9 Methods Summary For TEOSL Students

Grammar Translation Method:
 Classical Method
 for the purpose of helping students read and appreciate foreign language literature
 Students' study of the target culture is limited to its literature and fine arts
 Communicate in targeted language is not goal
 Major attention on reading and writing, little on speaking and listening, none on
pronunciation
 Teacher authority
 Correction is instant
 Facilitated the learning through targeted and native languages similarities
 Grammar learning is emphasized; deductive learning
 Teacher-student attraction is more than student-student attraction
 No way to deal with feelings
 Literary language has more role than spoken language
 Native language is used a lot.
 Assessment tests evaluate the accomplishment.
Direct Method
 Goal is how to communicate in foreign/second language

 Thinking in target language is emphasized
 Basic Rule: No translation is allowed
 No use of native language
 Visuals and other demonstration help students to correct error but no native language
 Self-learning to correct errors are also emphasized
 Learning does not happen only from fine arts. Other cultural subjects are also used;
situations or topics
 No translation to help students, only through demonstration
 Pronunciation is improved from the beginning
 Students are encouraged to participate as much as possible
 Grammar is taught inductively
 Writing is also given attention
 Learn new vocab by using in complete sentences
 Teach to student & student to student attraction is parallel
 No principle for dealing with feelings
 Spoke n is primarily focused
 Vocabulary over grammar – all four skills are given attention
 No formal evaluation
Audio-Lingual Method:
 Oral based approach

 Charles Fries (1945) of the University of Michigan led the way in applying principles of
linguistic and psychology; also called Michigan Method
 Learning through dialogue
 4 drills (practice); Replacement, Transformation, Repetition, Backward
 Teacher is model and highly authoritative
 Daily life dialogues
 New vocab through dialogues
 Memorized by repetition
 Learning through habit formations
 Grammar is inductively
 Student to student attraction is emphasized in drills, but teacher direct this attraction
 No principle to deal with feelings
 All four skills are focused – but oral skills are more focused – pronunciation is also worked
from the beginning
 No use of native language
 Error are corrected on the spot
The Silent Way:
 Early 1960s, Noam Chomsky, proposed to learn language from Rule Formation
 Establishment of cognitive approach; own thinking capacity to acquire the rules of language
 Caleb Gattegno’s Silent Way
 “Teaching should be subordinated to learning”
 Student interaction is highly required
 Student to student attraction is maximum
 Teacher is not authoritative, only facilitates
 Guidance is provided through gestures or native language
 Correct Pronunciation is focused
 Errors are dealt with inner correctness
 Student becomes independent by relying on themselves
 Feelings are dealt by asking feedback and knowing their learning experiences
 Pronunciation, structure of language is focused. Vocab is restricted at first.
 No fixed, linear or structured syllabus
 All four skills, but with time to time
 Meaning is made clear by student perception not by translation
 Errors are seen as natural and way of learning language
Desuggestopedia:
 Purposed by Geogor Lozanov

 Affective Humanist Approach
 Respect for students feeling
 Psychological method
 Environment is different from other class – cheerful and visual presentation for vocab and
grammar grab indirect attention (called Peripheral Learning)
 Every day communication is goal
 Teacher is authoritative but respect student feelings
 Student to student interaction is available but teacher initiates it. Only interact with targeted
language they practiced before
 A great attention is given to student feelings: psychological barriers are believed to less as
much as possible
 Everyday language and use of fine arts are also emphasized
 Speaking is emphasized – reading and writing is also worked
 At the beginning, native language is used to clear the meaning and translation but with time
it is used less and less
 Evaluation is conducted by in-person participation
 Errors are corrected gently
Community Language Learning:
 This method takes it principles from Counseling Learning Approach developed by Charles A.
Curran
 Instructors become Language Counselors
 “whole person” learning
 Use of native language to instruct
 5 stages in this process
 I, II, and III, the teacher focuses not only on the language but also on being supportive of
learners in their learning process
 IV is focused on accuracy
 V is focused on fluency
 Teacher-student-centered method
 Interaction between teacher-students and student-students varies over activities, but both
are available in this method
 Feelings of students are dealt in a very gentle manner
 Grammar, vocab and punctuations are focused
 In beginning understanding and speaking is worked following reading and writing
 Errors are dealt gently
Total Physical Response:
 Comprehension Approach: it gives learning comprehension. First understanding and later

proceed to production.
 James Asher introduces this method
 Meaning is conveyed through actions
 Learners understanding with targeted language is developed before speaking
 Learning happens through observing actions as well as practicing actions
 After successful accomplishment of one activity, activity is switched to another one to give
the sense of relax feelings to students; reduces stress and anxiety during learning
 Correction should be carried out by unobtrucive manner
 In beginning, teacher directs all the class
 When students are ready, they interact and perform with teacher and sometimes without
teacher
 With the passage of time, students interact when they are ready. They perform verbally and
teacher performs non-verbally.
 Focus on feelings of students. Only expect output from them when they are ready.
 Oral mood is primarily
 Vocab and grammar structure are emphasized
 Only instructions are given in native language
 Evaluation from their understanding by performing actions
 Errors are expected in learning. Teacher tolerate them and only correct major errors
Communicative Language Teaching:
 1970s and 1980s was shift from linguistic structured-centered approach to Communicative
Approach: Communicative Competence the goal language learning
 Authentic sources of communication are used
 Activities are designed to excel the learner in communication
 Target language is solely used to communicate and instruct
 Communication linguistic, forms, meanings, functions and social context
 Language functions, coherence, cohesions and oral communications are focused
 Games are designed to improve their communication, maximize time for every student and
feedback for their improvements
 Teacher acts as a facilitator and advisor during the class
 Students are communicator and engaging to understand others and make themselves
understood
 Three features: Information gap, choice and feedback
 Student-student interactions are very high
 Feelings are given priority. They are made to feel secure and motivating
 Student work on discourse level
 Evaluation on accuracy and fluency both happen
 Errors are tolerated. Teacher notes down fluency errors and return them later on point
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9 Methods Summary For TEOSL Students

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Grammar Translation Method:

 Goal is how to communicate in foreign/second language

 Oral based approach

The Silent Way:

 Purposed by Geogor Lozanov

Community Language Learning:

Total Physical Response:

 Comprehension Approach: it gives learning comprehension. First understanding and later

Communicative Language Teaching:

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