METHOD SUB-METHOD HOW DOES IT WORK? DOES IT WORK? WHAT’S IN IT FOR US?

NATURAL TOTAL  Together with the use of deliberate practice to filter& record input, to  High levels of proficiency For a start, it suits
METHODS IMMERSION pay attention to corrections, and to plan subsequent exchanges Low levels of literacy skills highly motivated and
resourceful learners
THE NATURAL  Sauveur’s principle  Has no natural context
METHOD/APP Conversation-based method
ROACH Ss’ ears must be occupied

 Derived from Sauveur, Terrel’s principle:

- Comprehensible input (Commands, Q&A using real objects/visuals)
- Grammar explanation & error correction are discourages
THE DIRECT  Berlitz’s principles:  Avoiding L1 put a strain on T &  For
METHOD - Direct association of Perception and Thought with the Foreign Speech and Ss, leads to explanatory problems elementary learners 
Sound immensely motivating
- Constant and exclusive use of the foreign language  For others 
- Q&A using real objects/visuals dogged
faithmodification
with L1 inclusion

THE ORAL  Habit-forming process  good habits Obsession with accuracy

METHOD  Presenting meanings in 4 ways:
- Direct association with things
- Translation
- Definition
- Exemplification
 Receptive stage: Comprehensive listening  Making out the meaning
 Imitation (Articulation under breath)  Responding orally to speedy
prompts (ensure automatism + discourage mental translation)
 ‘GRADATION’
THE READING  Introduce new words, gives meanings, drillsMake Ss understand  Suitable for limited-time syllabus Alleviate anxiety
METHOD reading comprehension questionAnswer Qs Write the  It works because:
AsCheckingRead out loud - With reading, Ss have some
 Graded reading general idea of the form
- The more words you know, the
 Little teaching of Grammar easier it will be to read
- Teaching grammar in context
 Speaking is limited to answering Qs & reading aloud
THE AUDIO  Bases on 2 principles:  The reverses:
LINGUALISM - Habit formation (repetition) - Fail to include error not of bad habits
- Avoidance of translation - No creativity
 Patterns introducedStructures presented in frames - Mindless parroting
ExercisesDrill(Automatic response)Practice(Comprehension + Control)
TPR  T demonstrates actions Ss(I) join till well-trainedT repeats  Limited solely to commands
instructions  Ss perform  Ss are given a list of instructional verbsStudy as  TPSR ( Teaching Proficiency through
HW Instruct other Ss to perform Reading and Storytelling)
 METHOD SUB-METHOD HOW DOES IT WORK? DOES IT WORK? WHAT’S IN IT FOR US?
LINGUISTIC EXPLICATION Suits those with scholarly learning style
METHODS DE TEXTE and less need for communication
Risk of teacher taking over
 Adapted version: less teacher, book-
centered

TEXT Listen to a recordingImitateTested multiple times It works because:

MEMORIZATI - Give a ‘feel’ for the language
ON - Mastery of many language
elements
There is a need for deliberate attempts to
retrieve and use the memorized material
beside remembering
GRAMMAR A lesson includes: It suits teachers who are not wholly
TRANSLATION A statement of rule in L1, a translated list of items chosen to fit with the proficient in English and too overworked
grammar point, translation exercises, whole text translation for assessment to undertake extensive prepapration.
purposes
 Focus on written language, accuracy and memorization of rules
No guidance A method without methodology
THE LEXICAL Comprehensible input in the form of texts It works because the more chunks, the
APPROACH Pedagogical cycle: observing, hypothesizing and experimenting greater the fluency.
Bridge the gap between the teaching of grammar and vocabulary The cons: scanning texts is a hit-and-miss
business
TEXT-BASED Explicit teaching of formal features of each genre + its social and cultural It works because:
INSTRUCTION functions >< process writing - Aligns with Whole Language
(GENRE- Modelling of a genreIdentify overall organization + linguistic features Learning
BASED…) ( G+L+T)  Joint construction  Individual construction (Draft + Revise + - Facilitate integration into the
Publish ) target ‘discourse community’
 The same procedure is applied to teaching spoken genres It does not work because:
- Dry and academic when leaning
towards written language
- TTT

THE Does not place translation at the center It works because: The challenge is to
COMPARATIV Ss is systematically guided and made to realize the functional differences that - Ss prefer learning in which cross- convince proponents
E METHOD exist between L1 and L2 linguistic is an option of Direct Method.
 METHOD SUB-METHOD HOW DOES IT WORK? DOES IT WORK? WHAT’S IN IT
FOR US?
COMMUNICA THE Teaching Grammar (induction)  Controlled practice (Imitation drill, …)  It works because:
TIVE SITUATIONAL - PPP is a logical procedure
METHODS APPROACH It is rigid with accurate reproduction of pre-selected
patterns with artificially contrived contexts for
presentation.
COMMUNICATI Fluency >>>> Grammatical accuracy It might be inappropriate in cultures emphasizing on
VE LANGUAGE Experiential learning accuracy.
TEACHING Present grammarTeach vocab based on grammarTeach conversation It favors teachers who are communicatively
strategy with some useful expressions  Listening activities reinforcing this competent.
conversational language Reading & Writing skill and listening & speaking
activities
TASK-BASED A task is to achieve outcome Cons:
LANGUAGE T performs task Ss follow  Reflect on how the task could be improved - Syllabusing issue
TEACHING (focus on form) - Unpredictability of task outcomes
 Management challenges
 Suits with small groups

COMPETENCY- Outcomes are expressed in can do statements Cons:

BASED It is not clear how goals are met - Narrow range of competencies
TEACHING - Few transferable skills
- A culture of continuous testing
-
WHOLE Engage with the language as an integrated whole Whole language
LANGUAGE Key principles include plus:
TEACHING - Learning goes from whole to part Shift attention,
- All skill develop together away from the
- Learner-centered whole and on to
- Learning takes place in social interaction the parts
- Whole = While language + Whole person ( intellectually, emotionally
and physically engaging)
Process-writing
Instruction is at the point of need
CLIL (CONTENT- Principles include:
BASED) - Grade classroom language
- Use multiple modes
- L1 is allowed
- Scaffold the learner’s interaction
- Provide clear feedback
- Continuously assess learner’s evolving understanding of the subject
matter
DOGME ELT Principles include: conversation-driven, materials-light and emergent language. It works because development can occur through
Process syllabus collaborative learning when scaffolded by a supportive
Fluency-first pedagogy teacher.
It does not work because Ss may be less well-prepared
 for formal/written registers and are not pushed to
extend their existing competence.

METHOD SUB-METHOD HOW DOES IT WORK? DOES IT WORK? WHAT’S IN IT

FOR US?
VISIONAIRIES COMMUNITY Small groups of Ss sit in a circle, jointly construct a conversationT records Ss CLL is under-researched and anecdotal
LANGUAGE in the process Replay the recording  Draw attention to linguistic features It is challenging because:
LEARNING within learners’ current learning  Read the text out loud  Reflect on the - Requires assertive and independent learners
experience - Small classes
- Ability to deal with emergent language