Summary of Language Teaching Approaches

Grammar Direct Method Audio-Lingual Silent Way Suggestopedia Total Physical Communicative
Translation Method Response Language
Teaching
Goals Read literature in Communication. Communication. Self-expression of Everyday Comm. Communication. Communication
L2. Develop Think in L2. Direct Automaticity by Ss; independence Tap Ss mental Learning L1= in social context.
mind. Learn association in L2 learning new from T. powers by learning L2. Appropriacy.
grammar, without habits. desuggesting Functional
vocabulary, and translation. barriers to competence.
culture learning.
Role of the Traditional. T is T-centered. T T-centered. T T as facilitator, S must trust and Director. T Facilitator.
teacher / student the authority. Ss directs. provides model resource, respect T as provides model Manager of
learn from the T of L2 for provides what Ss authority. Ss of L2 for learning
imitation. need. adopt childlike imitation. Later activities.
roles once they role reversal. Promotes
feel secure. communication
among Ss.
Teaching / Translation. Associate L2 and New grammar Ss guided to Relaxing Comprehension Ss learn to
learning process Deductive study meaning directly and vocabulary discover the atmosphere, before communicate by
of grammar. in real context. through structure of L2. music, activate production. negotiating
Memorize Use L2 only. dialogues. Drills. Initial focus on whole brain + Modelling by T meaning in real
vocabulary. Inductive Inductive accurate peripheral followed by context. Activities
grammar. grammar. pronunciation. learning. performance. include
Syllabus based on Learning is habit Reception then information gap,
topics/ situations. formation. activation phase. choice, feedback.
Nature of T to S. Both initiate T-directed. S/S in T active, but T/S and S/S T speaks, Ss T arranges tasks
student / teacher interaction. Some drills. mostly silent. S/S interaction from respond for
interaction S/S interaction. interaction beginning. nonverbally. communication.
encouraged. Later, Ss verbalize S/S interaction
How are N.A. N.A N.A. Positive feelings Focus on Ss have fun in a Ss are motivated
students’ encouraged, also confidence and nonstresssful to learn thru
feelings dealt S/S cooperation. sense of security situation. usefulness of
with via suggestions. language
functions.
View of Literary language Spoken language Language as Language Communication Spoken over Language in
Language / over spoken over written. system of expresses the as a 2-phase written. social context, for
culture language patterns/units. spirit of a culture. process: language communication
Simple to + extralinguistic
complex. factors
What skills are Vocabulary/ Vocabulary over Structure Pronunciation & Vocabulary. Grammar and Function over
emphasized? grammar. grammar. Focus important. Listen- intonation. Explicit but vocabulary form. Discourse
Reading/writing. on speak-read-write. Structure. Oral minimal (initially via and
communication. before written. grammar. imperatives). sociolinguistic
Language use Comprehension competence + all
over linguistic precedes 4 skills.
form. production.
Role of L1? L1 in classroom. Not used L1 habits Used to form L1 used in Not used. Generally, not
Two-way interfere with L2. sounds in L2 and translation of used.
translation. Avoid L1. for feedback. dialogues. As
Otherwise not course proceeds,
used. L1 reduced.
How does Written Use of language Discrete point Continuous In-class By observation. Communicative
evaluation translations. (interview). testing for observation. Ss performance. tests. Fluency and
occur? Apply grammar accuracy. develop their accuracy.
rules. own criteria.
Treatment of T supplies correct Self-correction. Avoid errors by Self-correction; No overt Unobtrusive No error
errors? answer. overlearning. peer correction correction correction correction unless
Modelled errors interfere
correctly. with
communication.
Association with Various Francois Gouin, Charles Fries Caleb Gattegno Georgi Lozanov James Asher Various.
whom? Charles Berlitz

Based on
Diane Larsen-Freeman, Techniques and Principles in Language Teaching (1986),
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (1994).