Principles

language
Role of Role of Language
ELT School of Nature of compone Error
Introduced View of View of Mother Target Role of Role of Role of skills Evaluati
Methods thought/ Goals Interactio nts correctio
by language culture Tongu Languag Materials teacher students emphasiz on
Approach n emphasiz n
e e ed
ed
GTM Faculty Unknown Empower Read and Literature Used Used Teacher Text Authority Passive Grammar Reading By Formal-
psychology the brain- understand and fine as a only to -student books- in the learners and and teacher- translati
read literature arts mean develop and literary class vocabular writing direct on and
literature of the brain student- texts y and and gap
commu teacher dictation immedia filling
nicatio te and
n memoriz
ation
DM Criticism Maximilia Students Make They also withou target interaction Teacher the role Observe Observin Mainly Teacher Evaluati
n Berlitz should communicat study t any language goes both uses from of the and g, focus is tries to on is
(1852- learn to ion easier culture in help of making a ways, objects teacher is communi listening , on get also
1921) speak and terms of the relation from which are to direct cate with reading listening students direct
understan history, learner between teacher to in class their and and to self and it’s
d the geography mother experienc student environm friend speaking speaking correctio not
target and daily tongue e and and from ent and their and skill and n formal
language information language, student to teacher writing vocabular wheneve
in takes place word and teacher, skill y is r
everyday between idea, although emphasiz possible
situations people thought the latter ed more
and is often than
expressio teacher grammar
n rule
ALM
SW Structivism / Caleb Help Languages It's No role It is Student- Role of Guider or Active Pronunci Oral Self- No
cognitivism Gattengo beginners of the world reflected in basically student props is facilitator learners ation skills correctio formal
gain basic share a the SW teaching more than important Vocabula n tests
fluency number of and student- ry
features. speak in teacher
However, Target
each language
language
also
has its own
unique
reality, or
spirit, since
it is the
expression
of a
particular
group
 of people.
Desug.
CLL
TPR Comprehensi James Encourage The oral Culture is This In TPR, The This Teacher Students Vocabula The Teacher Teacher
on approach Asher students to modality is the lifestyle method instructor teacher method is the are ry and spoken only understa
persist on primary of people is s give interacts teach director imitators grammati language corrects nd by
reduction who speak general comman with the language of all of the cal is major observin
of stress. the ly ds to whole through students teacher structures emphasiz errors g
Enjoymen language introdu students group of physical behavior and later ed over students
t of natively ced in in the the activity role written actions
learning the target students and it reversal language
student language and with doesn’t
s with the have
native body individual specific
langua moveme students material
ge nts
CLT Linguistics: Noam Being able Language is everyday life Judiciou Use of Student- The use of Facilitator They are Cohesion All four The informal
functionalism Chomsky to for style of target s use of target student: a authentic in the interactors. and skills teacher evaluation
communicat communicatio culture mother language is great deal materials is activities, coherence, notes the : as
Psychology: e n: meaning tongue for Student- emphasize. establisher Oral errors and advisor or
psychoanalysis appropriatel comes before is communic teacher: of communica return to co-
y in accuracy. allowed. ative They communica tion them later. communic
different purposes interact, but tive ator.
contexts; And not always. situations, Formal
communicat explaining co.commun evaluation
ive activities icator :
competence integrativ
e tests
Cog. App
NA Functionalis Stephen Is for A vehicle Would use Is not Primary T-S, To make The a Loosely Listening Almost Evaluati
m Linguistics Krashen & beginners for culture to used and only teachers classroom primary processor Semantic & never on
/ Humanistic Tracy and is communicat make and is vehicle mostly activities source of of s Speaking happens Doesn’t
Psychology Terrell designed ing lessons encour for interact as comprehe comprehe & Syntax happen.
to help meanings more aged to communi with meaningf nsible nsible
them and meaningful not be cation students ul as input input
become messages to the used in a center possible
intermedia students stage role
tes
CBI
TBLT functional N.Prabhu Engage the most Using There Languag This materials Observer, They are The All skills, Error It won’t
learners in important culture in is no e is for method is are a source active meaning speaking, correctio happen
interactive item to real life explicit communi highly exposed of agents dimensio listening, n is done formally
authentic communicat tasks and role cating based on to informati who n of writing through but
language e through make and for students learners on through language and recasts teacher
use by tasks learning doing interaction before the is reading or can
having easier s and and performa emphasiz modelin evaluate
them working during nce of ed g or by learners
perform a in pairs or their task tasks, giving by
series of groups performan develop brief observin
 tasks ce to implicit grammar g them
assist and explanati
their explicit on
successful L2
task
completio
n
PA
LST Linguistics 1975 Teaching The it did not They Used as Most The The The role Read and Skills: In fact, the
functionalism Rubin techniques language talk about do not the main communic teacher teacher’s of review strategy the successf
and itself is reading use teaching ation is uses the job is not explorer text and teacher ul
strategies used to culture their tool. between text. Even only to and device for does not students
for better learn ways except in mother teacher these teach thinker, learning object, were
learning to learn. the texts tongue and texts can language, they even they able to
they read. in the student. be desired but to learn how have the evaluate
course T_S by the teach to learn right to themselv
of their student learning. on their comment es in the
lessons from So he/she own . end and
. anywhere. teaches without a do their
both and teacher homewo
leads the even at rk.
class. home.Stu
dents
need to
become
independ
ent,
self-
regulated
learners.
Coop. L functionalism social It involves It is based The group There Cooperat S-T: The Any The working It is , improve It Students
theorists students on the idea receiving a is no ive teacher course teacher's together believed Communi appears take a
such as learning that second culturally explicit learning guides material task to meet to cation that test
Allport, from each language modified role in the S-S: It is or during their increase skills, students individu
Watson, other in learning can programme foreign the assignme cooperati learning target build can ally but
Shaw, and groups be best , appeared language instruction nt can be ve goals in language confidenc effective their
Mead Learning done in to work classroo al use of adapted to learning learning use e and ly assist scores
collaborati heterogeneo harder m is small this type involves teams or stimulate each will be
ve or us groups, during, and believed groups so of the groups learner other in added
social when all gain more to that learning stimulatio autonomy correctin together
skills students satisfaction increase students n of . g the
work from, target work constructi compreh teacher
collaborativ collaborativ language together ve ension determin
ely for one e learning use, to interactio errors e criteria
common activities. improve maximize ns and also for this
goal. communi their own between teacher and and
cation and each learners. correct also the
 skills, other's To their students
build learning. organize errors correct
confiden student their
ce and interactio own
stimulate ns in the work
learner context of
autonom academic
y. tasks and
simultane
ously,
prepare
them for
collaborat
ive work
with
others.
MI Cognitive Howard The MI implies It is the Not Teaching Human Sing Facilitato Learn and Emphasiz There is Teacher Teacher
science Garner differentia that culture that using target have different r not a acquire ed no correct evaluate
tion of educators defines the so language various materials lecturer. informati complexit emphasiz students s
human should stages and much by strengths to Guide on thru y of ed on or peer students
intelligenc recognize fixes the L1 in Consideri which stimulate them thru their individua special correctio based on
e into and teach a limits of the ng the define the different the strongest l language n their
specific broader individual classro differenc way they intelligen different intelligen differenc skills strengths
modalities range of achievemen om e interact in ce centers. ce es and
of talents and t between the world abilities
intelligenc skills students
e
Tech.LT Various or It is not Providing A tool for Students It can It is a S-T: The The role The They are There is All 4 Peer It is
L none introduced students social learn about be used mean of teacher of teacher actively not much skills but correctio done via
(Infrastructur by one with Interaction culture for communi guides materials provide involved emphasis much n & self- an
e is one of person access to and used for through commu cation is very activities and they on more correctio electroni
them) authentic communicat their online nicatio and S-S: they important and help each linguistic focus on n (errors c or
language, ion. interactions n and students chat, because monitors other to structure reading & are not virtual
make . as can see it correct all things and learn writing preoccup portfolio
more support in each are done guides ation of of
autonomo er of comment other, do internet, students the student
us target s on peer computer teacher) work
learners, langua blogs and works. and other that a
enhance ge. it is technolog teacher
social mostly ical aids. archives.
interaction used in
. the class.
Table of ELT Methods