Method feelings View of language. Culture. Aspects of language emphasized Role of student’s native language Grammar translation Li terary la nguage se en as super ior to spoke n lang uage. Culture equated with literature and fine arts. Vocabula ry, gra mma r emp has ize d. Reading and writing are primary skills. Pro nun ciation and oth er spe aki ng/ listening skills not emphasized. Native language provides key to meaning in target language. Native language is used freely in class. Direct method Language is primarily spoken, not wri tte n. Stu den ts stu dy common, everyday speech in the targe t lang uage. Aspects of foreign culture are studied such as hist ory, geograph y, daily life. Vocabulary emphasized over grammar; oral commu nicat ion consi dered basic , with reading and writing based on oral pract ice . Pro nun cia tio n emp has ize d from outset. Not used in the classroom. Audio – lingual method Descri pt ive li ng uistics inf lue nce : eve ry lan gua ge seen as having its own unique system of ph on ol og ic al , morph olog ical and synt actic patterns. Method emphasized eve ryd ay spe ech and use s a grade d syll abus from simp le to difficult linguistic structure. Cult ure comp rises every day language and behavior. Langua ge st ru ct ures emphasiz ed; vocabulary contextualized in dialogues but is limited because syntactic patterns are foremost; natural priorities of skills –listening, speaking, reading and writing wi th emph as is on li stenin g and speak ing. Pron unciation taug ht from beginning, often with language lab workand minimal pair drills. Stu den ts’ nat ive lan gua ge ha bi ts are cons id er ed as in te rf er in g; th is na ti ve la ngu ag e is no t use d in cl assroom. Co ntrast iv e analysis is considered helpful for de te rmin ing points of interference. Silent way Teachers monitor students’ feeli ngs and activ ely try to pr eve nt the ir fee lin g fro m int er fer in g wi th the ir lea rning . Stu den ts exp res s their feelings during feedbacksessions after class. andi All four skill areas worked on form beg inni ng (read ing, writ ing, speak ing and listening); pronunciation especially, because sounds are basic and carry the mel ody of the lan gua ge. Str uct ura l pa tterns are pra cti ced in mea nin gfu l in te ractions . Sy ll abus es develop according to learning abilities and needs. Reading and writing exercises reinforce Alth ough translat ion is not used at a ll, the native language is cons ider ed a resource be ca us e of th e overlap that is bound to exist between the two lang uages. The teacher should take into account wha t the stu den ts already know.
