If students The The
LINGUALISM the students provides to use relevant grammatically focused on the violates may using the study teachers students
attention to the comprehensibl and sequenced as message in a some of help grammar according may help role is to
structures e input. The appropriate it is usually little amount the input the translati to the plan, the analyze
introduced in the patterns and language based in of time. It is hypothesi student on they will students the
dialogues but dialogues that depends on a simplicity. The okay to file an s’ aspects s by method have a to dialogues
according to are practiced persons’ age entire lesson is entire class as it is giving The store of understa as they
theory, the were to maintain structured as hour and it expected them audioling phrases nd the need to
students make understand the interest of it is dominated can be argued to be free dialogu ual and dialogue focus on
the pattern fast by most of the student or by the that it does from es that techniqu patterns they the
automatically. the students. user. They “structure of not meet the error. Not they e aims to that they need. standard
make no the day”. requirements le5ting should teach may They may or goal of
attempt to needed. Some the try to precise employ in also give the
meet the students may students compre pronunci conversatio samples method.
required way not or hend ation and n on on how
of audio understand learners grammar occasion, to
lingual as it the meaning to access , as well as well as execute
 was easy to of a message written as the fulfill the it
comprehend. in first of few words in capacity conversatio
readings and their to nal
according to early respond manageme
some, the stage may quickly nt purpose
patterns is cause and to some
practiced to anxiety effectivel extent. It is
avoid it. y in implicitly
speech encourage
circumst d to learn
ances inductively.
and a
large
enough
vocabula
ry to
utilize
with
gramma
tical
patterns.
COGNITIVE- This code has some As with This is It is sequenced In comparison Most Althoug The Although The The
CODE similarity with grammar- dependent on as all aspects to grammar- cognitive- h no cognitive cognitive- teacher learners
grammar translation
translation, the of the lesson translation, code attempt -code code must must
method, cognitive
code helps the the communicativ are dominated cognitive-code classes has assumpti should give explain learn
learners in the four explanation e competence by the day's has a larger include been on is that more the rules about
skills like reading, and practice activities framework. amount of error made everyone intelligible about the for
writing, speaking, part will give chosen. intelligible correctio to can learn input and this code skills
and listening. very little Whatever input. n on all supply consciou hence Also the namely
understandabl option is However, output; this, it sly, that more professor speaking,
e information picked, the because the students is likely all rules acquisition must listening
because the purpose communicativ are that can be than provide reading
focus is always remains the e skills expected some of learned, grammar- activities and
on form rather same: to learn component is to create the and that translation, that can writing
than meaning. a certain only a fraction right exercise consciou it falls short support
The structure, of the immediat s in the s of realizing this.
"communicati making it programme, ely, and section knowled the
ve almost difficult and even here, this on ge classroom's
competency" to meet the the productio commu should full
component of Forgetting concentration n is nicative be potential.
 cognitive-code Principle. is on form, it expected compet available Learning is
offers more does not live to be ence at all overempha
intelligible up to the goal accurate. will times. sized, just
input, but this of a class full supply Unless all as it is in
potential is of some of rules grammatic
hampered if understandabl these "fade al
actions are e information tools. away" as translation.
constrained by with undivided soon as
a desire to concentration the
contextualize on the structure
the "rule of message. s
the day." become
automat
ed, we
can only
infer that
cognitive
coding
favors
excessive
usage of
the
Monitor.
DIRECT The target It gives you a debate is The direct he direct the most Student Students Compared In direct The Role of the
METHOD language is used lot of always technique technique, devoted s are are given to many of method students teacher
in all discussions information worthwhile, it follows a which fills the Monitor provide the skills its rivals, the role need to the
and in the that you can is rarely really rigorous order, whole hour users, the d the to the direct of the learn and activities
classroom. This understand. communicativ which distorts with concentra skills participa technique teacher have the that can
covers the The entire e. attempts at understandabl tion on they te in the gives more is the knowledg be used in
language used in period is Sentences like: genuine e material, fits grammati need to target intelligible ditch the e about this code
the tasks as well packed with are advised in communicatio this need as cal commu language input. students phonetics or method
as teacher speak target Pucciani and n. well as any perfectio nicate in the According about to make is to give
utilized in the language Hamel's classroom n at an in the classroo to the dealer the
classroom. The usage, with a textbook to technique. early target m, and unofficial importin’ learnings students
technique focuses range of assist the stage, the languag they are accounts, s and let more at twisted
on teaching themes and learner with use of e in the quickly the direct the effective sentences
grammar structures inducing error classroo able to method students and to and let
inductively. The used, just as it certain correctio m, and begin has been practice execute them
purpose of the is with the grammatical n, and the they discussio quite a lot this understan
lesson is for the Natural principles. The course's are ns and successful inhering properly. d it and
 learners to guess Approach. need that any grammati quickly ask with and knew speak out
or figure out the conversation cal able to question certain speaking words we its
linguistic rules. incorporate a concentra begin s. demograph a learned meaning
grammar point tion may convers ics, language with the using
makes this induce ations particularly help of audiovisua
criterion anxiety with pupils who images l aids the
difficult to and a the have an and students
satisfy, as it high teacher inner objects. should
does with filter. and ask passion for in this summary
other questio language method the
contextualizati ns. study and the meaning
on-based think that learners of a
systems. conscious should dialogue
grammar improve
study is their
vital. pronunci
ation.

NATURAL The majority of The Natural Natural The emphasis The criteria is Many Some The The Natural The the
APPROACH class time is spent Approach's Approach tries in this session addressed by sources of convers Natural Approach teacher’s students
offering feedback entire purpose to pique is not on the Natural worry are ational Approac makes a role is to can use
for acquisition. of classroom students' presenting Approach as decrease manage h was concerted speak their first
In the classroom, practice is to attention by grammar. well as any d or ment created attempt to only and
the teacher solely deliver encouraging other foreign eliminate tools to be meet all using the second
speaks the target intelligible discussion on language d as a are congruen learning target language
language. input. themes of teaching result of supplie t with and language depends
In the classroom, Teachers that personal technique. the d in the what is acquisition in the on what
the teacher solely use the interest to the Natural form of now criteria. classroo they like
speaks the target Natural students Approach' extrem known According m if they
language. Approach use through what s ely brief about to SLA just do
The first or realia, visuals, Terrell refers endeavor dialogu Monitor theory, its use their
second language and prior to as to be es, function. primary second
may be used by knowledge to "Affective "authenti which The flaw is that language
the students. If make their Acquisition c" to the are absence it is still a and
they answer in communicatio Activities," a Input aimed of error classroom errors
the second n word he Hypothesi to assist correctio approach, occurred
language, their understandabl borrowed s. student n in the which for it's okay
mistakes are not e from the from Students s in classroo certain unless it
rectified until start. Christensen. are not convers m pupils has so
communication is Later on, required ing with reflects a prevents many
 severely students talk to create native knowled the grammati
hampered. about their in the speaker ge that conveyanc cal errors
Formal grammar past second s on there are e of
study may be experiences, language predict limits to fascinating
assigned as and then they unless able when and
homework. might talk they are and students important
about their comforta commo should themes.
aspirations ble with n use
and intentions it. In the themes. consciou
for the future. classroom Further s
, there is more, grammar
no form pupils :
error are students
correctio taught should
n. In terms use the
addition, and Monitor
an effort idioms only at
is made that will home,
to cover assist when
issues them in they
that controll have
students ing the time,
are teacher' when
intereste s input they are
d in. from focused
the on form,
start. and
when
they
know or
are
learning
a rule.
TOTAL Total Bodily TPR satisfies The TPR TPR, according TPR can TPR offers Asher's TPR TPR The the
PHYSICAL Response, or TPR, this criterion. technique's to Asher's provide a papers assumes ensures instructo students
RESPONSE entails following The student's novelty and explanation, intelligible significant make that active r can ask must
the instructor's complete freshness are has a input in the contributi no students student or say to follow
orders that bodily likely grammatical form of on to specific will engagemen their the
require an overt response is, in contributing focus in each instructions reducing mentio acquire t, assists learner teacher
physical fact, a significantly to lesson. In throughout a student n of grammar the to do or the
 response. When reflection of the class's other words, full class time. anxiety by this. inductive instructor some instructo
the lecturer his attention. If instructions As a result, it allowing ly, that in actions r’s
shouts "stand understanding one is provide has the ability students is, they determinin to comman
up," the entire of the required to context for to fully fulfil to create will g whether execute d and the
class stands up. teacher's provide specific this need. in the figure statements the total students
As the class words. In fact, imperatives grammatical second out the are physical may
advances, the it may be 100 percent of elements. language proper understood response speak
instructions get claimed that a the time, it only form of , and gives method only
more TPR isn't may be tough when the rule settings for when
complicated, and required for to remain they are during a students to they are
Asher says that understanding fascinating. ready. class better ready
large quantities of or They are, exercise. grasp the
syntax may be development in other This language
embedded in the in second words, might be they hear.
form of a language given a taken as It is
command. acquisition. moment asserting possible
Students only of silence. that that it will
speak when they TPR may much of fall short of
are "ready," or may the the
which generally not grammar interesting/
happens after necessitat will be relevant
about 10 hours of e mistake acquired condition,
teaching, and correctio and/or first
only when they n on early inductive because it
are given student student ly learnt is a
directions. output, in the classroom
since technical technique,
Asher meaning and second
does not of because of
specify; inductive the limits
this may learning. imposed by
vary from the
instructor continual
to use of
instructor imperatives
. and the
grammatic
al focus of
lessons.
SUGGESTOP In suggestopedia Procedures of The dialogues This attempts A rigid At some Dialogu There is Suggestope The The
 EDIA/ each member of a suggestopedia used are not to reach goals sequence in point,
es in errors in dia focuses teacher learners
DESUGGEST class are able to are designed only to get the discussed. suggestopedia suggestop
suggest correctio on the must should
OPEDIA have new roles for learners Suggestopedia is followed. edia
opedia n and potential in make the follow
and name as comprehensibl interest but aims to make Writers have meets the
attempt grammar mental and students the
what is given to e input. Initial also for their student the emphasis requirem
s to be explanati learning feel future of
them on what utterance are students' feel relaxed about the ents as
realistic ons in ability as it relaxed suggesto
they should play based on relevant and removed focus or the there are
. There every is affective and pedia as
situation needs. the negative goal of their some
is no part of to use for confident this cold
where emotion and works and explanati
explicit the young on this or
learners are thinking to grammar. on that
explana lessons learners method method’s
familiar with build the long
tion or grammar primary
as they also confidence vary
saying used in goal is to
use it in dialogue
that the this does make
students first dominate
teacher not them feel
or native s the
s gives involve relaxed
language in activity.
the with reduce
the first part student communi anxiety
to help the s to cation. and build
students to tools their
understand that is confiden
the message in needed ce
the goal to
language. create
convers
ation
with
more
compet
ent
speaker
.
MATRIX: SUMMARIZING METHOD AND APPROACHES TO LANGUAGE TEACHING

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