Column3 Summary of Principles in Language Teaching 1-Grammar-Translation 1. Goals Read literature in L2. Develop mind.

Learn grammar, vocabulary, and culture. 2. Role of the teacher/student Traditional. T is the authority. Ss learn from the T. 3. Teaching/Learning Process? Translation. Deductive study of grammar. Memorize vocabulary. 4. Nature of student/teacher interaction S. T to 5. How are students feelings dealt with? N.A. 6. View of language/ culture? Literary language over spoken language. 7. What language skills are emphasized? Vocabulary/grammar. Reading/writing. 8. Role of the native language? L1 in classroom. Two-way translation. 9. How does evaluation occur? Written translations. Apply grammar rules. 10. Treatment of errors? T supplies correct answer. 11. Associated with whom? Moses Column2 2-Direct Method 1. Goals Communication. Think in L2. Direct association in L2 without translation. 2. Role of the teacher/student T-centered.T directs. 3. Teaching/Learning Process? Associate L2 and meaning directly in real context.Use L2 only. Inductive grammar. Syllabus based on topics/ situations. 4. Nature of student/teacher interaction initiate interaction. Some S/S interaction. Both 5. How are students feelings dealt with? N.A. 6. View of language/ culture? Spoken language over written. 7. What language skills are emphasized? Vocabulary over grammar. Focus on communication. 8. Role of the native language? Not used. 9. How does evaluation occur? Use of language (interview). 10. Treatment of errors? Self-correction. 11. Associated with whom? Francois Gouin, Charles Berlitz Column2 3-Audio-Lingual Method 1. Goals Communication. Automaticity by learning new habits. 2. Role of the teacher/student T-centered. T provides model of L2 for imitation. 3. Teaching/Learning Process? New grammar and vocabulary through dialogues.Drills. Inductive grammar. Learning is habit formation. 4. Nature of student/teacher interaction T-directed. S/S in drills. 5. How are students feelings dealt with? N.A. 6. View of language/ culture? Language as system of patterns/units.Simple to complex. 7. What language skills are emphasized? Structure important. Listen-speak-read-write. 8. Role of the native language? L1 habits interfere with L2. Avoid L1. 9. How does evaluation occur? Discrete point testing for accuracy. 10. Treatment of errors? Avoid errors by overlearning. 11. Associated with whom? Charles Fries 4-Silent Way 1. Goals Self-expression of Ss; independence from T. 2. Role of the teacher/student T as facilitator, resource, provides what Ss need. 3. Teaching/Learning Process? Ss guided to discover the structure of L2. Initial focus on accurate pronunciation. 4. Nature of student/teacher interaction T active, but mostly silent.S/S interaction encouraged. 5. How are students feelings dealt with? feelings encouraged, also S/S cooperation. Positive 6. View of language/ culture? Language expresses the spirit of a culture. 7. What language skills are emphasized? Pronunciation & intonation.Structure.Oral before written. 8. Role of the native language? Used to form sounds in L2 and for feedback. Otherwise not used. 9. How does evaluation occur? Continuous observation. Ss develop their own criteria. 10. Treatment of errors? Self-correction; peer correction. 11. Associated with whom? Caleb Gattegno

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5-Suggestopedia 1. Goals Everyday Comm. Tap Ss mental powers by desuggesting barriers to learning. 2. Role of the teacher/student S must trust and respect T as authority. Ss adopt childlike roles once they feel secure. 3. Teaching/Learning Process? Relaxing atmosphere, music, activate whole brain + peripheral learning. Reception then activation phase. 4. Nature of student/teacher interactionand S/S interaction from beginning. T/S 5. How are students feelings dealt with? on confidence and sense of security via suggestions. Focus 6. View of language/ culture? Communication as a 2-phase process: language + extra- linguistic factors. 7. What language skills are emphasized? Vocabulary. Explicit but minimal grammar. Language use over linguistic form. 8. Role of the native language? L1 used in translation of dialogues. As course proceeds, L1 reduced. 9. How does evaluation occur? In-class performance. 10. Treatment of errors? No overt correction Modelled correctly. 11. Associated with whom? Georgi Lozanov 6-Total Physical Response 1. Goals Communication. Learning L1=learning L2. 2. Role of the teacher/student Director. T provides model of L2 for imitation. Later role reversal. 3. Teaching/Learning Process? Comprehension before production. Modelling by T followed by performance. 4. Nature of student/teacher interaction T speaks, Ss respond nonverbally. Later, Ss verbalize. 5. How are students feelings dealt with? fun in a nonstressful situation. Ss have 6. View of language/ culture? Spoken over written. 7. What language skills are emphasized? Grammar and vocabulary (initially via imperatives). Comprehension precedes production. 8. Role of the native language? Not used. 9. How does evaluation occur? By observation. 10. Treatment of errors? Unobtrusive correction. 11. Associated with whom? James Asher 7-Community Language Learning 1. Goals Communication. Promote nondefensive learning. 2. Role of the teacher/student Counselor/client. As S assumes more responsibility, becomes independent of T. 3. Teaching/Learning Process? Security, aggression, attention, reflection, retention, discrimination. Ss initiate speech in L1, T supplies L2. 4. Nature of student/teacher interaction Changes over time. Importance placed on cooperative relationship between T/S and S/S. 5. How are students feelings dealt with? S viewed as whole person, no separation of intellect and feelings. T "understands Ss. 6. View of language/ culture? Language for developing critical thinking. Culture integrated with language. 7. What language skills are emphasized? Ss determine syllabus by what they what to say. 8. Role of the native language? Used in the beginning, less in later stages. 9. How does evaluation occur? Integrative tests. Self-evaluation. 10. Treatment of errors? Nonthreatening. Correction by modelling. 11. Associated with whom? Charles Curran 8-Natural Approach 1. Goals Communicative competence. Facilitate acquisition by providing comprehensible input (i+1). 2. Role of the teacher/student T as facilitator. Primary responsibility is with S. 3. Teaching/Learning Process? Comprehension before production. Developing model approximates L2 (L1, . . . L2). Gradual emergence of speech. Task oriented. 4. Nature of student/teacher interaction S-centered. Both initiate interaction. S/S interaction in pair and small group activities. 5. How are students feelings dealt with? Affective factors over cognitive factors. Optimal learner has low affective filter. 6. View of language/ culture? Language as a tool for communication. Language function over linguistic form. 7. What language skills are emphasized? Vocabulary over grammar. Function over form. Comprehensione early productions speech emergence. 8. Role of the native language? L1 can be used in preproduction (comprehension) activities. 9. How does evaluation occur? Communicative effectiveness. Fluency over accuracy. Task oriented. 10. Treatment of errors? No error correction unless errors interfere with communication. 11. Associated with whom? Tracy Terrell, Stephen Krashen 9-Communicative Language Teaching 1. Goals Communication in social context. Appropriacy. Functional competence. 2. Role of the teacher/student Facilitator. Manager of learning activities. Promotes communication among Ss. 3. Teaching/Learning Process? Ss learn to communicate by negotiating meaning in real context. Activities include information gap, choice, feedback. 4. Nature of student/teacher interaction T arranges tasks for communication. S/S interaction. 5. How are students feelings dealt with? motivated to learn thru usefulness of language functions. Ss are 6. View of language/ culture? Language in social context, for communication. 7. What language skills are emphasized? Function over form. Discourse and sociolinguistic competence + all 4 skills. 8. Role of the native language? Generally not used. 9. How does evaluation occur? Communicative tests. Fluency and accuracy. 10. Treatment of errors? No error correction unless errors interfere with communication. 11. Associated with whom? Various.