Other

Reading Situational Audio‐Visual Structural Global Audio‐Visual

SGAV
A.K.A. The New Method (Evolution of Oral) Structuro‐global Audiovisual
Method

Time Early 20th 1930s‐1960s 1950s 1960s‐1970s

Origins / Authors Michael West (British India) Great Britain France Paris, Zagreb

Reading. Decoding each word in a text to Practical command for basic skills
Main aim Oral proficiency Prepare for everyday situations
understand its meaning. (mainly speaking)

Activation of prior knowledge, connecting, Situational contexts Global understanding of situational Repetition of situations presented
Method
questioning, visualizing, summarizing Behaviorism dialogs audiovisually

L1 Yes No No No

Identification of meaning through reading Pronunciation, intonation and

Emphasis Correct pronunciation and grammar Grammar, Pronunciation
(understanding) rhythm

Main skills Written Oral, then written Oral Oral

Translation Word lists and structures within

(Pattern) Drills Dialogs introduced with audiovisual
Main activity Skimming sentences
Dialog repetition resources
Scanning Drills

No mastery Inductive Inductive Inductive

Grammar
Useful for reading comprehension Gradual presentation No explanations Essential for communication

Essential
Taught gradually Meaning through audiovisual aids Demonstration
Vocabulary Meaning inferred
Based on frequency and usefulness According to frequency lists Association
Gradual presentation

Motivating students of reading Authority

Model (beginning)
Teacher role comprehension Provider of content Traditional
Skillful conductor (later)
Encouraging reading strategies Controller of learning pace
 Other

Reading Situational Audio‐Visual Structural Global Audio‐Visual

Translating Listen and repeat (initial) Passive, but reactive (responding to

Student role Passive, but reactive
Inferring meaning Answer to questions and commands teacher’s stimuli)

Accuracy in grammar and

Assessment Expression of reading comprehension Need to correct errors Need to correct errors
pronunciation

Error control Errors need to be corrected Teacher needs to correct them Compulsive and immediate Systematically corrected

Realia
Graded readings Language laboratories
Textbook & Textbooks based on grammatical Mainly visual and audio
materials Inference of meaning and integrated structures Textbooks with only pictures for
Language laboratories
vocabulary situations
Visual aids

Useful for introduction to the

Apt for large groups.
Positive points Little teaching skills needed.
Useful to learn vocabulary
language.
(Similar to Audiolingual and Oral) (Similar to Audiolingual and Oral)
Not many resources required.
Progression in content introduction Progression in content introduction
Good for teaching pronunciation and
Emphasis on phonology. Emphasis on phonology.
vocabulary.
Use of drawing, films, slides, etc. Use of drawing, films, slides, etc.
Strong emphasis on oral practice and
grammar.

(Similar to Audiolingual and Oral) (Similar to Audiolingual and Oral)

Only focused on reading skill.
Negative points
Too grammar and vocabulary‐controlled
Learner’s lack of control over
content of learning (too directed by
teacher).
No creativity of language.
Similarity between utterances and Similarity between utterances and
visual images may be questionable visual images may be questionable
Rigid teaching sequences (too Rigid teaching sequences (too
dogmatic) dogmatic)

Introduction of graded readings.
Influence on
Some of its techniques are useful for
Foreign Language
reading skills (skimming, scanning).
Teaching
We still use dialogs and pictures for
FLT for specific purposes.
Scientifically‐based.
Sequencing model for content
presentation (similar to Oral).
presentation of items.
Use of audiovisual (film) content.
Use of audiovisual (film) content.
Use of teacher’s books.
Use of language labs.
Use of language labs.
 Communicative Approach

A.K.A. Communicative Language Teaching

Time 1970s‐

Origins / Authors USA, UK

Communicative competence (all skills)

Main aim
(linguistic + discourse + sociolinguistic + strategic competences)

Beginning with imitation, but mainly interaction

Method
Introduction, controlled practice, free practice

L1 No

Fluency
Emphasis
Motivation

Main skills All, integrated.

Task‐ and group‐ oriented.

Main activity
Roleplays, simulations*, discussions, scavenger hunts, information‐gap†

Grammar Only necessary for communication

Vocabulary Only necessary for communication, inference to negotiate meaning

Organizer and provider (not director/controller)

Teacher role
Counselor, needs analyst, group manager

Active participation: Communicator

Student role Awareness and responsibility of own learning process
Emphasis on autonomy of learning

Assessment Practice is key

*
Roleplay vs Simulation: In roleplays, Students are asked to play a part, while in simulations, they react as themselves.
†
E.g. In pairs, A and B have pictures which slightly vary. They need to identify the differences by asking and answering questions.
 Communicative Approach

Mistakes (performance) vs errors (competence)

Error control They are a natural outcome of production, so only corrected when affecting communication
Always supportive attitude for correction

Realia.
Textbook & materials Text‐based as stimulus.
Task‐based for activities.

The aim of language teaching is using it as a communication tool.

Communication is more than grammar and vocabulary.
Positive points
Variety of activities and tasks.
Emphasis on language authenticity and real communicative tasks outside the classroom

Prioritization of function (fluency) over structure (accuracy).

Not enough emphasis on grammar.
Lack of use of L1 (contrastive).
Negative points
Limited to more extrovert students, or not considering learner variables and instructional conditions.
Excess of visual aids (?)
Use of authentic materials without appropriate cultural background

Very much.
Task orientation implemented in textbooks.
Influence on Foreign Language
Emphasis on learner autonomy and responsibility for the process.
Teaching
Related to Task‐based learning, Lexical approach, CLIL (learn FL by using it), etc.