METHODS key features and techniques

GRAMMAR TRANSLATION METHOD

Key Features
According to Prator and Celce-Murcia (1979:3), the key features of the Grammar
Translation Method are as follows:
(1) Classes are taught in the mother tongue, with little active use of the target
language.
(2) Much vocabulary is taught in the form of lists of isolated words.
(3) Long elaborate explanations of the intricacies of grammar are given.
(4) Grammar provides the rules for putting words together, and instruction often
focuses on the form and inflection of words.
(5) Reading of difficult classical texts is begun early.
(6) Little attention is paid to the content of texts, which are treated as exercises in in
grammatical analysis.
(7) Often the only drills are exercises in translating disconnected sentences from the
target language into the mother tongue.
(8) Little or no attention is given to pronunciation.
Typical Techniques
Diane Larsen-Freeman, in her book Techniques and Principles in Language
Teaching (1986:13) provides expanded descriptions of some common/typical
techniques closely associated with the Grammar Translation Method. The listing here
is in summary form only.
(1) Translation of a Literary Passage
(Translating target language to native language)
(2) Reading Comprehension Questions
(Finding information in a passage, making inferences and relating to personal
experience)
(3) Antonyms/Synonyms

(Finding antonyms and synonyms for words or sets of words).

(4) Cognates
(Learning spelling/sound patterns that correspond between L1 and the target
language)
(5) Deductive Application of Rule
(Understanding grammar rules and their exceptions, then applying them to new
examples)
(6) Fill-in-the-blanks
(Filling in gaps in sentences with new words or items of a particular grammar type).
(7) Memorization
(Memorizing vocabulary lists, grammatical rules and grammatical paradigms)
(8) Use Words in Sentences
(Students create sentences to illustrate they know the meaning and use of new
words)
(9) Composition
(Students write about a topic using the target language)
THE DIRECT METHOD
Key Features
Richards and Rodgers (1986:9-10) summarize the key features of the Direct Method
thus:
(1) Classroom instruction is conducted exclusively in the target language.
(2) Only everyday vocabulary and sentences are taught.
(3) Oral communication skills are built up in a carefully traded progression organized
around question-and-answer exchanges between teachers and students in small,
intensive classes.
(4) Grammar is taught inductively.
(5) New teaching points are taught through modeling and practice.
(6) Concrete vocabulary is taught through demonstration, objects, and pictures;
abstract vocabulary is taught by association of ideas.

(7) Both speech and listening comprehension are taught.

(8) Correct pronunciation and grammar are emphasized.
THE DIRECT METHOD
Key Features
Richards and Rodgers (1986:9-10) summarize the key features of the Direct Method
thus:
(1) Classroom instruction is conducted exclusively in the target language.
(2) Only everyday vocabulary and sentences are taught.
(3) Oral communication skills are built up in a carefully traded progression organized
around question-and-answer exchanges between teachers and students in small,
intensive classes.
(4) Grammar is taught inductively.
(5) New teaching points are taught through modeling and practice.
(6) Concrete vocabulary is taught through demonstration, objects, and pictures;
abstract vocabulary is taught by association of ideas.
(7) Both speech and listening comprehension are taught.
(8) Correct pronunciation and grammar are emphasized.
Typical Techniques
Diane Larsen-Freeman, in her book Techniques and Principles in Language
Teaching (1986:26-27) provides expanded descriptions of some common/typical
techniques closely associated with the Direct Method. The listing here is in summary
form only.
(1) Reading Aloud
(Reading sections of passages, plays or dialogs out loud)
(2) Question and Answer Exercise
(Asking questions in the target language and having students answer in full
sentences)

(3) Student Self-Correction

(Teacher facilitates opportunities for students to self correct using follow-up
questions, tone, etc)
(4) Conversation Practice
(Teacher asks students and students ask students questions using the target
language)
(5) Fill-in-the-blank Exercise
(Items use target language only and inductive rather than explicit grammar rules)
(6) Dictation
(Teacher reads passage aloud various amount of times at various tempos, students
writing down what they hear)
(7) Paragraph Writing
(Students write paragraphs in their own words using the target language and various
models)
THE AUDIOLINGUAL METHOD
Key Features
Here is a summary of the key features of the Audiolingual Method, taken from Brown
(1994:57) and adapted from Prator and Celce-Murcia (1979).
(1) New material is presented in dialog form.
(2) There is dependence on mimicry, memorization of set phrases, and overlearning.
(3) Structures are sequenced by means of contrastive analysis and taught one at a
time.
(4) Structural patterns are taught using repetitive drills.
(5) There is little or no grammatical explanation. Grammar is taught by inductive
analogy rather than deductive explanation.
(6) Vocabulary is strictly limited and learned in context.
(7) There is much use of tapes, language labs, and visual aids.
(8) Great importance is attached to pronunciation.
(9) Very little use of the mother tongue by teachers is permitted.

(10) Successful responses are immediately reinforced.

(11) There is great effort to get students to produce error-free utterances.
(12) There is a tendency to manipulate language and disregard content.
Typical Techniques
Larsen-Freeman, in her book Techniques and Principles in Language Teaching
(1986:45-47) provides expanded descriptions of some common/typical techniques
closely associated with the Audiolingual Method. The listing here is in summary form
only.
(1) Dialog Memorization
(Students memorize an opening dialog using mimicry and applied role-playing)
(2) Backward Build-up (Expansion Drill)
(Teacher breaks a line into several parts, students repeat each part starting at the
end of the sentence and "expanding" backwards through the sentence, adding each
part in sequence)
(3) Repitition Drill
(Students repeat teacher's model as quickly and accurately as possible)
(4) Chain Drill
(Students ask and answer each other one-by-one in a circular chain around the
classroom )
(5) Single Slot Substitution Drill
(Teacher states a line from the dialog, then uses a word or a phrase as a "cue" that
students, when repeating the line, must substitute into the sentence in the correct
place)
(6) Multiple-slot Substitution Drill
(Same as the Single Slot drill, except that there are multiple cues to be substituted
into the line)
(7) Transformation Drill
(Teacher provides a sentence that must be turned into something else, for example a
question to be turned into a statement, an active sentence to be turned into a
negative statement, etc)

(8) Question-and-answer Drill

(Students should answer or ask questions very quickly)
(9) Use of Minimal Pairs
(Using contrastive analysis, teacher selects a pair of words that sound identical
except for a single sound that typically poses difficulty for the learners - students are
to pronounce and differentiate the two words)
(10) Complete the Dialog
(Selected words are erased from a line in the dialog - students must find and insert)
(11) Grammar Games
(Various games designed to practice a grammar point in context, using lots of
repetition)
THE COMMUNITY LANGUAGE LEARNING
Key Features
The Community Language Learning method involves some of the following features:
(1) Students are to be considered as "learner-clients" and the teacher as a "teachercouncelor".
(2) A relationship of mutual trust and support is considered essential to the learning
process.
(3) Students are permitted to use their native language, and are provided with
translations from the teacher which they then attempt to apply.
(4) Grammar and vocabulary are taught inductively.
(5) "Chunks" of target language produced by the students are recorded and later
listened to - they are also transcribed with native language equivalents to become
texts the students work with.
(6) Students apply the target language independently and without translation when
they feel inclined/confident enough to do so.
(7) Students are encouraged to express not only how they feel about the language,
but how they feel about the learning process, to which the teacher expresses
empathy and understanding.

(8) A variety of activities can be included (for example, focusing on a particular

grammar or pronunciation point, or creating new sentences based on the
recordings/transcripts).
Typical Techniques
Larsen-Freeman, in her book Techniques and Principles in Language Teaching
(1986:45-47) provides expanded descriptions of some common/typical techniques
closely associated with Community Language Learning. The listing here is in
summary form only.
(1) Tape Recording Student Conversation
(Students choose what they want to say, and their target language production is
recorded for later listening/dissemination)
(2) Transcription
(Teacher produces a transcription of the tape-recorded conversation with translations
in the mother language - this is then used for follow up activities or analysis)
(3) Reflection on Experience
(Teacher takes time during or after various activities to allow students to express how
they feel about the language and the learning experience, and the teacher indicates
empathy/understanding)
(4) Reflective Listening
(Students listen to their own voices on the tape in a relaxed and reflective
environment)
(5) Human Computer
(Teacher is a "human computer" for the students to control - the teacher stating
anything in the target language the student wants to practice, giving them the
opportunity to self correct)
(6) Small Group Tasks
(Students work in small groups to create new sentences using the transcript,
afterwards sharing them with the rest of the class)
THE SILENT WAY
Key Features
Richards and Rodgers (1986:99) describe the key theories underlying the Silent Way:

(1) Learning is facilitated if the learner discovers or creates rather than remembers
and repeats what is to be learned.
(2) Learning is facilitated by accompanying (mediating) physical objects.
(3) Learning is facilitated by problem-solving involving the material to be learned.
Cuisinere rods (small rods of varying color and length) are typically used in this
method to introduce vocabulary and syntax, along with colorful wall charts.
Instruction in this method typically starts with sounds, the basic building blocks in any
language. The teacher usually provides single words or short phrases to stimulate
the students into refining their knowledge of the language with as little
correction/feedback from the teacher as possible.
Typical Techniques
Larsen-Freeman, in her book Techniques and Principles in Language Teaching
(1986:66-68) provides expanded descriptions of some common/typical techniques
closely associated with the Silent Way. The listing here is in summary form only.
(1) Sound-Color Chart
(The teacher refers students to a color-coded wall chart depicting individual sounds in
the target language - students use this to point out and build words with correct
pronunciation)
(2) Teacher's Silence
(Teacher is generally silent, only giving help when it is absolutely necessary)
(3) Peer Correction
(Students encouraged to help each other in a cooperative and not competitive spirit)
(4) Rods
(Rods are used to trigger meaning, and to introduce or actively practice language.
They can symbolize whatever words are being taught and be manipulated directly or
abstractly to create sentences)
(5) Self-correction Gestures
(Teacher uses hands to indicate that something is incorrect or needs changing - eg.
using fingers as words then touching the finger/word that is in need of correction)
(6) Word Chart

(Words are depicted on charts, the sounds in each word corresponding in colour to
the Sound-Color Chart described above - students use this to build sentences)
(7) Fidel Chart
(A chart that is colour-coded according to the sound-colour chart but includes the
various English spellings so that they can be directly related to actual sounds)
(8) Structured Feedback
(Students are invited to make observations about the day's lesson and what they
have learned)
SUGGESTOPEDIA
Key Features
Here are some of the key features of Suggestopedia:
(1) Learning is facilitated in an environment that is as comfortable as possible,
featuring soft cushioned seating and dim lighting.
(2) "Peripheral" learning is encouraged through the presence in the learning
environment of posters and decorations featuring the target language and various
grammatical information.
(3) The teacher assumes a role of complete authority and control in the classroom.
(4) Self-perceived and psychological barriers to learners' potential to learn are
"desuggested".
(5) Students are encouraged to be child-like, take "mental trips with the teacher" and
assume new
roles and names in the target language in order to become more "suggestible".
(6) Baroque music is played softly in the background to increase mental relaxation
and potential to
take in and retain new material during the lesson.
(7) Students work from lengthy dialogs in the target language, with an accompanying
translation into
the students' native language.
(8) Errors are tolerated, the emphasis being on content and not structure. Grammar
and vocabulary

are presented and given treatment from the teacher, but not dwelt on.
(9) Homework is limited to students re-reading the dialog they are studying - once
before they go to
sleep at night and once in the morning before they get up.
(10) Music, drama and "the Arts" are integrated into the learning process as often as
possible.
Typical Techniques
Larsen-Freeman, in her book Techniques and Principles in Language Teaching
(1986:84-86) provides expanded descriptions of some common/typical techniques
closely associated with Suggestopedia. The listing here is in summary form only.
(1) Classroom Set-up
(Emphasis is placed on creating a physical environment that does not "feel" like a
normal classroom, and makes the students feel as relaxed and comfortable as
possible)
(2) Peripheral Learning
(Students can absorb information "effortlessly" when it is perceived as part of the
environment, rather than the material "to be attended to")
(3) Positive Suggestion
(Teachers appeal to students' consciousness and subconscious in order to better
orchestrate the "suggestive" factors involved in the learning situation)
(4) Visualization
(Students are asked to close their eyes and visualize scenes and events, to help
them relax, facilitate positive suggestion and encourage creativity from the students)
(5) Choose a New Identity
(Students select a target language name and/or occupation that places them "inside"
the language language they are learning)
(6) Role-play
(Students pretend temporarily that they are somone else and perform a role using the
target language)
(7) First Concert
(Teacher does a slow, dramatic reading of the dialog synchronized in intonation with
classical music)

(8) Second Concert

(Students put aside their scripts and the teacher reads at normal speed according to
the content, not the accompanying pre-Classical or Baroque music - this typically
ends the class for the day)
(9) Primary Activation
(Students "playfully" reread the target language out loud, as individuals or in groups)
(10) Secondary Activation
(Students engage in various activities designed to help the students learn the
material and use it more spontaneously - activities include singing, dancing,
dramatizations and games - "communicative intent" and not "form" being the focus)
THE TOTAL PHYSICAL RESPONSE
Key Features
Here are some of the key features of the Total Physical Response method:
(1) The teacher directs and students "act" in response - "The instructor is the director
of a stage play in which the students are the actors" (Asher, 1977:43).
(2) Listening and physical response skills are emphasized over oral production.
(3) The imperative mood is the most common language function employed, even well
into advanced levels. Interrogatives are also heavily used.
(4) Whenever possible, humor is injected into the lessons to make them more
enjoyable for learners.
(5) Students are not required to speak until they feel naturally ready or confident
enough to do so.
(6) Grammar and vocabulary are emphasized over other language areas. Spoken
language is emphasized over written language.
Typical Techniques
Larsen-Freeman, in her book Techniques and Principles in Language Teaching
(1986:118-120) provides expanded descriptions of some common/typical techniques
closely associated with TPR. The listing here is in summary form only.
(1) Using Commands to Direct Behavior

(The use of commands requiring physical actions from the students in response is
the major teaching technique)
(2) Role Reversal
(Students direct the teacher and fellow learners)
(3) Action Sequence
(Teacher gives interconnected directions which create a sequence of actions [also
called an "operation"] - as students progress in proficiency, more and more
commands are added to the action sequence. Most everyday activities can be
broken down into a sequence of actions)

COMMUNICATIVE LANGUAGE TEACHING

Basic Features of CLT
David Nunan (1991:279) lists five basic characteristics of Communicative Language
Teaching:
(1) An emphasis on learning to communicate through interaction in the target
language.
(2) The introduction of authentic texts into the learning situation.
(3) The provision of opportunities for learners to focus, not only on the language but
also on the learning process itself.
(4) An enhancement of the learner's own personal experiences as important
contributing elements to classroom learning.
(5) An attempt to link classroom language learning with language activation outside
the classroom.
COMMUNICATIVE LG TEACHING - CLT / AUDIOLINGUAL METHOD - ALM
Finnochiaro and Brumfit (1983:91-93) compiled this list of CLT features way back in
1983 as a means of comparing it to the Audiolingual Method. Below each feature in
blue italics is the feature of ALM to which it was being compared.
(1) CLT: Meaning is paramount.
ALM: Attends to structure and form more than meaning.

(2) CLT: Dialogs, if used, center around communicative functions and are not
normally memorized.
ALM: Demands more memorization of structure-based dialogs.
(3) CLT: Contextualization is a basic premise.
ALM: Language items are not necessarily contextualized.
(4) CLT: Language learning is learning to communicate.
ALM: Language Learning is learning structures, sounds or words.
(5) CLT: Effective communication is sought.
ALM: Mastery or "overlearning" is sought.
(6) CLT: Drilling may occur, but peripherially.
ALM: Drilling is a central technique.
(7) CLT: Comprehensible pronunciation is sought.
ALM: Native-speaker-like pronunciation is sought.
(8) CLT: Any device which helps the learners is accepted - varying according to their
age, interest, etc.
ALM: Grammatical explanation is avoided.
(9) CLT: Attempts to communicate may be encouraged from the very beginning.
ALM: Communicative activities only come after a long process of rigid drills and
exrecises.
(10) CLT: Judicious use of native language is accepted where feasible.
ALM: The use of the students' native language is forbidden.
(11) CLT: Translation may be used where students need or benefit from it.
ALM: Translation is forbidden at early levels.
(12) CLT: Reading and writing can start from the first day, if desired.
ALM: Reading and writing are deferred until speech is mastered.
(13) CLT: The target linguistic system will be learned best through the process of
struggling to communicate.
ALM: The target linguistic system will be learned through the overt teaching of the
patterns of the system.
(14) CLT: Communicative competence is the desired goal.
ALM: Linguistic competence is the desired goal.

(15) CLT: Linguistic variation is a central concept in materials and methods.

ALM: Varieties of language are recognized but not emphasized.
(16) CLT: Sequencing is determined by any consideration of content function, or
meaning which maintains interest.
ALM: The sequence of units is determined solely on principles of linguistic
complexity.
(17) CLT: Teachers help learners in any way that motivates them to work with the
language.
ALM: The teacher controls the learners and prevents them from doing anything that
conflicts with the theory.
(18) CLT: Language is created by the individual often through trial and error.
ALM: "Language is habit" so error must be prevented at all costs.
(19) CLT: Fluency and acceptable language is the primary goal: accuracy is judged
not in the abstract but in context.
ALM: Accuracy, in terms of formal correctness, is a primary goal.
(20) CLT: Students are expected to interact with other people, either in the flesh,
through pair and group work, or in their writings.
ALM: Students are expected to interact with the language system, embodied in
machines or controlled materials.
(21) CLT: The teacher cannot know exactly what language the students will use.
ALM: The teacher is expected to specify the language that students are to use.
(22) CLT: Intrinsic motivation will spring from an interest in what is being
communicated by the
language.
ALM: Intrinsic motivation will spring from an interest in the structure of the language.