No

Criterion

Methods
GTM

DM

The goals

To read and appreciate

foreign language
literature.

To make the students

communicate in the
target language

The role of the teacher

and students

Teacher as an authority
while the students do as
she says.

The teacher and the

students are more like
partners. The students
are active.

Teaching Learning Process Students are taught to

translate from one language
to another. Deductively
grammar.

Using realia,
inductively grammar,
syllabus is based upon
situation

Teacher - Students
Interaction

Most interaction are from

the teacher.

The interaction goes

both ways.

Students Feeling

No principles of the method No principles of the

which relate to this are.
method which relate to
this are.

View of the Language /

Culture

Culture is viewed as
consisting of literature and
the fine arts.

Language skills and

Language components
emphasized

Emphasize: Vocabulary
and grammar

The role of the native

language

Evaluation

Language is primarily
spoken, not written.

Vocabulary is
emphasized over
grammar.
primary skill: Reading and Oral communication
writing
is seen as basic
Almost no attention given Pronunciation also
to pronunciation.
given attention
It is used ALMOST
It is NOT used in the
during the class to make classroom
the lesson clear like
translating.
Written test by translating
their native language to the
target language.

No formal evaluation

10

Treatment of Errors

The teacher supplies

correct answer when the
students do not know the
answer.

Trying to get the

students to selfcorrect

11

The experts behind the

method

Students are able to read

target language's literature.

Students are able to use

the target language
communicatively

12

When it was originated

In 1988

In 1978

Methods
ALM
To make the students
be able to use the
target language
communicatively.

SW
Desuggestopedia
To enable students for To accelerate the process
self-expression
by learning to use a
foreign language for
everyday communication

T: An orchestra
T: Technician or
leader. S: Imitating the engineer, S: making
teacher
use what they know

T: An authority. S: Trust
and respect the teacher.

Presenting new
vocabularies and
structural patterns in
dialogs.

Bright and cheerful

athmosphere. Grammatical
information poster of
target language hung
arround the room.

Facilitated by
accompanying physical
objects and problem
solving.

Most of the interaction The teacher is silent.

is between teacher and Students learn from
students and is
one another.
initiated by the teacher

Teacher oriented.
Teacher initiates
interactions. Students
respond nonverbally.

No principles of the
method relate to this
area.

If students are relaxed and

confident, they should not
try hard to learn the
language.
Language is the first of
two planes in the twoplane process of
communication.

Influenced by
descriptive linguists

When the students'

feeling interefere, the
teacher tries to find
ways to overcome it.
Culture is inseparatable
from their language.
Language share a
number of features.

Pronunciation is taught Speaking, reading, and

and minimun attention writing reinforce one
to vocabulary
another

Vocabulary and speaking

communicatively are
emphasized. Grammar is
dealt with explicitly but
minimally.

Very little use of

mother tongue is
permitted

It is not used in the

classroom.

Used to make the dialog

meaning clear.

Students might be
asked to distinguish
between words in a
minimal pair

Self-correction

Conducting on students'
normal in-class
performance, not through
the formal test.

A great effort makes

the students produce
error-free utterances

Seen as natural,
indispensable part of
the learning process.

Students are able to

Students
use the target language
communicatively
In 1945

In 1960's

Corrected gently with a

soft voice.

Students are confident to

use the language
communicatively with
variety of vocabularies.
1991