Grammar Translation Method

Techniques & Principles in Language Teaching – Diane Larsen-Freeman, Marti Anderson Approaches and Methods in Language Teaching –
Jack C. Richards, Theodore S Rodgers

CONTEXT: CONTEXT
Used to be called the Classical Method, used to teach Latin and Greek. Dominated European and foreign language
This method was used for the purpose of helping students to read and appreciate foreign teaching from the 1840 to 1940s
language literature. The method often creates frustration for students
Finally, it was thought that foreign language learning would help students grow intellectually; it but makes few demands on teachers.
was recognized that students would probably never use the target language, but the mental Translation as a way of studying a lg that
exercise of learning it would be beneficial anyway. approaches the language first through the
explanation of grammar rules,
EXPERIENCE: a high-intermediate level English class at a Reading and writing are the main focus, little
university in Colombia. There are 42 students in the class. Two-hour classes are conducted three times a week. or no systematic attention is paid to speaking
or listening.
PRINCIPLES: Vocabulary selection is taught through
Students are reading an excerpt from Mark Twain’s Life on the Mississippi -- A fundamental purpose of bilingual word lists.
learning a language is to be able to read literature written in it.
Much of the lesson is dedicated to translating
If students can translate from one language into another, they areconsidered successful language
sentences.
learners.
The ability to communicate in the target language is not a goal of language nstruction. Grammar is taught deductively aka rules are
The primary skills to be developed are reading and writing. Little attention is given to speaking and presented and then practiced through
listening, and almost none to pronunciation. translation,
The teacher is the authority in the classroom. It is very important that students get the correct answer. Student’s native lg is the medium of instruction.
Deductive application of an explicit grammar rule is a useful pedagogical technique. Used to explain new items and enable
Students should be conscious of the grammatical rules of the target language. comparisons.
Wherever possible, verb conjugations and other grammatical paradigms should be committed to
memory.
If students make errors or do not know an answer, the teacher supplies them with the correct answer.

TECHNIQUES:
Translation
Antonyms/Synonyms
Cognates
Memorization
Direct Method
Techniques & Principles in Language Teaching – Diane Larsen- Approaches and Methods in Language Teaching – Jack C. Richards,
Freeman, Marti Anderson Theodore S Rodgers

CONTEXT: CONTEXT:
Direct Method receives its name from the fact that meaning is to be Parallel to the ideas (which advocated for the study of spoken lg,
conveyed directly in the target language through the use of phonetic training, inductive approach of grm rules) put forward by
demonstration and visual aids, with no recourse to the students’ members of the Reform Movement (like Marcel, Prendergast, and
native language. Gouin) there was an interest in developing principles for lg teaching out
of naturalistic principles aka natural methods, and this led to the
EXPERIENCE: an English teacher using it in a scuola media (lower-level secondary development of the Direct Method.
school) class in Italy. The class has 30 students who attend English class for one Foundations for the Direct Method came from natural language
hour, three times a week. The class we observe is at the end of its first year of
learning principles (teachers must encourage the spontaneous use of
English language instruction in a scuola media. They read aloud a passage about the
the foreign lg, grammar induction, attention to pronunciation)
geography of the USA,

PRINCIPLES:
PRINCIPLES: Instructions were conducted exclusively in the target language.
Reading should be taught from the beginning BUT it will be developed ONLY everyday vocabulary and sentences were taught.
through practice with speaking. Oral communication skills were built up in class through question and
Culture is more than fine arts (not just literature, the experience shows answer exchanges.
students learning geography) Grammar was taught inductively,
Objects or pictures should be used to help students understand meaning. Vocabulary was taught through demonstrations (pictures, objects) and
NO NATIVE LANGUAGE SHOULD BE USED, abstract vocabulary through association of ideas.
The teacher demonstrates, Speech and listening comprehension were taught.
The purpose of language is communication.
Grammar is taught inductively.
Syllabus is based on situations/topics.
Additional info:
It was perceived to have several drawbacks:
TECHNIQUES: - it depended on the teacher’s skill rather than textbook
Self-correction. - sometimes an explanation in the students’ native tongue was enough ---
Dictation. “verbal gymnastics”
Map drawing - in 1920 the direct method was declining in Europe
Paragraph writing - was seen as limited
Audio-Lingual Method
Techniques & Principles in Language Teaching – Diane Approaches and Methods in Language Teaching – Jack C. Richards, Theodore S Rodgers
Larsen-Freeman, Marti Anderson

CONTEXT: THE ORAL APPROACH / SITUATIONAL LANGUAGE TEACHING

It has a strong theoretical base in linguistics and CONTEXT:
psychology. Developed by British linguists from the 1930s to 1990s
Charles Fries (1945) of the University of Michigan led the Leaders: Harold Palmers and A.S Hornby
way in applying principles from structural linguistics in PRINCIPLES:
developing the method, Later in its development, Language teaching begins with the spoken language.
principles from behavioral psychology (Skinner 1957) The target language is the language of the classroom.
were incorporated. New lg points are introduced and practiced situationally.
EXPERIENCE: a beginning-level English class in Mali. Vocabulary selection procedures are followed to ensure that and essential general service
There are 34 students, 13–15 years of age. The class vocabulary is covered.
meets for one hour a day, five days a week. Simple forms of grammar should be taught before complex ones.
PRINCIPLES: Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
Language occurs in context and naturally. Behaviorist habit learning theory.
The native language and the target language have APPROACH; theory of language
separate linguistic systems. They should be kept apart so Speech was regarded as the basis of lg.
that the students’ native language interferes as little as Structure was regarded as being at the heart of speaking ability.
possible with the students’ attempts to acquire the Situational Lg Teaching ------ the knowledge of structures must be linked to situations in which
target language. they could be used.
The teacher is the model of the language and students Emphasis on the description of lg activity as part of the whole complex of events that with
mimic. participants make up actual situations.
Language learning is a process of habit formation so The lg a person originates is always expressed for a purpose.
students repeat a lot (drilling) APPROACH; theory of learning.
Errors are IMMEDIATELY corrected, Behaviorist habit-learning theory, it addresses the process rather than the conditions of learning.
The purpose of language learning is to learn how to use OBJECTIVES
the language to communicate. Accuracy in pronunciation and grammar is CRUCIAL.
Positive reinforcement. Writing derives from speech.
Languages have patterns so practice helps students to SYLLABUS:
form habits. Structural syllabus and a word list.
Students should learn to answer automatically without Situation refers to the manner of presenting and practicing sentence patters.
stopping to think. TECHNIQUES:
The teacher should be like an orchestra leader— Guided repetition
conducting, guiding, and controlling the students’ Dictation
behavior in the target language. Pair practice and group work.
Vocabulary is limited. LEARNER:
The ‘natural order’ (the order children follow when Listens and repeats.
learning their native language) of skill acquisition is: Incorrect habits are to be avoided.
listening, speaking, reading, and writing. TEACHER:
LG cannot be separated from culture. The teacher is a model.
TECHNIQUES: The teacher "becomes more like the skillful conductor of an orchestra”
 Dialogue memorization, Drill (repetition drill, chain drill, - THE DECLINE --- Chomsky (with theorical background) said that lg is not habit formation
backward build up, transformation drill, question and but
answer drill), Use of minimal pairs
The Silent Way
Techniques & Principles in Language Teaching – Diane Larsen-Freeman, Approaches and Methods in Language Teaching – Jack C. Richards,
Marti Anderson Theodore S Rodgers

CONTEXT: CONTEXT:
Shares principles with the Cognitive Code Approach (Rather than simply being Method devised by Caleb Gattegno ---- known by using wooden
responsive to stimuli in the environment, learners were seen to be much sticks/cusineaire rods in which sounds are coded by specific colors.
more actively responsible for their own learning, engaged in formulating SUMMARY:
hypotheses in order to discover the rules of the target language.) learning is facilitated if the learner discovers rather than repeat. ---- the
Caleb Gattegno’s is the creator. student is not a bench bound listener.
1963. Learning is facilitated by accompanying physical objects. ----- rods create
EXPERIENCE: memorable images to facilitate students recall --- ASSOCIATIVE MEDIATORS.
an English class in Brazil. There are 24 secondary school students in this class. Learning is facilitated by problem solving.
The class meets for two hours a day, three days a week. APPROACH; theory of language
PRINCIPLES: Cattegno takes an skeptical view of the role of linguistic theory in lg teaching
The teacher should start with what students know and move on to what they methodology -- experience gives meaning to language
do not know. LG is seen as groups of sounds arbitrarily associated with specific meanngs
Teacher only helps if it is necessary. and organized into sentences/meaningful units by grammar rules.
Students should develop their own inner criteria. LG is separated from its social context.
Students help and rely on each other. Vocabulary is a central dimension of lg learning. Semi luxury vocabulary
The more the teacher does for the students what they can do for themselves, (daily life expressions= and luxury vocabulary (specialized ideas).
the less they will do for themselves. APPROACH; theory of laearning.
Learning involves transferring what one knows to context. FIRST lg learning process is used as a basis for deriving principles for teaching
Reading is worked on from the beginning. foreign lg to adults. HOWEVER they are different bc 2nd LG learners cannot learn
Students can learn from one another. The teacher’s silence encourages group another lg because of what he knows.
cooperation. GATTEGNO recomends returning to the state of mind that characterizes a
The teacher’s silence encourages group cooperation. baby’s learning.
If the teacher praises (or criticizes) students, they will be less self-reliant. ARTIFICIAL APPROACH: succesful learning consists of the commitment
Students should engage in a great deal of meaningful practice without through the use of silent awareness and then active trial.
repetition. LEARNING SYSTEM: is acttivated by intelligent awareness. Silence is
The skills of speaking, reading, and writing reinforce one another. considered the best vehicle for learning, because in silence students concentrate.
TECHNIQUES: Repetition consumes time, but SILENCE IS AN AID TO CONCENTRATION AND
Sound-color chart. ALERTNESS.
Peer correction. RETAINING SYSTEM: allows us to remember and recall at will lingustic
Word chart. exponents and their organazing principles. Gattegno speaks of remembering as a
Self correction gestures. matter of paying OGDENS. An OGDEN is a unit of mental energy required to link
Structured feedback. permantently two mental elements like shape and sound.
SYLLABUS:
Structural syllabus.
Lessons planned around grammatical items and related vocabulary.
Vocabulary is selected according to the degree to which it can be
manipulated withing a given structure and according to its productivity
within the classroom setting.
FLIENTU - The Silent Way: An Unconventional Language
Teaching Method
In contrast to traditional methods, the emphasis is on the student’s learning
rather than the teacher’s teaching.
In the absence of the teacher dominating the lesson, the student takes an
active role in the learning process, and their input guides the learning trajectory.
Most of the traditional tools for language
instruction (textbooks, worksheets, verb conjugation
tables) are completely absent from this method. In their
place, instruction takes place through the medium of
Cuisenaire rods (colored rods traditionally used in the
teaching of math to primary school students) and charts
that indicate the correct pronunciation of certain letters
without the teacher having to teach pronunciation
through rote memorization or call-and-response
exercises.
Reasons why to use it:
Student-directed learning
Improved problem-solving skills
Increased engagement
Potential problems:
May be scary and challenging
Students may feel they are not getting enough feedback.
Strategies:
Educated students throughly.
Check in individually.
Give feedback non verbally.
Emphasize quality rather than quatity.
Sugestopedia
Techniques & Principles in Language Teaching – Diane Larsen- Approaches and Methods in Language Teaching – Jack C. Richards,
Freeman, Marti Anderson Theodore S Rodgers

CONTEXT: CONTEXT:
Georgi Lozanov, believes, as does Silent Developed by Bulgarian psychiatrist educator Georgi Lozanov.
Way’s Caleb Gattegno, that language learning can occur at a much faster rate Derives from Suggestology : science concerned with the systematic study of
than ordinarily transpires. the nonrational and/or nonconscious influences”.
One of the ways the students’ mental Suggestopedia thus has a kinship with other functional uses of music,
particularly therapy.
reserves are stimulated is through integration of the fine arts, an important
The
contribution to the method made by Lozanov’s colleague Evelina Gateva.
EXPERIENCE:
a university class in Egypt being taught English by this method. The students
are beginners. The class meets for two hours, three mornings a week.
PRINCIPLES:
Learning is facilitated in a cheerful enviroment centrality of music and musical rhythm to learning is a conspicuous feature.
A student can learn from what’s present in the environment Music therapy.
(peripheral learning) (aka posters) Gaston (1968) defines three functions of music in therapy: to facilitate the
The teacher should recognize that learners bring certain estlablishment and maintenance of personal relations; to bring about
increased self-esteem through increased self-satisfaction in musical
psychological barriers with them to the learning situation. She should
performance and to use the unique potential of rhythm to energize and bring
attempt to ‘desuggest’ these.
order.
Assuming a new identity enhances students’ feeling of security APPROACH: Theory of language
and allows them to be more open. Lozanov does not articulate a theory of language.
Songs are useful. Lexis is central.
The teacher should integrate indirect positive suggestions. It is important to experience language material in whole meaningful texts.
The teacher should present and explain grammar and The langugage to be learned is referred to as the material.
vocabulary but not dwell on them. APPROACH: Theory of learning
One way that meaning is made clear is through native Suggestion is at the heart of the Suggestopedia.
language translation. This method is different from hypnosis.
Communication takes place on ‘two Suggestion involves loading the memory banks with desired and facilitating
planes’: on one the linguistic message is encoded; and on the other are memories.
BANCROFT: there are six principal components:
factors which influence the linguistic message. On the conscious plane, the
learner attends to the language; on the subconscious plane, the music AUTHORITY: ritual placedo system; students perceive a high authority because
suggests that learning is easy and pleasant. When there is a unity between they hear scientific sounding lg, experimental data,.
conscious and subconscious, learning is enhanced.
 At these times, the distinction between the conscious and the INFANTILIZATION: teacher-student is similar to parent-child. Roleplaying
subconscious is most blurred and, therefore, learning can occur. involved,
It is desirable that students achieve a state of infantilization so DOUBLE-PLANEDNESS: learners learn from the effect of direct instruction AND
that they will be more open to learning. If they trust the teacher, they the environment in which the instruction takes place (posters, the shape of
chairs, the personality of the teacher, musical background)
will reach this state more easily.
INTONATION, RYHTHM AND CONCERT PSEUDO-PASSIVENESS: varying the tone
TECHNIQUES:
and rhythm of presented material helps both avoid boredom and to
Classroom set – up.
dramatize, emotion.
Peripheral learning SYLLABUS:
Possitive suggestions A Suggestopedia course lasts thirty days and consists of ten units of
Role-play study. Classes are held four hours a day, six days a week. The central focus of
First concert / Second concert each unit is a di alogue consisting of 1,200 words or so, with an accompanymg
Primary activation vocabulary list and grammatical commentary. The dIalogues are graded by
Creative adaptation lexis and grammar.
Everything You Need to Know About Using the Suggestopedia Method of Teaching –
Fluentu
BACKGROUND: unconventional teaching method developed in the 1970s by Bulgarian
teacher and psychiatrist, Dr. Georgi Lozanov.
HOW DOES IT WORK: students sit on the floor/armchairs, the lights are dimmed and
soft music is played in the background (classical music, sounds of nature). The teacher
uses dramatic voices. Most vocab is unfamiliar.
POSSIBLE BENEFITS:
music helps as a background noise or a part of memorization exercises.
Comfortable secure classroom space. They feel comfy and at ease.
Reading out loud helps students learn and reading with a dramatic flair helps
making the experience more engaging and ejoyable.
DISADVANTAGES:
music can be a distraction when it has LYRICS, when students don’t like it
((suggestopedia can do more harm than good))
suggestopedia relies on infantilization: it relies on the absolute authority of the
teacher for the power of suggestion.
Lacks a clear structure: some students/teachers need a structured learning
environment as suggestopedia can be overwhelming or confusing.
Community Language Learning - CLL
Techniques & Principles in Language Teaching – Diane Larsen- Approaches and Methods in Language Teaching – Jack C. Richards,
Freeman, Marti Anderson Theodore S Rodgers

CONTEXT: CONTEXT:
The method we will examine in this chapter advises teachers to Developed by Charles A. Curran and his associates
consider their students as ‘whole persons.’ Sometimes cited as a “humanistic approach”
The Community Language Learning Method Derives its primary insights and indeed its organazing rationale from
takes its principles from the more general Counseling-Learning Rogerian counseling.
approach developed by Charles A. Curran. CLL draws on the counseling metaphor to redefine the roles of the
Curran studied adult learning for years and found they are threated teacher (the counselor) and learners (the clients) in the language classroom.
by a new learning situation -------- language conselors: an APPROACH: Theory of language
understander of students’ struggle.

EXPERIENCE: a class in a private language institute in Indonesia. Most of

the students work during the day and come for language instruction in the
evening.
class.
PRINCIPLES:
Building a relationship with and among students is very
important.
Language is for communication.
Teacher stands behind the students: The superior knowledge
and power of the teacher can be threatening. If the teacher does not
remain in the front of the classroom, the threat is reduced and the
students’ learning is facilitated. Also this fosters interaction among Curran himself wrote about his theory of language. His student La Forge
students, rather than only from student to teacher. has attempted to be more explicit about this dimension of CLL theory. He
The teacher should be sensitive to the students’ level of seems to accept that language theory must start, though not end, with criteria
confidence. for sound features, the sentence, and abstract models of language (la Forge
Students feel more secure they know the limits of an activity 1983 : 4). The foreign language learners' tasks are "to apprehend the sound
(aka when you tell them how long an activity is) system, assign fundamental meanings, and to construct a basic grammar of the
Student and teacher can share their feelings about their fore ign language."
learning. La Forge (1983) begins by suggesting that language as social process is "
The teacher accepts what each students says. different from language as communication." Communication is more than just a
The teacher shows the students she/he understands what message being transmited, the speaker is at the same time both subject and
 they’re trying to say. object of his own message.
The students’ native language is used to
make the meaning clear and to build a bridge from the known to the
unknown. Students feel more secure when they understand everything.
Students’ independence is encouraged but the teacher does
not let students flounder in uncomfortable silences.
Students need quiet reflection time to learn.
In the beginning stages, the ‘syllabus’ is generated primarily by
the students. Students are more willing to learn when they have APPROACH: Theory of learning
created the material themselves. CLL advocates a holistic approach to language learning since “true”
TECHNIQUES: human learning is both cognitive and affective --- whole person learning.
Recording student conversation. The development of the learner’s relationship with the teacher is
Transcription. central. The process is divided into five stages (compared to the ontogenetic
development of the child)
1. Feelings of security and belonging are established.
2. The learner’s abilities improve
3. The learner speaks independently
4. The learner is secure enough to take criticism
5. The child becomes an adult (the learner knows everything the teacher
does and can become knower for a new learner)
A group of ideas concerning the psychological requirements for
successful learning are collected under the acronym SARD (Curran 1976:
S: SECURITY students have to feel secure to learn
A: ATTENTION/AGRESSION bc when a students lacks attention it should
be taken as a lack of involvement in learning. Aggression means that
when a child learns sth they seek an opportunity to show their strenght
with knowledge.
R: REFLECTION/RETENTION. What is learnt is retained and internalized.
Reflection means that the student focuses on the learning forces.
D: DISCRIMINATION when students have retained a body of material
they can sort it out and see how things are related
DESIGN AND
SYLLABUS:
Does not
use a

conventional lg syllabus. If a course is based on Curran's

recommended procedures, the course progression is topic based, with learners
nominating things they wish to talk about and messages they wish to
communicate to other learners.
TYPES OF LEARNING AND TEACHING ACTIVITIES:
translation, group work, recording, transcription, analysis, reflection
and observation, listening, free conversation. (p. 120) - check
TEACHER’S ROLES:
the role of a counselor in rogerian phsychological counseling. nonjudg-
mentally, in a supportive manner, and help the client try to understand his or her
problems better by applying order and analysis to them. The counselor is not
responsible for paraphrasing the client's problem element for element but rather for
capturing the essence of the client's concern, such that the client might say, "Yes,
that's exactly what I meant."
LEARNER’S ROLES:
learners are expected to listen attentively to the knower, to freely
provide meaning they wish to express.
CLL is used typically in a group of 6 to 12 learners.
Total Physical Response Method
Techniques & Principles in Language Approaches and Methods in Language Teaching – Jack C. Richards, Theodore S Rodgers
Teaching – Diane Larsen-Freeman, Marti
Anderson
CONTEXT: CONTEXT:
Created by James Asher, this is a method Developed by James Asher (a psychoology professor) as a method built around the coordination of speech and
that fits within the Comprehension action; it attempts to teach language through physical activity.
Approach (it is called like that bc it gives Linked to the TRACE THEORY (Katona): the more often/intensively a memory connection is traced, the stronger
attention to listening comprehension) the memory association will be and the more likely it will be recalled.
According to Asher, the fastest and least Retracing can be done verbally (rote repetition) and/or association with motor activity.
stressful way to understand a lg is to ASHER sees successful adult second language learning as a parallel process to child first lg acquisition. --- when u
follow directions uttered by the speak to children you do it in commands (mostly) and children physically before they can produce verbal
instructor (without any native lg responses.
translation) The role of affective factors in lg learning: as it is a method that creates a positive mood in the learner, learning is
EXPERIENCE: The class is located in Sweden. It is facilitated (due to the fact that it involves gamelike movements)
a beginning class for 30 grade 5 students. They APPROACH: Theory of language
study English for one class period three times a The imperative is the central linguistic element in which language is organized, according to Asher.
week. “Most of the grammatical structure of the target lg and hundreds of vocabulary can be learned from the
PRINCIPLES: skillfull use of the imperative by the instructor”
Meaning in the target language can ASHER: lg is composed of abstractions and nonabstractions (concrete nouns and imperative verbs).
often be ASHER: abstractions should be delayed until students have internalized a detailed cognitive map of the
conveyed through actions. Memory is target language (MMMMMM)
activated through learner response. Asher does not elaborate on the relation between comprehension, production, and communication.
Beginning language instruction should Asher refers (in passing) that language can be internalized as whole or chunks rather than as single lexical
address the right hemisphere of the items. ---- more links with actual theory aka miller, Galanter, Pribram
brain, the part which controls nonverbal ASHER does not elaborate on his view of chunkin nor on other aspects of the theory underlying TPR.
behavior. APPROACH: Theory of learning.
The target language should be ASHER’S lg learning theories are reminiscent of the views of other behavioral psychologists like Arthur
presented in chunks, not just word by Jensen.
word. ASHER has elaborated an account of what he feels facilitates or inhibits foreign lg learning, and he draws
The students’ understanding of the three influential learninh hypotheses:
target language should be developed 1. THE BIO-PROGRAM: second lg should reflect the naturalistic procress of first lg learning. Asher sees three
before speaking. processes as central:
Students can initially learn one part of - Children develop listening first rather than speaking,
the lg by moving their bodies. - Listening comprehension is acquired bc children are required to respond pshysically to spoken lg in the form of
The imperative is a powerful linguistic parental command.
device. - Once a foundation in listening has been established, speech evolves naturally and effortlessly.
 Students learn observing actions and Learner should internalize a COGNITIVE MAP of the larget language through listening.
performing them. 2. BRAIN LATERALIZATION: TPR is directed to right brain learning whereas the rest are directed to left brain learning.
Feelings of success and low anxiety ASHER interprets the brain is divided into hemispheres according to function and the lg function is on the right
facilitate learning (it is very important hemisphere. Motor movement is a right brain activity.
that students feel successful) 3. STRESS (affective filter): a stress free enviroment is key for this method. FIRST lg acquisition is not stressful and
Error corrections should be carried out SECOND lg acquisition shouldn’t be either. Recapturing the pleasurable experience that accompany first lg
in an unobtrusive manner. learning is key and by focusing on movement rather than lg the learner is said to be liberated from self-conscious
Teachers should be tolerant when and stressful situations.
students make mistakes. DESIGN AND SYLLABUS:
Students need to understand more than Specific instructional objectives are not elaborated, for these will depend on the needs of the learner.
the exact sentences used in training. Sentenced based syllabus, with grammatical and lexical criteria being primary in selecting teaching items.
Spoken lg should be emphasized over Grammar is taugh inductevely.
written language. Grammatical features are selected according to the situations in which they can be used in the CLASSROOM and
Students speak when they are ready. not according to their frequency or need in the target lg situations.
TECHNIQUES: Fixed number of items at a time: “it is possible for students to assimilate 12 to 36 lexical items” ofc it depends on
Using commands to direct behavior. the size of the group AND the stage of training.
Role reversal. A TPR course does not exclusively follow a TPR syllabus.
Action sequence. TYPES OF LEARNING AND TEACHING ACTIVITIES:
imperative drills
role plays on every day situations
conversational dialogues are delayed until 120 hours of instruction
LEARNER ROLES:
listener and performer.
Learners have little influence over the content of learning as it is determined by the teacher.
TEACHER ROLES:
the teacher is the director of a stage play in which the students are the actors.
Detailed lesson plans --- write out the exact utterances that will be used.
Teacher initiates interaction.
The teacher’s role is not so much to teach BUT to provide opportunities for learning.
MATERIALS:
No materials in beginner lessons.
Teacher’s voice, actions and gestures are sufficient.
Common class objects: books, pens, cups, furniture.
Supporting materials: pictures, realia, slides, and word charts.
Communicative Language Teaching Method
Techniques & Principles in Language Teaching – Diane Larsen-Freeman, Approaches and Methods in Language Teaching – Jack C. Richards,
Marti Anderson Theodore S Rodgers

CONTEXT: CONTEXT:
in the 70’s educators began to question if they were going about meeting the Chomsky had demonstrated that the current (1960-70) standard
goal in the right way. some students could produce sentences accurately in a structural theories of lg were incapable of acounting for the fundamental
lesson but could not use them appropiately. characteristic of lg --- the creativity and uniqueness of individual sentences.
LINGUISTIC COMPETENCE: the knowledge of the language.
Scholars saw the need to focus lg teaching on communicative
COMMUNICATIVE COMPETENCE(Hymes): what and how to say sth to whom.
profiency rather than on mastery of structures.
It aims broadly to make communicative competence the goal of lg teaching.
EXPERIENCE: conducted for immigrants to Canada. These twenty people have lived in The work of the Council of Europe; the writings of Wilkins,
Canada for two years and are at a high-intermediate level of English proficiency. They Widdowson, Candlin, Christopher Brumfit, Keith Johnson, and other British
meet two evenings a week for two hours each class. applied linguists on the theoretical basis for a communicative or functi onal
PRINCIPLES: approach to language teaching; the rapid application of these ideas by
Authentic lg should be introduced. textbook writers; and the equa lly rapid acceptance of these new principles
To figure out the speaker’s/writer’s intention is part of being competent. by British language teaching specialists, curriculum development centers and
Students must learn about cohesion and coherence. even governments gave prominence nationally and interantioally what came
Games are important. to be reffered to as the CLT.
Students should be given an opportunity to express their ideas and opinions. APPROACH: Theory of language
Errors are tolerated and seen as a natural outcome of the development of T he communicative approach in language teaching starts from a theory of
communication skills language as communication. The goal of language teaching is to develop what
One of the teacher’s major responsibilities is to establish situations likely to Hymes (1972) referred to as "communicative competence”.
promote communication.
Communicative interaction encourages cooperative relationships among
students.
Learning to use language forms appropriately is an important part of
communicative competence.
The teacher acts as a facilitator in setting up communicative activities and as
an advisor during the activities.
The speaker has a choice not only about what to say, but also how to say it.
TECHNIQUES:
Games, role play, picture strip story, scrambled sentences, authentic material

DESIGN AND SYLLABUS:

NOTIONAL syllabus which specifies the semantic grammatical
 cateogires and the categories of communicative function. The Council of
Europe included in syllabus:
- situations (travel, business)
- topics (personal identification, education, shopping)
- functions (describing, requesting, expressing
agreement/disagreement)
- notions made use of in communication (time, frequency, duration)
TEACHER’S ROLES: to facilitate communication, and to be an independent
participant within the learning-teaching group.
LEARNER’S ROLES: as a negotiator between the self, the learning process and the
object of learning.
APPROACH: Theory of learning.
Little has been written.
Elements of an underlying learning theory can be discerned in some CL T
practices, however.
- One such element mightbe descri bed as the communication principle: Activities
that involve real communication promote learning.
- A second element is the task principle: Activities in which language is used for
carryi ng out meaningful tasks promote learni ng Uoh nson 1982).
- A third element is the meaningfulness pri nciple: Language that is meaningful to
the lea rner supports the learning process. Learning activ ities are consequently
selected according to how well they engage the learner in meaningful and authentic
language use (rather than merely mechanical practice of language
Content-based Instruction Method
Techniques & Principles in Language Teaching – Diane Larsen-Freeman, Approaches and Methods in Language Teaching – Jack C. Richards,
Marti Anderson Theodore S Rodgers -- NO

CONTEXT:
 Two versions of the Communicative Approach: the strong and the weak.
 STRONG FORM:ggoes beyond giving students the opportunity to practice communication.. This ver. Asserts that lg is acquired through communication. CONTENT
BASED NSTRUCTION AND TASK BASED ARE STRONG FORMS.
 WEAK FORM: learning to use English.
RATIONALE FOR CONTEN-BASED NSTRUCTION.
 Using content from other disciplines in lg courses.
 Teaching lg for specific purpose
 Teaching lg for academic purpose
 Workplace literacy --- when adults need the lg for their work environment --- competency-based instruction --- adults learn lg skills by studying vital life
 coping/survival skills such as filling job applications or using the telephone.
 CBI integrates the learning of a lgwith the learning of some other content, like themes or topics (popular music, sport, etc) HOWEVER the context is mostly academic.
 EUROPE: CLIL content and lg integrated learning.
EXPERIENCE: sixth grade class in an international school in Taipei. They are studying both Geography and English through content based instruction. Low intermediate English
proficiency. ------------ aka learning a subject using English
PRINCIPLES:
 BOTH the content and the lg are targets for learning.
 SCAFFOLDING the linguistic exponent.
 Students are motivated to learn when they perceive the relevance of their lg IN USE.
 LG is learned MOST EFFECTIVELY when it is used as a medium to convey contents of interest to the students.
 CONTEXTUAL CLUES help convey and help acquire vocabulary.
 Learners work with cognitively demanding lg.
 It is important for students to learn DISCOURSE ORGANIZATION of academic texts.
 GRAPHIC ORGANIZERS help students develop the skills they need to learn academic content.

ANOTHER APPROACH, SIMILAR PHILOSOPHY TO CBI

- Whole Language Approach – calls for lg to be regards HOLLISTICALLY rather than as pieces.
- TOP DOWN approach --- first understand the meaning of the text and then work on linguistic forms.
- WL AND CBI embrace VYGOTSKY’S ideas ---- the social nature of learning. It is through social interaction that higher order thinking emerges and this is facilitated in
the ZPD (zone of proximal development)
TECHNIQUES:
 Dictogloss, graphic organizers, LG experience approach, Process writing, dialogue journals
Task-based Language Teaching Method
Techniques & Principles in Language Teaching – Diane Larsen-Freeman, Approaches and Methods in Language Teaching – Jack C. Richards,
Marti Anderson Theodore S Rodgers NO

DESCRIPTION:
 This approach follows a TASK BASED SYLLABUS aka an ANALYTIC syllabus (is organized in terms of the purposes for which peopleare learning lg and the
kind of lg performance that are necessary to meet those purposed, not a SYNTHETIC syllabus (which comprised linguistic units, grammar structures,
vocabulary, functions, etc) AN EXAMPLE OF TASK BASED SYLLABUS: students plan an itinerary for a school trip.
 TASKS are meanin gful and in doing them students need to communicate. TASKS have a clear outcome.
 STRONG communicative approach.
EXPERIENCE: in India, 10 year old children, advanced beginners in English.
PRINCIPLES:
 The class activities have a perceived purpose and a clear outcome.
 PRE TASK in groups and then they solve the activity later.
 Breaking down into smaller steps the logical thinking process.
  The teacher seeks ways of knowing how involved the students are in the process. So, she asks them.
 The teacher doesn’t consciously simplify his language; he uses whatever language is necessary to have students comprehend the current step..
 The teacher provides good models of the target lg.
 Repeating the lg is useful forlearners to realize what they can and cannot do.
 ‘Listen-and-do’ tasks promote acquisition of new vocabulary and provide a good model for grammatical form. This task follow-up can enhance the
learning that has taken place earlier.
TECHNIQUES:
 Information gap task
 Opinion gap task
 Reasoning gap task
 Unfocused task
 Focused task
 Input providing task
 Output prompting tasks

Natural Approach
Techniques & Principles in Approaches and Methods in Language Teaching – Jack C. Richards, Theodore S Rodgers
Language Teaching – Diane
Larsen-Freeman, Marti Anderson
NO
ANEXO COMPARACION AUDIOLINGUAL Y CLT