Summary of Principles in Language Teaching

	The Grammar - Translation Method	The Direct Method	The Audio-Lingual Method	The Silent Way
1. Goals	Read literature in L2. Develop mind. Learn grammar, vocabulary & culture.	Communication. Think in L2.Direct association in L2 without translation.	Communication. Automaticity by forming new habits and overcoming the old habits of L1.	Self-expression of Ss; independence from T. Develop own inner criteria.
2. Role of the teacher/student	Traditional. T is the authority Ss learn from the T.	T directs but T & Ss are partners.	T-centered. T provides model of L2 for imitation. Ss are imitators.	T as facilitator, resource, provides what Ss need. T works with S,S works on L2
3. Teaching/Learning Process?	Translation. Deductive study of grammar. Memorize vocabulary & grammar rules	Associate L2 and meaning directly in real context. Use L2 only. Inductive grammar. Syllabus based on topics/ situations. Vocabulary in sentences/demonstration.	New grammar and vocabulary through dialogues. Repetition / backward build-up / chain / substitution / transformation /question-answer. Inductive grammar. Habit formation.	Ss guided to discover the structure of L2. Initial focus on accurate pronunciation. Colors for sounds. Rods. Ss gain autonomy in L2.
4. Nature of student / teacher interaction	T to S.	Both initiate interaction. Some S/S interaction.	T-directed. S/S in drills.	T active, but mostly silent. S/S interaction encouraged.
5. How are students’ feelings dealt with?	N.A.	N.A.	N.A.	Positive feelings encouraged, also S/S cooperation. Relaxed, enjoyable environ.
6. View of language/ culture?	Literary language, not spoken language. Culture is literature & the fine arts	Spoken language over written. Culture is the history/geography & daily life	Language as system of patterns /units. Simple to complex. Culture is behavior & lifestyle.	Language expresses the spirit of a culture.
7. What language skills are emphasized?	Vocabulary/grammar/reading & writing, very little speaking & listening	Vocabulary over grammar. Focus on communication. Pronunciation.	Minimum vocabulary. Structure is important. Listen-speak-read-write. Pronunciation.	Pronunciation & intonation. Structure. Oral before writing/reading.
8. Role of the native language?	L1 in classroom. Two-way translation.	Not used.	L1 habits interfere with L2. Avoid L1.	Used to form sounds in L2 and for feedback. Otherwise not used.
9. How does evaluation occur?	Written translations. Apply grammar rules.	Use of language (interview). Oral & written skills.	Discrete point testing for accuracy.	Continuous observation. Ss develop their own criteria. Progress , not perfection.
10. Treatment of errors?	Errors are always corrected. T supplies correct answer.	Self-correction.	Avoid errors by overlearning.	Errors are natural & give clues. Self-correction ; peer correction.
11. Associated with whom?	Moses	Francois Gouin, Charles Berlitz	Charles Fries	Caleb Gattegno

	Desuggestopedia		Community Language Learning		Total Physical Response		Communicative Language Teaching
1. Goals	Everyday Communication. Tap Ss mental powers by desuggesting barriers to learning.		Communication. Promote nondefensive learning. T & Ss treat each other as whole persons.		Communication. Ss enjoy learning. Learning L1= learning L2.		Communication in social context. Appropriacy. Functional competence. Negotiation of meaning.
2. Role of the teacher/student?	S must trust and respect T is authority. Ss adopt childlike roles once they feel secure.		Counselor/client. As S assumes more responsibility , becomes independent of T.		Director. T provides model of L2 for imitation. Later role reversal.		Facilitator. Manager of learning activities. Promotes communication among Ss.
3. Teaching/Learning Process	Relaxing atmosphere, music, activate whole brain + peripheral learning. Reception then activation phase. Role play.		Security, aggression, attention, reflection, retention, discrimination. Ss initiate speech in L1, T supplies L2.		Comprehension before production. Modelling by T followed by performance.		Ss learn to communicate / use L2 by negotiating meaning in real context. Activities include information gap, choice, feedback. Authentic materials.
4. Nature of student /teacher interaction?	T/S and S/S interaction from beginning.		Changes over time. Importance placed on cooperative relationship between T/S and S/S.		T speaks, Ss respond nonverbally. Later, Ss verbalize.		T arranges tasks for communication. S/S interaction. Group/pair work.
5. How are students’ feelings dealt with?	Focus on confidence and sense of security via suggestions. Psychological barriers are desuggested.		S viewed as whole person, no separation of intellect and feelings. T "understands” Ss.		Ss have fun in a nonstressful situation. Low anxietyà learning.		Ss are motivated to learn thru usefulness of language functions. Motivated by encouraging purposeful communication.
6. View of language /culture?	Communication as a 2-phase process: language + extra- linguistic factors. Culture is everyday life & fine arts.		Language for communication & developing critical thinking. Culture integrated with language.		Spoken over written. Culture is the lifestyle of the people who speak L2.		Language in social context, for communication. Forms, meanings and functions. Culture is everyday lifestyle.
7. What skills are emphasized?	Vocabulary. Explicit but minimal grammar. Language use, not linguistic form. Speaking-reading-writing.		Ss determine syllabus by what they what to say. Understanding & speaking, then reading & writing.		Grammar and vocabulary (initially via imperatives). Comprehension precedes production.		Function over form. Discourse and sociolinguistic competence + all 4 skills.
8. Role of L1?	L1 used in translation of dialogues. As course proceeds, L1 reduced.		Used in the beginning, less in later stages.		After introduction, it’s not used anymore.		Generally not used.
9. How does evaluation occur?	In-class performance. Not formal tests.		Integrative tests. Not discrete-point. Self-evaluation.		By observation.		Communicative tests. Fluency and accuracy.
10. Treatment of errors?	Corrected gently, with T’s speaking softly.		Non-threatening. Correction by modelling.		Unobtrusive correction. Only major errors first, then minor errors.		No error correction unless errors interfere with communication.
11. Associated with whom?	Georgi Lozanov		Charles Curran		James Asher		Various.
		Content-based Instruction		Task-based Instruction		Participatory Approach		Learning Strategy Training
1. Goals		L2 teaching thru subject matter content. L2 is a means, not a goal. Communicative competence requires not only fluency in speaking, but also the ability to read, discuss, write about other content.		L2 learning thru problem- solving negotiation in L2.		Help Ss to understand the social, historical, cultural forces affect their lives & help them gain control over their lives.		Teaching learning strategies to let Ss improve their learning effectiveness.
2. Role of the teacher/student?		T supplies missing L2. Ss use their previous experience.		T controls activities. SS work in groups. T – class, S - S negotiation.		T leads the class in discussing problems, Ss learn to see themselves as social & political beings.		T is the model, guide & Ss are independent, self- regulated learners.
3. Teaching/Learning Process		Ss work with meaningful authentic material & tasks. Purposeful tasks.		Information-gap activities, opinion –gap activities, Reasoning –gap activities. Focus is on meaning. Comprehensible input. Purpose and outcome of activities are clear.		Context-specific problem-posing discussions are made. Ss find solutions to the problems by discussion. Linguistic form is learned thru usage in context.		T models the use of the strategies & Ss practice & use it in different situations. Self-assessment contributes to learner autonomy.
4. Nature of student /teacher interaction?		T controls tasks, Ss use cognitive skills in tasks.		T doesn’t simplify L2. Authentic use of L2.		T are co-learners, asking question about Ss lives.		T controls the activities, but a democratic atmosphere. T to Ss & Ss to T.
5. How are students’ feelings dealt with?		Ss are motivated to learn, study enthusiastically. Motivated.		Feedback on success.		Ss are motivated by their personal involvement.		T encourages Ss to guess, use their cognitive skills and gives feedback on success. Ss’ s prior knowledge & experiences are valued and built upon.
6. View of language /culture?		Language is learned when used as a medium to convey informational content of interest to Ss.		Real world language use. Language study is Language use.		Education occurs within a particular context. It relates to Ss real needs.		Language learning is a conscious process.
7. What skills are emphasized?		Vocabulary in context. Reading discussion, writing.		All 4 skills. Minimum grammar Cognitive skills.		Problem solving thru 4 skills.		Learning strategies
8. Role of L1?		Generally not used.		Not used.		Not used.		Not used.
9. How does evaluation occur?		Cloze tests, writing passages.		Tasks are evaluated.		Ss evaluate their own learning & direct it themselves.		Ss evaluate their own success, they modify it to meet their needs & share with classmates.
10. Treatment of errors?		Non-threatening.		Corrected by reformulation or recasts.		Errors are corrected by Ss themselves with negotiation & self check.		Not corrected if not interfere with meaning.
		Cooperative (Collaborative) Learning		Multiple Intelligences
1. Goals		Ss learn from each other. They also work on the social skill of encouraging others.		1)Logical/mathematical: puzzles/games/presentations/ classifications/categorizations
2. Role of the teacher/student?		T is an organizer. Ss work together cooperatively. Each S is given a role in group. No leadership.		2) Visual/spatial: charts/ grids / videos/ drawing.
3. Teaching/Learning Process		T gives the rules & monitors the activities. There is much talking in the groups.		3) Body/kinesthetic: hands-on activities / field trips / pantomime.
4. Nature of student /teacher interaction?		T tells what to do and lets Ss do it themselves.		4) Musical/rhythmic: singing / playing music / jazz chants
5. How are students’ feelings dealt with?		Ss are encouraged to think in terms of ‘positive inter- dependence’’. A positive & cheerful atmosphere.		5) Interpersonal: pair work / project work / group problem- solving.
6. View of language /culture?		Cooperative learning teaches language for both academic & social purposes.		6) Intrapersonal: self-evalu- ation / journal keeping / options for homework.
7. What skills are emphasized?		Negotiation of meaning, responsibility and accountability for each other’s learning.		7) Verbal/linguistic: note- taking / story telling / debates.
8. Role of L1?		Not used.
9. How does evaluation occur?		Ss are individually tested, but their scores are added to the scores of the members of their groups.
10. Treatment of errors?		If errors are made, Ss study on the same subject until it is learned.
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