CONTENT-BASED APPROACH

v The goals of teachers: give priority to process over predetermined linguistic content.

v The roles of the teachers: assist learners in understanding subject matter.

v The roles of the students: both study academic subject matters and learn a foreign language.

v The characteristics of the teaching/learning process: integrates the learning of language with the learning of some content, that is, academic subject matter. Language objectives are dictated by the texts. Students are engaged in purposeful use of language.

v The nature of student-teacher/student-student interaction: while completing the academic tasks in the foreign language, all interaction types are possible.

v The feelings of the students dealt with: no principles about feelings.

v The views of language and culture: since students have a purpose that is content, it is easier for them to master the target language.

v The language areas: language areas are dictated by the texts that are used for content.

v The language skills: all four skills

v The role of the students’ native language: there is no role of the native language.

v Evaluation: students are evaluated for the content they are learning.

TASK-BASED APPROACH

• The goals of teachers: Provide learners with a natural context for language use.
• The roles of the teachers: The teacher acts as counselor and consultant.
• The roles of the students: Learning language, both functionally and linguistically, by solving problems with the help of the knowledge that students hold and the new knowledge.
• The characteristics of the teaching/learning process: The tasks practiced in the classroom have perceived purpose and a clear outcome.
• The nature of student-teacher/student-student interaction: Though heavily there is student-student interaction, student-teacher interaction is also inevitable for counseling and consultation.
• The feelings of the students dealt with: Low anxiety and high motivation are of vital significance.
• The views of language and culture: Both linguistic and cultural knowledge are of great importance.
• The language areas: Functional properties of the language are stressed.
• The language skills: All skills are considered important.
• The role of the students’ native language: Without simplifying the target language, only foreign language is used.
• Evaluation: No formal tests are given but evaluation is achieved through observing in-class activities and feed backing.
• Error correction: Correction is done by reformulating or recasting what the students have said.
• The techniques: information, opinion and reasoning gap activities.

PARTICIPATORY APPROACH

• The goals of teachers: to exposure language learners the target language through issues of concern to students.
• The roles of the teachers: the teacher conducts the flow of the lesson.
• The roles of the students: the expression “participatory” is self-explanatory. Students are active participants.
• The characteristics of the teaching/learning process: The content of the lesson is determined by the learners’ social, cultural and historical background.
• The nature of student-teacher/student-student interaction: All types of interaction can be observed.
• The feelings of the students dealt with: Students are motivated by their personal involvement.
• The views of language and culture: Both of the aspects of language go hand in hand.
• The language areas: in consideration with the outside world everything that happens in the classroom should be connected.
• The language skills: All skills are emphasized.
• The role of the students’ native language: There is no need to use learners’ mother tongue.
• Evaluation: No formal tests but the teacher evaluates students in ongoing way in the classroom.
• Error correction: Often self-correction is preferred.
• The techniques: discussions, debates, and problems posed by the teacher are primary techniques.

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