 Methodology: Pedagogical practices in general including

theoretical underpinnings and related research.

 Approach: Theoretically well-informed positions and
beliefs about nature of language, the nature of language
learning, and the applicability of both to pedagogical
settings.
 Method: A generalized set of classroom specifications for
accomplishing linguistic objectives
 Curriculum/syllabus: A design for carrying out a particular
language program.
 Technique: Any of a wide variety of exercises, activities, or
tasks used in the language classroom for realizing lesson
objectives.
 Classes are taught in the mother tongue, with little active
use of L2.
 Vocab is taught in the form of lists of isolated words.
 Long and elaborate explanation of grammar complexity.
 Grammar provides the rules for putting words together ,
instruction often focus on word forms and inflections.
 Reading of difficult text begin early.
 The content of text gets little attention. The text is treated
as exercises in grammatical analysis.
 Often the only drills are translating disconnected sentences
from L2 to L1
 Little or no attention is given to pronunciation.
 Established in Germany and France around
1900.
 Based on the assumption that the learner
should experience the new language in the
same way as he/she experienced his/her
mother tongue
 Classroom instruction is conducted exclusively in the L2.
 Only everyday vocab and sentences are taught.
 Oral communication skills are built carefully in small
classes.
 Grammar is taught inductively.
 New teaching points are taught through modeling and
practice.
 Concrete vocab is taught through demonstration, objects,
and pictures; abstract vocab taught by association of ideas.
 Both speech and listening comprehension are taught.
 Correct pronunciation and grammar are emphasized.
 The material is presented in dialogue form.
 There is dependence on mimicry, memorization of
set phrases, and over learning.
 Structure are sequenced by means of contrastive
analysis and taught one at a time.
 Structural patterns are taught using repetitive drills.
 There is little or no grammatical analysis.
 Vocab is strictly limited and learned in context.
 There is much use of tapes, labs, and visual aids.
1. Community Language Learning
2. Suggestopedia
3. The Silent Way
4. Total Physical Response
5. The Natural Approach
 These somewhat became the foundations for
‘Functional Syllabus’
- Introducing
- Giving commands
- etc
1. Communicative Language Teaching
- Overall goals
- Relationship of Form and Function
- Fluency and Accuracy
- Focus on Real-World Contexts
- Autonomy and Strategic Involvement
- Teacher Roles
- Student Roles
2. Task-Based Language teaching
- Meaning is primary
- Solving communication problem
- Relationship to comparable real-world activities
- Task completion has some priority
- The assessment of the task in in terms of outcome
3. Learner-Centered Instruction
4. Cooperative Learning
5. Interactive Learning (there is negotiations)
6. Whole Language Education
7. Content-Based Instruction
David Nunan sums up:
It has been realized that there never was and
probably never will be a method for all, and the
focus in recent years has been on the development
of classroom tasks and activities which are suitable
with what we know about second language
acquisition, and which are also in keeping with the
dynamics of the classroom itself.