For each Approach, Method, or Technique listed below, answer the following questions.

A. Grammar Translation

1. Is the item an approach, a method, or a technique?

An approach

2. What does the teacher need to know?

The students’ L1, strong grammar/literature background

3. What do the students need to know?

The teacher’s L1, how to read

4. What are the procedures for the method?

Instruction is given about the L2 in the students’ L1. The focus is on grammar and
reading difficult texts. Translation is common.

5. In what educational context(s) might the approach, method, or technique be

applicable/appropriate?  Why?

I don’t think it’s appropriate for many education contexts because it is not a very
engaging or easy method. It could be used some for development of grammar skills
and knowledge about the L2/

6. What are the theoretical underpinnings that inform the method?

Deductive learning, translation

7. What is emphasized in the approach/method? Is the emphasis important? Why/Why

not?

Literature-focus, translating, grammar. I think the emphasis could be important for a

scholarly task and knowledge of past literature, but overall these emphases are
unimportant for actually using the language.

8. What are the strengths and weaknesses of the approach/method?  In what way is the
approach/method supposed to help a student learn the language?

Strengths: strong grammar and reading background

Weaknesses: Students cannot communicate in the language

 It is supposed to help a student learn to read and write effectively in the language and
to learn the language through translation.

9. As an L2 learner, did you experience the approach/method?

Yes

B. Direct Method

1. Is the item an approach, a method, or a technique?

Method

2. What does the teacher need to know?

The students’ L2

3. What do the students need to know?

They need to have strategies that will help them understand what the teacher is
conveying

4. What are the procedures for the method?

The class is completely in the L2, and conversational. Pictures and actions are used to
help with meaning. Reading is for pleasure and grammar and the target culture are
learned inductively.

5. In what educational context(s) might the approach, method, or technique be

applicable/appropriate?  Why?

This is similar to being immersed in the language. I think with a highly motivated,
small group of students this could work, or with students who already have a decent
background in the L2.

6. What are the theoretical underpinnings that inform the method?

Inductive learning, oral language use

7. What is emphasized in the approach/method? Is the emphasis important? Why/Why

not?

Speaking and listening are emphasized in this method. I think it is important because
in modern times that is often what students are most interested in learning.

8. What are the strengths and weaknesses of the approach/method?  In what way is the
approach/method supposed to help a student learn the language?
 Strengths: the oral skills of students are developed, listening skills developed

Weaknesses: Reading, writing, and grammar skills may be poor

It is supposed to help a student become a proficient speaker in the language.

9.     As an L2 learner, did you experience the approach/method?

No, but I did experience immersion, which had some similarities

C. Audio Lingual Method

1. Is the item an approach, a method, or a technique?

Method

2. What does the teacher need to know?

The specific structures and vocabulary they are using in the L2

3. What do the students need to know?

How to develop strong habits

4. What are the procedures for the method?

Lessons start with dialogues and a lot of memorization and mimicry is used. Skills
and grammar are sequenced. Drills are used and accuracy is stressed.

5. In what educational context(s) might the approach, method, or technique be

applicable/appropriate?  Why?

This only seems effective in a military-type setting because it is a bit of a harsh way
to learn, since strong habits and perfection are emphasized. It may work with a very
motivated student that needs to learn a language quickly, but I think most learners
need room for mistakes.

6. What are the theoretical underpinnings that inform the method?

Behaviorism, descriptive linguistics

7. What is emphasized in the approach/method? Is the emphasis important? Why/Why

not?

Habit formation and memorization are emphasized, oral communication is also

emphasized. The emphasis is important because certain students may do well in this
situation, but many probably do not.
8.     What are the strengths and weaknesses of the approach/method?  In what way is the
approach/method supposed to help a student learn the language?

Strengths: Students have good pronunciation, students work on many different skills

Weaknesses: It is not concerned with student feelings, it is a rigid method without

much creativity

It is supposed to help a student learn the language quickly through developing habits.

9. As an L2 learner, did you experience the approach/method?

Yes

D. The Natural Approach

1. Is the item an approach, a method, or a technique?

Approach

2. What does the teacher need to know?

The students’ L2, though knowing the L1 is ideal

3. What do the students need to know?

Nothing to start

4. What are the procedures for the method?

Listening comprehension is very important, the other skills develop over time. They
are exposed to meaningful input that is just above their current level of proficiency.
Learners do not speak until they feel ready. Rule learning is only used as a monitor
and error correction is not common.

5. In what educational context(s) might the approach, method, or technique be

applicable/appropriate?  Why?

I think in many contexts, but especially ones where students have time to get a lot of
input and do not need to speak it right away.

6. What are the theoretical underpinnings that inform the method?

The method is based off of how we learn our L1.

7. What is emphasized in the approach/method? Is the emphasis important? Why/Why

not?
 i + 1 is emphasized in this method, as is keeping the affective filter low. I think these
are important emphases because it makes it a safe space for students to learn because
they have a good idea of what goes on and they are allowed to make mistakes.

8.     What are the strengths and weaknesses of the approach/method?  In what way is the
approach/method supposed to help a student learn the language?

Strengths: Students feel comfortable, the language is at an appropriate level

Weaknesses: There may be too much emphasis on oral skills, group work may not be
used

It is supposed to help a student become a proficient speaker in the language in a slow

and safe manner, similar to how we acquire our L1.

10. As an L2 learner, did you experience the approach/method?

No

E. Communicative Approach

1. Is the item an approach, a method, or a technique?

Approach

2. What does the teacher need to know?

The students’ L2, knowledge of L1 is helpful

3. What do the students need to know?

Nothing to start, perhaps some skills in negotiating meaning

4. What are the procedures for the method?

The goal is communication in the target language. Semantic notions and social
functions are included. Students regularly work in groups or pairs and engage in role
play or dramatization. Skills are integrated from the beginning.

5. In what educational context(s) might the approach, method, or technique be

applicable/appropriate?  Why?

This would be appropriate in most educational contexts because using the language in
a meaningful way and communication are emphasized, which is often what students’
goals are for learning a language.

6. What are the theoretical underpinnings that inform the method?

 Communicative competence, meaning and function

7. What is emphasized in the approach/method? Is the emphasis important? Why/Why

not?

Communication is emphasized and I think it’s important because it means the

students will be able to actually use the language.

8.     What are the strengths and weaknesses of the approach/method?  In what way is the
approach/method supposed to help a student learn the language?

Strengths: students learn to communicate meaningfully, interaction

Weaknesses: could be tough for an introvert

It is supposed to help a student become a proficient speaker in the language and use
the language for specific goals, such as a job.

9. As an L2 learner, did you experience the approach/method?

Yes, some in college

F. Total Physical Response

1. Is the item an approach, a method, or a technique?

Method

2. What does the teacher need to know?

The L2, helpful to know the L1

3. What do the students need to know?

Nothing to start

4. What are the procedures for the method?

Students are given commands by the teacher and the students show that the
understand by following those commands.

5. In what educational context(s) might the approach, method, or technique be

applicable/appropriate?  Why?

This is great for students who love movement and for younger students.

6. What are the theoretical underpinnings that inform the method?

 Innate learning through movement

7. What is emphasized in the approach/method? Is the emphasis important? Why/Why

not?

Comprehension of commands is emphasized. I do not feel like it’s the most

important, but it is a good tool to use.

8.     What are the strengths and weaknesses of the approach/method?  In what way is the
approach/method supposed to help a student learn the language?

Strengths: can be fun, making connections through movement, students learn by

doing

Weaknesses: Need to keep disabilities in mind, could be hard for introverts, writing
skills not emphasized.

It is supposed to help a student learn vocabulary more quickly by using movement to

make deeper connections in the brain.

9.     As an L2 learner, did you experience the approach/method?

No

G. Silent Way

1. Is the item an approach, a method, or a technique?

Method

2. What does the teacher need to know?

The L2, how to use the visuals

3. What do the students need to know?

What the visuals mean

4. What are the procedures for the method?

The teacher has several visuals and gets the students to learn the language by
pointing to the different visuals (that convey certain sounds and meanings). The
teacher does not speak.

5. In what educational context(s) might the approach, method, or technique be

applicable/appropriate?  Why?
 I feel like this is not appropriate for educational contexts because it could easily
cause confusion and doesn’t expose learners to quality input.

6. What are the theoretical underpinnings that inform the method?

Cognitive psychology and cognitive coding

7. What is emphasized in the approach/method? Is the emphasis important? Why/Why

not?

A structural organization of the language with visuals is emphasized, as is

independent learning. I don’t think these things are important because language is
usual social and needs to be appropriately modeled. It also seems to break language
up into structures, which I think simplifies it too much and takes out cultural
relevance.

8.     What are the strengths and weaknesses of the approach/method?  In what way is the
approach/method supposed to help a student learn the language?

Strengths: students are in charge of their own learning and can help one another

Weaknesses: There is little speaking and reading really going on, the students must
be very motivated, the visuals could be confusing if not properly understood

This helps students learn the language by breaking it down into structures.

9.     As an L2 learner, did you experience the approach/method?

No

H. Suggestopedia

1. Is the item an approach, a method, or a technique?

Method

2. What does the teacher need to know?

The L2 they are teaching, the students’ L1 for script translation

3. What do the students need to know?

It seems like they need some background in the L2 to succeed

4. What are the procedures for the method?

 The teacher makes the students comfortable and they assume a new identity. A script
in the L2 is used and has L1 translations juxtaposed on the same page (each student
has a copy). The teacher presents it with music. Then the group reads the script
together and uses songs and/or games. The teacher presents it a second time another
day and then the students elaborate on the script.

5. In what educational context(s) might the approach, method, or technique be

applicable/appropriate?  Why?

It may work with upper level students. It seems like too much output for beginners.

6. What are the theoretical underpinnings that inform the method?

Affective learning, limitations desuggested

7. What is emphasized in the approach/method? Is the emphasis important? Why/Why

not?

Music, drama, and comfort are all emphasized. I think all of these emphases are
great, they just need to be used with appropriate levels and appropriate expectations.

8.     What are the strengths and weaknesses of the approach/method?  In what way is the
approach/method supposed to help a student learn the language?

Strengths: It uses fun activities, the emphasis is on student comfort

Weaknesses: There is a focus on memorization, doing the same activities could get
monotonous, it could be hard to get the comfortable setting in a classroom

It is supposed to help students acquire the language in a comfortable, but focused

manner.

9.     As an L2 learner, did you experience the approach/method?

No