Comparing Approaches

GTM DM ALM SW Suggestopedia CLL TPR CA

T and Sts -T is authority -T directs, but not -T is orchestra - T is silent and like a - T is a reliable- T is a counsellor, - T is the director, - T is a facilitato
role -Sts are passive dominant as GTM leader, good technician authority stands behind sts in the later is manager of
-Teacher-centered -Sts are active model - Sts take part - Sts play a child’s - Sts are being directed classroom
- Teacher centered - Sts are imitators actively role dependent on the - Sts are the activities
(Infantilization) T, goes more and followers, then - Sts are
more independent directs the lesson communicator
L1 usage Classroom Not permitted, Not allowed, it Can be used when Is used to make At first, in order to In the Does not take
Language because direct may cause necessary the meanings clear relieve sts, l1 is introduction, is place
exposure to TL is interference and used, gradually it used, but later is
desired bad habit is being changed used rarely
to l2
Err. -Not tolerated -Students’ -Not tolerated Errors are natural, Errors are Corrected gently T is tolerant, more Tolerated since
Correct. -Accuracy-based self-correction -Accuracy-based gently corrected, sts corrected gently minor errors they are natura
-Fluency-based self-correction corrected
gradually
Aspects A: Grammar and A: Vocabulary A: Pronunciation A: Pronunciation A: Vocabulary A: Vocabulary, A: Grammar and A: Vocabulary,
and skills Vocabulary S: Speaking and and Grammar S: All four skills, but S: Speaking and sometimes explicit Vocabulary bit of gramma
S: Reading and listening S: Listening and especially reading listening grammar S: Listening, S: Speaking is
Writing speaking and speaking S: Listening and speaking are emphasized, a
speaking emphasized four are learnt
Interactions Teacher-student All interactions (T- All interactions, Student-student Student-student St- st interactions T-whole class St-st very often
interactions St, St-St) often mostly initiated interactions, they interactions are mostly T-sts(non-verbal)
occur by teacher learn from each occurred, they do occurred than T- Sts-sts
other “pair work” st. St-st
Techniques Antonym/Synonym -Q&A -Minimal pairs - Teacher’s Silence - Classroom setup - Transcription - Commands - Role play
-Cognates -Reading aloud -Mechanical Drills - Cognitive coding - Positive - Human - Role reversal - Scrambled
-Translation of a -Self-correction -Complete the - Self and peer suggestion Computer - Action Sequence sentences
passage -Fill-in-the-blanks dialogue correction - Choose a new id - Small Group - Picture strip-
-Memorisation -Dictation -Dialogue -Gestures -Concerts Tasks story
-Fill-in-the-blanks -Dictocomp Memorization -Structured -Peripheral - Reflective -Language game
-Writing Paragraph -Use of realia Feedback Learning Listening -Authentic
-Sound -First/Second -Reflection on Materials
coloured/Fidel/Word Concerts Experience
Charts -Primary/Secondar
Activations
 Materials Texts from TL Passages, - Dialogues Colour charts, Fidel Dialogues and texts Depend on sts Objects in the Authentic
dialogues, and charts and posters needs. May be classroom, materials
plays are used developed by T visuals, texts,
etc.

Evaluation Translation, fill-in- Students’ ability Discrete-point tests No formal tests, No tests, “in-class Integrative test Formal Communicative
the-blanks, and to use is tested are used assessment is all performances” rather than evaluations by tests, writing a
other techniques the time discrete-point test. commanding letter,
are used Sts write a individual sts improvisation
paragraph or an orally, etc.
oral interview
Proficiency -A2 level -B1 level -A2 level -A2 level -A2 level -A1 level -A1 level -B2 level
lvl and age -Adult learners -8th grades -7th grades -8th grades -Adult learners -Young adults -3rd grades -Young adults
Goals of the To read and Teaching of To speak and write To self-expression, To accelerate the how to use the To make To make students
approach understand texts thinking in the L2 in TL and to form and to help process to learn a target language students enjoy communicatively
and how to new habits students improve language, sts’ communicatively learning the L2 competent
communicate their inner-criteria mental power must and take a
be tapped responsibility
Learning -Deductive learning -Inductive -Behaviourism and -Cognitive learning, - Limitations need - Holistic approach - Three - Activities involve
and -Language is for learning habit formation rule formation, to be desuggested, to lang learning hypothesis: communication
language understanding the -Language is for (reinforcement) in inductive learning six principles in “whole person Innate bio- promote learning
view literature oral use learning -Language is for learning learning”, “SARD” program, Brain - Lang is for
-Language is for self-expression, - language is seen - Lang is for Lateralisation, communication,
oral use, perfect seen as unique as the first of the communication, Stress functions and
pronunciation, two planes of and for developing - Lang is oral forms
seen as unique communication creative thinking and it is crucial
Sts. feelings No information No information No information Are treated by the A great deal of Extremely T not force sts Students’
teacher, feedback attention is given important. to talk, motivation is
sessions to students’ Feedbacks about perfection is important, and
feelings. feelings not necessary they are learning
something useful
for their lives.
Syllabus Structural Situational & Structural Structural, but not Structural & lexical Non- Sentence Functional-
topical linear conversational, based syllabus notional syllabus
developed in terms with
of sts needs grammatical
and lexical
criteria