Goulin

Reformers
Sauveur
(In 19th Century)

Berlitz

Observation of
Based on mother-tongue
acquisition

Natural method L2 = L1

no use of mother
M e th o d

tongue
D ir e c t

Principles of learning

monolingual

intonation

learning through
mimming
Focus on speaking
learning through
demonstrating

learning through
pictures

exclusively in the
target language

only everyday vocab

and sentences

oral communication in
Principles
small classes

grammar inductively

emphasis on correct
grammar and
punctuation
 Founder Caleb Gattegno

collection of elements
Theory of language (phonetics, lexical,
syntactic)

if the learner disovers

or creates

Learning Hyphotesis by accompanying

(learning is facilitated) physical objects
S ile n t W a y

by problem solving
involving the material
to be learned

increase in intellectual
potency

Discovery Learning the air to conserving

(benefits) memory

shift from extrinsic to

instrinsic

independent

Role of learner autonymous

self-defendent

set the mode

Role of teacher model the action

are mostly silent

 technique of to evoke
teacher is silent
teaching concentration

present
challenge
concept of
teaching only one
element
simultaneously
practice
autonomy
objective
develop
independence

self-discovery
Silent Way

own problem-
(cont.)

concept of
solving
learning
strategies
trial error
process

trial-error
establish
process
technique of
teaching
hypothesis correct

evaluate

of mother
tongue
pronounce
graphemes
targeted
language

grammar
design
language works
with cuisinaire stories
rods
arithmetic
pronunciation
operation
 Origins World War II (Army method)

structural values of language

Based on

behaviorist theory

reject the use of mother

Audio-Lingual

tongue

stress on speaking and

Method

Principles listening skills then preceed to

writing and reading skills.

quite similar to direct method

but direct method highlighted
the teaching of vocab while
this method focus on
grammar drills

accurate pronunciation and

grammar.

Objective

ability to respond quickly and

accurately in speech situation

language learning is a habit

form

mistakes are bad and should

be avoided, as they make bad
habits
Characteristics
language skills are learned
more effectively if they are
presented orally first, then in
written form,

vocab learn in context

 Georgi Lozanov

A Bulgarian educators/
Founder
psychiatrist

1970s

to help students with the

feeling that the learning
Presentation
is going to be easy and
funny.

involves the active

presentation of the
material to be learnt.
Stage Concert
students are now guided
to relax and listen to
music.
Suggestope

role-plays, games,
puzzles, etc. to review
Practice
and consolidate the
learning.
to motivate more of
students mental
dia

Objective potential to learn and

which obtained by
suggestion.

Show absolute
confidence in the method.

Display fastidious
conduct in manners and
dress.

Maintain a solemn
Role of teacher attitude towards the
session.

Give tests and respond

tactfully to poor papers (if
any).

Stress global rather

than analytical attitudes
towards material.

follow the teacher /

parent

Role of learner

students absorb what is

presented to them.
 Developed by Charles A.Curren

Influenced by Carl Rogers

Native language are

permitted among
students .

Translation will be
provided by the teacher .
C o m m u n it y L a n g u a g e

Principles

Students can say what

they want to say.

Apply the target language

independently when they
feel confident enough to
do so .
L e a r n in g

Birth stage: a feeling of

security and belonging is
established.

As the learner's abilities

improve, a measure of
independence is achieved

Learners start to speak

5 main stages
independently

The learners are secure

enough to take criticism
and correction

The child becomes an

"adult" and becomes
proficient in the language

counselor

Role of teacher

able to speak the lerner's

L1

guided patient

Role of learner

client
 Developer James Asher

to teach oral proficiency at a

beginning level.

Objective
to produce learners who are
capable of an uninhibited
communication that is
intelligible to a native
speaker.

The infant responds

physically to the speech of
the parent
Total Physical

Principles
Response

The responses are in turn

positively reinforced by the
speech of the parent

mimic the process in the

Role of teacher
class

listener

Role of learner performer

recognize and respond to

novel combinations of
previously taught items.

Simple games such as simon

Activities
says
 an integrative and
content level (language
as a means of
expressions)

a linguistic and instrumental level

(language as a semiotic system and an
object of learning);

an affective level of interpersonal

Objectives relationships and conduct (language as
Piepho (1981) a means of expressing values and
judgments about oneself and others);
a level of individual
learning needs (remedial
learning based on error
analysis);

a general educational level of extra-

linguistic goals (language learning
within the school curriculum)

People learn a language

by using it to
communicate.
Communicative Approach

Meaningful
communication should
be the goal of classroom
activities.
Principles
Learning to
communicate is a
process that involves
trial and error.
Learner errors are often
not corrected
immediately but can be
corrected later.

organizer and facilitator

Teacher roles

guide

Participant

Learner roles

cooperative learner
 Developer N. Prabhu

enable learner to
objectives acquire new linguistic
knowledge

making error is
Principles
natural

cooperative, listen,
and respond to
Task-based

students' needs
learning

Teacher roles decide the task

correct and give

feedback

work individually or in
group equally
Student roles
gather and organize
information

Ordering meal at cafe

Examples

Preparing a meal
 Publisher Michael Lewis (1993)

Language = Grammar
Principle
+ Vocabulary

To help learner notice

how language is used.
Objectives
Approach

Language is learnt by
breaking down wholes
Lexical

into parts

major source of
learner input

create an operative
Teacher roles
environment

help learners to
manage their own
learning after
cooperation

Analyser

Student s' roles

to oberserve, classify
and make
generalisation.
 to be able to read literature
Objectives in target language, learn
grammar rules and vocab.

Classes are taught in the

mother tongue, with little
active use of the target
language

Much vocabulary is taught in

the form of lists of isolated
words.
Grammar-Translation

Reading of difficult classical

texts is begun early.
Method

Principles
Little attention is paid to the
content of texts, which are
treated as exercises in
grammatical analysis
Teacher roles
Often the only drills are
exercises in translating
disconnected sentences from
the
Learner roles

Little or no attention is given

to pronunciation.

memorization

Activities

fill-in-the-blanks