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Method goalsTeachers role.

Students roleTeaching learning process interaction

Grammar translation

To be able to read

literature in the target

language; learngrammar rules and

vocabulary; develop

mental activity

Teacher has authority.

Students follow

instructions

Students learn by translating from one language to

the other, often translating reading passages in the

target language to the native language. Grammar isusually learnt deductively on the basis of grammar

rules and examples. Students memorize rules, and

then apply them to other examples. They learnparadigms such as verb conjugations and they learn

the native language equivalents of vocabulary

words

Most interaction is

teacher to student.

Student initiatedinteraction and student

student interaction is

minimal

Direct method

To communicate intarget language; to think

in the target language

Teacher directs classactivities, but student

and teacher are partners

in the teaching learning

process

Students are taught to associate meaning and thetarget language directly. New target language words

or phrases are introduced through the use of realia,

pictures or pantomime, never the native language.

Students speak in the target language a great deal

and communicate as if in real situations. Grammarrules are learnt inductively (by generalizing from

examples. Students practice new vocabulary using

words in sentences.

Both teacher andstudents initiate

interaction; though

student-initiated

interaction, with teacher

or among each other, isusually teacher directed.

Audio lingual method

Use the target language

communicatively.Overlearn it, so as to be

able to use target

language automatically

by forming new habitsin the target language

and overcoming native

language habits.

Teacher, controls

students languagebehavior, provides good

model for imitation.

Students repeat, respond

as quickly andaccurately as possible.

New vocabulary, structures presented through

dialogs, which are learnt through imitation,repetition. Drills are based on patterns in dialog.

Students correct responses are positively

reinforced; grammar is induced through models.

Cultural information is contextualized in thedialogues or presented by the teacher. Reading,

writing tasks are based on oral work.

Students interact during

chain drills or whentaking roles in

dialogues, all at teacher

s direction. Most

interaction is betweenteacher and student,

initiated by teacher.

Silent way To use language for self- expression; to

develop independence

from the teacher. Inner

Teaching should besubordinated to

learning. Teacher should

give students only what

Students begin with sounds, introduced throughassociation of sounds in native language to a sound-

color chart. Teacher then sets up situations, often

using Cuisenaire rods, to focus students attention

The teacher is silentmuch of the time but

very active setting up

situations, listening to

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criteria for correctness. they absolutely need to

promote their learning.Learners are responsible

for their own learning.

on structures. Students interact as the situation

requires. Teachers see students errors as clues towhere the target language is unclear, and they

adjust instruction accordingly. Students are urged to

take responsibility for their learning. Additionallearning is thought to take place during sleep.

students, speaking only

to give clues, not tomodel speech. Student

student interaction is

encouraged.

dessuggestopedia

Community language

learning

To learn languagecommunicatively. To

take responsibility for

learning. To approach

the task nondefensively,never separating

intellect from feelings.

Teacher acts ascounselor, supporting

students with

understanding of their

struggle to masterlanguage in often

threatening new learning

situations. Student is at

first a dependent client

of the counselor andbecomes increasingly

independent through

five specified stages.

Non defensive learning requires six elements:security, aggression (students have opportunities to

assert, involve themselves), attention, reflection

(students think both about the language and the

experience learning i t), retention, anddiscrimination (sorting out differences among

target language forms)

Both students andteacher make decisions

in the class. Sometimes

the teacher directs

action, other times thestudents interact

independently. A spirit

of cooperation is

encouraged.

Total physical response

To provide an enjoyable

learning experience,having the minimum of

the stress that typically

accompanies learning a

foreign language.

At first the teacher gives

commands and studentsfollow them. Once

students are ready to

speak, they take on

directing roles.

Lessons begin with commands by the teacher;

students demonstrate their understanding by actingthese out; teachers recombine their instructions in a

novel and often humorous ways; eventually

students follow suit. Activities later include games

and skits.

Teacher interacts with

individual students andwith the group. Starting

with the teacher

speaking and the student

responding nonverbally.Later, students issue

commands to teacher as

well as each other.

Communicative languageteaching

To becomecommunicatively

Teacher facilitatesstudents learning,

Activities are communicative. They represent aninformation gap that needs to be filled; speakers

Teacher initiatesinteraction between

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competent, able to use

the languageappropriately in a given

social context; to

manage the process ofnegotiating meaningwith interlocutors.

managing classroom

activities, settingcommunicative

situations. Students are

communicators, activelyengaged in negotiatingmeaning.

have a choice of what to say and how to say it; they

receive feedback from the listener that verifies thata purpose has been achieved. Authentic materials

are used. Students usually work in small groups.

students