COMPARE AND CONTRAST TEACHING METHODS BASE ON

ASPECTS
The similarities between five teaching methods base on five aspects:
1. Teacher’s goals
All methods aim to improve students’ proficiency in the target language, though
they focus on different skills. Besides, they provides a structured approach to
language learning, ensuring that student progress systematically.
2. Role of teachers
Teachers guide and facilitate the learning process, providing instructions,
corrections, and support. They often model correct language use, whether through
examples, dialogues, or physical actions.
3. Role of students
Students are expected to actively participate in the learning process, whether
through repetition, translation, communication, physical response, or task
completion. Each method emphasizes the importance of practicing and applying
language skills in various forms.
4. Language focus
All methods focus on the use of the target language, though the extent and manner
of use vary. Each method aims to develop specific language skills, such as
grammar, vocabulary, speaking, listening, and comprehension.
5. Possible lesson flow
About structured activities, lessons are structured with specific activities designed
to achieve language learning goals, such as drills, dialogues, translations, physical
actions, or tasks. And feedbacks and corrections, teachers provide feedback and
correction to help students improve their language skills. Besides, some methods
incorporate cultural context to enhance language learning and make it more
relevant. And it includes some form of assessment to measure students’ progress
and proficiency.
These similarities highlight the common goals and approaches in different
language teaching methods, despite their unique characteristics and techniques.
The differences between five teaching methods base on five aspects:
The Grammar-Translation Method is a traditional approach to language
teaching that emphasizes grammar and translation exercises.
 1. Teacher's Goal
The primary goal of teachers using the Grammar-Translation Method is to enable
students to read and understand literary and philosophical texts in the target
language. This method aims to develop students' intellectual abilities through the
analysis of grammar and vocabulary, promoting a deep understanding of the
language's structure rather than practical communication skills. The focus is on
achieving proficiency in reading and translating texts, which reflects a strong
academic orientation towards language learning.
2. Role of Teacher
In the Grammar – Translation Method, the teacher plays a central and authoritative
role. They are responsible for conveying grammatical rules, explaining concepts in
the students' native language, and guiding translation exercises. The teacher's
instruction is predominantly deductive, focusing on the explicit teaching of
grammar rules and vocabulary. This approach fosters a teacher-centered classroom
dynamic, where the teacher dominates interactions and students primarily receive
information rather than engaging in dialogue.
3. Role of Student
Students in the Grammar-Translation Method are expected to be passive recipients
of knowledge. Their primary activities involve memorizing vocabulary, translating
sentences, and analyzing grammatical structures. This method emphasizes written
skills over spoken communication, leading to limited opportunities for students to
practice speaking or listening. Consequently, students may struggle with
spontaneous language use, as the method does not encourage communicative
competence.
4. Language Focus
The Grammar-Translation Method focuses primarily on reading and writing skills,
with a strong emphasis on grammar and vocabulary. Students learn to translate
texts, analyze grammatical rules, and memorize vocabulary lists. Speaking and
listening skills are often neglected, as the method prioritizes accuracy and
correctness in written language over fluency in oral communication. The approach
is heavily based on the written word, with little active use of the target language
during instruction.
5. Possible Lesson Flows
A typical lesson flow in the Grammar-Translation Method might include the
following steps:
Introduction of Grammar Rule: The teacher presents a specific grammar rule,
explaining it in the students' native language.
Presentation of Text: A text is provided that illustrates the grammar rule, often
accompanied by a vocabulary list with translations.
Translation Exercise: Students are tasked with translating sentences or paragraphs
from the target language to their native language and vice versa.
Grammar Practice: The teacher assigns exercises that require students to
manipulate the grammatical structures learned, such as filling in blanks or
rewriting sentences.
Review and Correction: The teacher reviews the exercises, correcting errors and
reinforcing the grammatical concepts.
Assessment: Students may be assessed through written tests that focus on
translation and grammar accuracy, rather than speaking or listening tasks
In summary, the Grammar-Translation Method emphasizes a structured, teacher-
centered approach to language learning, focusing on grammar and translation at the
expense of communicative skills. While it has been criticized for its limitations, it
remains a foundational method in language education.

The Audio-Lingual Method is a language teaching approach that emphasizes

repetition and drills to instill language patterns.
1. Teacher’s goals
The primary goal of the teacher using the Audio-Lingual Method is to develop
students' communicative competence in the target language. This method
emphasizes the ability to speak and understand the language fluently and
accurately. The teacher aims to train students to produce correct language patterns
automatically, without relying on their native language.
2. Role of teacher
The teacher plays a central and authoritative role in the classroom. They are
responsible for introducing language patterns, modeling correct pronunciation, and
leading the class in repetition and drills. The teacher’s role involves a lot of control
over classroom activities, ensuring that students are correctly practicing the
language structures being taught.
3. Role of students
Students are expected to actively participate in class by listening attentively,
repeating after the teacher, and responding accurately to cues. Their role is more
about imitation and memorization rather than creative use of language. They
follow the teacher’s lead and engage in repetitive drills to internalize language
structures.
4. Language Focus
The Audio-Lingual Method places a strong emphasis on listening and speaking
skills. The method aims to develop the learners' oral proficiency through repetitive
practice of dialogues and pattern drills. Grammar is taught inductively, through
exposure to language patterns rather than explicit rules.
5. Possible lesson flows
First, the teacher begins by introducing the topic to the class through either a short
dialogue or by presenting a new phrase that is relevant to the lesson
Next, the students listen to the audio multiple times, engaging in listening exercises
such as gap-fill activities, true/false questions, and error correction tasks to deepen
their comprehension.
After this, the teacher encourages students to imitate the sounds and phrases they
have heard, guiding them through pronunciation exercises to refine their speaking
skills while helping them to internalize and memorize the content. (Grammar and
Vocabulary) are explained.
Finally, the lesson might conclude with a short role-play or communicative activity
that applies the language in a slightly more flexible context, but still within the
controlled parameters set by the teacher.

The Communicative Language Teaching Approach emphasizes interaction as

both the means and the ultimate goal of learning a language.
1. Teacher’s Goal
The teacher's main goal of using the Communicative Language Teaching
Approach is to enable students to communicate effectively in real-life situations.
This includes developing both speaking and listening skills through interactive
activities.

2. Role Of Teacher

In the Communicative Language Teaching, the teacher promotes communication

and interaction by offering strategies for effective language learning and
encouraging active participation. It introduces relevant cultural contexts, monitors
student interactions for feedback, and engages in activities that model language
use. Formative assessments focused on communicative competence ensure skill
development.

3. Role of student

Students actively participate in conversations and group activities, collaborating to

share ideas and support each other's learning. They take responsibility for their
own progress, setting goals and practicing outside the classroom. The environment
fosters experimentation with language, encouraging them to learn from mistakes
without fear of judgment. By exploring cultural contexts, they deepen their
understanding of language use. Constructive peer feedback helps enhance their
communicative competence, and reflection on their experiences aids in assessing
progress and identifying areas for improvement.

4. Language Focus

Students develop essential language skills through a comprehensive approach.

They enhance Listening skills by understanding spoken language in various
contexts and practicing active comprehension. In Speaking, they engage in
conversations, focusing on pronunciation, intonation, and fluency. Reading skills
are strengthened by comprehending diverse texts and analyzing meanings. For
Writing, students produce coherent texts while exploring different styles, such as
formal and informal. Grammar is learned in meaningful contexts, highlighting its
impact on communication. Vocabulary is expanded through thematic use,
including synonyms and collocations. Finally, students improve their
Pronunciation by practicing sounds and stress patterns to ensure clarity in spoken
communication.

5. Possible lesson flow

The lesson plan begins with a 10-minute warm-up icebreaker to activate prior
knowledge and encourage speaking. The topic is introduced briefly for 5 minutes,
followed by a 15-minute listening exercise where students engage in pair
discussions after an audio clip or video. Key vocabulary is introduced in 10
minutes, with students creating sentences or dialogues. A 15-minute speaking
activity involves role-plays or group discussions to practice speaking skills. The
lesson includes a 10-minute grammar focus with a brief explanation and guided
practice. Students then complete a 15-minute writing task using the new
vocabulary and grammar. This is followed by 10 minutes for peer feedback and
reflection on their writing. The session concludes with a 5-minute wrap-up to
review key takeaways and address any question.
Total Physical Response is a language teaching method that integrates physical
movement into the learning process.

1. Teacher’s Goal
The main objective of the teacher when using Total Physical Response is to help
students learn language through physical activities. This method establishes a low-
stress setting where students can learn and remember new vocabulary and
language structures by connecting them with bodily actions.
2. Role of Students
Students in a Total Physical Response classroom are active participants. They
respond to the teacher’s commands with physical actions, which helps them
internalize the language. Initially, students may not speak much but will
demonstrate comprehension through their actions.
3. Role of Teachers
In a Total Physical Response classroom, teachers take on the role of directors.
They give commands and demonstrate the physical responses for students to
imitate. Over time, teachers encourage students to become more involved by
allowing them to give commands to their peers.
4. Language Focus
Total Physical Response focuses on teaching vocabulary and phrases related to
physical actions, such as everyday activities, classroom instructions, and
storytelling. This method is highly effective for teaching verbs and imperative
sentences.
5. Learning Possible Lesson Flow
A typical Total Physical Response lesson typically involves the following steps:
Introduction: The teacher introduces new vocabulary or phrases along with
corresponding actions.
Modeling: The teacher demonstrates the actions while saying the words or phrases.
Practice: Students practice the actions in response to the teacher’s commands.
Repetition: The teacher repeats the commands, gradually increasing the
complexity.
Student Commands: Students take turns giving commands to their peers.
Review: The class reviews the vocabulary and actions learned.
Total Physical Response is an interactive and effective method that utilizes the
connection between language and physical movement to improve learning.
The Task-based Learning Method is a learner-centered approach that focuses on
the use of authentic language through meaningful tasks.
1. Teacher’s goals
The primary goal of the teacher in the Task-based Learning method is to develop
all four language skills—listening, reading, writing, and speaking—while also
ensuring that students gain a strong understanding of grammar, vocabulary, and
pronunciation.
2. Role of teacher
The teacher plays a crucial role in selecting tasks that are relevant and appropriate
for the students' language level and learning objectives. The teacher controls the
class environment, guiding students through the task process, offering support as
they work, and providing feedback after the task is completed.
3. Role of students
Students are expected to be actively engaged in the learning process. They work on
the tasks set up by the teacher, which often involve collaboration with peers. These
tasks require students to use the target language in a meaningful way, applying
their skills in listening, reading, writing, and speaking.
4. Language Focus
The language focus is comprehensive, covering all four language skills—listening,
reading, writing, and speaking—along with key areas of grammar, vocabulary, and
pronunciation.
5. Possible lesson flows
Pre-Task: Introduction to the task, including any necessary vocabulary or context.
The teacher may demonstrate or model the task.
Task: Students perform the task, typically in pairs or small groups, using the target
language to communicate and solve problems.
Planning: Students plan how they will present their findings or solutions to the
class.
Report: Students present their work to the class, using the target language.
Analysis: The teacher and students analyze the language used during the task,
focusing on both strengths and areas for improvement.
Post-Task: Follow-up activities to reinforce learning, such as additional practice or
related tasks