Direct method
Grammar-translation method
Audio-Lingual method
Suggestopedia
Communicative language teaching
Task-Based approach
Community
CLCL
Foreign Language learning
Grammar translation features
Linguistic notions: Rules and exceptions
Morphology of words
Syntax: Parts of the sentence
Simple and complex sentences
The reaching of conversation is postponed and underestimated
Grammar books
The dictironary
Explanations in the mother tongue by the teacher, who has a central role
Meta-language used for grammatical notions
Practice exercises to apply the notions in a deductive way
Memorization of long vocabulary lists
Reading comprehension and vocabulary exercises of a text
Translation of literary texts
Compositions
Direct method
Only the target language is used
• Everyday language is the first goal
• Questions and answers are the main vehicle for a graded oral progression
• Inductive techniques so that learners discover rules
• Correction is not neglected
1. Foreign language study should begin with the spoken language of everyday life.
2. Pupils must be familiarized with the sounds of the FL. Conventional spelling is postponed.
3. The most common sentences and idiomatic phrases must be introduced at a first stage. Dialogues,
descriptions and narratives will follow in a natural, easy way.
4. Inductive way for first levels. Grammar must be postponed.
5. The FL meaning must be explained with direct reference to objects or concepts and not to the
native language.
6. When writing is introduced, a sequence is recommended from reproduced texts to free
composition. Translation belongs to the most advanced stage of the course.
Content Spoken everyday language Gradual sequence
Objectives Capacity to ask questions and to answer
Listening and speaking communicative skills
Materials Posters, real objects, realia and texts
Procedures Direct techniques with no use of L1: immersion
- Questions and answers
- Small groups and native speakers
Assessment Conversation and interview exams
The reading method to overcome the gap between GT and DM
Content - Controlled vocabulary within reading texts
- Basic grammar
Objectives Learner needs
- Basic language and reading
Materials Graded readings texts
Procedures Oral introduction
- L1 is permitted for explanations and meaning
- Intensive and extensive reading exercises
Assessment Ability to use the FL
Audio-Lingual method
Content Grammar structures
Objectives In terms of separate skills: listening, speaking, reading and writing
- Priority of oral skills
Materials Language laboratory
- Recordings
Procedures Direct techniques: without reference to the mother tongue
- Mimicry and memorization: mim-mem techniques
- Structural pattern drills: active and simple practice
- Artificial dialogues to introduce the structures
Assessment Skill objective tests
- Multiple choice and cloze tests
The Audiovisual Method:
Content Everyday FL
Objectives
- 1 Basic linguistic variety
- 2 General topics and reading: newspapers...
- 3 Specialized discourses: E.S.P.
Materials Filmstrip + tape (Semantic unit)
Procedures
- 1 Presentation: Visual scenario for meaningful utterances & context
- 2 Explication: Pointing Demonstrating Selective listening Questions/Answers
- 3 Repetitions & Memorization
- 4 Exploitation (development or transposition) Visual emancipation Role-play and new
questions and answers Grammar
Assessment According to goals
Language Acquisition
Natural approach
- Meaning rather than form
- Comprehensible input without drilling
- Games, problem-solving and affective activities without stresfull situations
- Silent period
- Authentic activities with no repetition and immediate production
Total Physical Response
- Acting out the phrases
- Presenting words through pictures
- Instructing students to act out the words, phrases
- Songs and chants with motions
-
Community Language learning
Communicative language learning
Task – Based Learning
Cooperative learning
Content Based Instructions
ExL techniques
personal journals, diaries - portfolios - reflective personal essays and thought questions - role plays,
drama activities - games and simulations - personal stories and case studies - visualizations and
imaginative activities - models, analogies and theory construction - empathy-taking activities - story-
telling, sharing with others - discussions and reflection in cooperative groups
