GRAMMAR-TRANSLATION METHOD (L1, GRAMMAR RULES AND ANALYSIS, TRANSLATION, NO L2 IN

COMMUNICATION, READING OF DIFFICULT TEXTS, TEACHER DOESN’T HAVE TO SPEAK L2)

THE DIRECT METHOD (NATIVE SPEAKERS, L2 IN COMMUNICATION, NO L1 IN THE CLASSROOM, LESSONS WITH
DIALOGS AND ANECDOTES, ACTIONS AND PICTURES TO SHOW THE MEANING, GRAMMAR INDUCTIVELY, READING
FOR PLEASURE)

THE READING APPROACH (READING IS THE EMPHASIZED SKILL, GRAMMAR ONLY NECESSARY RULES, TRANSLATION
IS OK, VOCABULARY MUST BE USEFUL, TEACHER NOT NATIVE SPEAKER)

THE AUDIOLINGUAL METHOD (HABIT FORMATION, MEMORIZATION, DRILLS, USE OF DIALOGS, IMITATION,
REPETITION, TEACHER = ORCHESTRA LEADER, STUDENTS = IMITATORS, NO L1, GRAMMAR TAUGHT
AUTOMATICALLY, WITHOUT TIME TO STOP AND THINK, FOCUS ON COMMUNICATION IN L2)

= THE ORAL AND SITUATIONAL APPROACH (L2 IN THE CLASSROOM, START WITH SPOKEN LANGUAGE, ONLY
USEFUL VOCABULARY, GRAMMAR FROM SIMPLE TO COMPLEX, REPETITION, DRILLS, CHORAL, NEW ITEMS
INTRODUCED SITUATIONALLY)

THE AFFECTIVE-HUMANISTIC APPROACH (FEELING/EMOTIONS/ATMOSPHERE IN THE CLASSROOM IMPORTANT, L2

SEEN AS THE PROCESS OF SELF-REALIZATION AND RELATION TO OTHER PEOPLE, FOCUS ON MEANINGFUL
COMMUNICATION, WORK IN PAIRS/GROUPS, TEACHER FLUENT IN L1 AND L2, FASCILITATOR)

COMPREHENSION-BASED APPROACH (WE LEARN ONLY IF WE UNDERSTAND THE MEANING, BASED ON RESEARCH
IN L1 WHICH IS BELIEVED TO MIRROR IN L2, FOCUS ON LISTENING, SPEAKING WHEN READY, CORRECTION OF
MISTAKES UNNECESSARY, LEARNERS CAN RESPOND NONVERBALLY AT FIRST, LANGUAGE INPUT MUST BE CLEAR,
RULE LEARNING MAY ARISE THE AWARENESS OF THE LANGUAGE, BUT WILL NOT LEAD TO ACQUISITION)

NATURAL APPROACH (LANGUAGE A VEHICLE FOR COMMUNICATION, AS MUCH CLEAR INPUT AS POSSIBLE, GREAT
STUDY OF VOCABULARY, FOCUS ON LISTENING AND READING, SPEAKING WHEN READY, CONTENT CLEAR AND
INTERESTING FOR STUDENT, RELAXING ATMOSPHERE AND NO CORRECTION OF MISTAKES, MEANINGFUL
COMMNUNICATION, REJECTION OF GRAMMAR-BASED INSTRUCTIONS)

CLT – language is a social tool; teaching must be meaningful and purposeful; grammar – descriptive; CULTURE and
social functions important ; MOTIVATION is the key; GROUP WORK, ROLE PLAY, DRAMA; AUTHENTIC materials;
teacher = facilitator, fluent in language

THE SILENT WAY – teacher as silent as possible, students engaged in the learning process, Ss produce as much
language as possible, focus on DISCOVERY and creativity, SHOWING real objects, teacher = OBSERVER, student is
AUTONOMOUS, ACTIVE, RESPONSIBLE FOR THE LEARNING PROCESS

SUGGESTOPEDIA – concentration on comfortable atmosphere in the classroom, relaxing and with no pressure;
active presentation of the material using drama, gesture, body language, voice modulation; second presentation of
the material (reading) with music, more or less normally; students learn accidently

COMMUNITY LANGUAGE LEARNING – learning happens when students DON’T FEEL THREATENED; teacher similar
to counsellor, students record a video of their work

TOTAL PHYSICAL RESPONSE – commands with body movements and responding using the movements

CLIL Content and Language Integrated Learning – all the skills of the language used to learn a subject (e.g. Maths);
in the USA Content Based Instructions; Content + language; interesting topic, target vocabulary (6-10 words),
choice of grammar structure, choice of reading text/video; creating graphic organizer(cause-effect, timeline, charts,
graphs, mind maps); let the student to use knowledge creatively

TASK-BASED Language Teaching – students learn by tasks and activities; communicative purpose in order to
achieve the outcome (PRE-TASK, TASK CYCLE, LANGUAGE FOCUS-FEEDBACK)

PROJECT BASED LEARNING – good for kinaesthetic students, learning by doing, concrete experience