The document describes several methods for teaching foreign languages: - The Classical/Grammar Translation Method uses rules and translation between the native and target languages. - The Direct Method avoids using the native language and uses only the target language. - The Audiolingual Method focuses on listening, speaking through repetition and mimicry after hearing the language. - Later methods like the Communicative Language Teaching emphasize interactive communication and using the target language in real-world contexts.

2. CLASSICAL METHOD – Also
called “Grammar Translation Method”.
 Student learn grammatical rules and then
apply those rules by translating sentences
between the TARGET language and the
NATIVE language.

3.  DIRECT METHOD – also called “natural
method”
 Refrains from using the learners native
language and uses only the target language.

4.  AUDIOLINGUAL METHOD –
Students first hear a language. Later, they
speak the language, and after that, they read
and write in it.
 Importance to pronunciation, repitition, and
mimicry.
 Used by the Americans after WWII

5.  Grammar Translation Method
 Direct Method
 Audiolingual Method (ALM)
 Designer Method
 The Natural Method
 Communicative Language Teaching

6.  Classes are taught in the mother
tongue with lite active use of the
target language.
 Much vocabulary is taught in the
form of lists of isolated words.
 Reading of difficult classical text is
begun early.

7.  Lots of oral interaction and spontaneous
use of language.
 No translation between first and target
language.
 Grammar was taught inductively
 Both speech and listening were taught.

8.  Advocates conditioning and habit
formation models of learning e.g
practice and mimicry.
 Great dependence on memorization of
set phrases and overlearning.
 Vocabulary is strictly limited to the
target language context.

9.  Are products of Multidisciplinary
research after ALM.
 Community Language Learning (CLL)
 Suggestopedia
 The Silent Way
 Total Physical Response

10.  This is an affectively-based method
 Learners in a classroom are regarded as
a “group” rather than a “class” in need
of certain theraphy and counseling.

11.  Views that human brain cold process
great quantities of materials if simply
given the right conditions for learning.

12.  Learners learn better:
A. if the learner discover or creates
rather than remember and repeat
what is to be learned.
B. by accompanying physical objects.
C. by problem solving involving the
material to be learned.

13.  Claims that memory is increased if it is
stimulated or “traced” through
association with physical activity.
 This method demands listening and
acting.

14.  In this method it is believed that
learners would be benefited if
production is delayed until speech
emerges.
 This is aimed the goal of basic personal
communication skills, i.e., everyday
language situations – convrsations –
shopping, listening to radio.

15.  Puts emphasis on learning to
communicate through interaction in the
target language.
 An attempt to link calssroom language
learning with language activation
outside the classroom.

17. Techniques that focus on learner’s needs, goal and
styles
Gives some control to the students.
Enhances student’s sense of competence and self-
worth

18. Communication is essential in nature and so
necessarily. Language classes must be highly
interactive.
Pair and Group Works
Language in Real World Context
Real Audiences not Contrived

19. Emphasizes collaborative efforts of students and
teacher working together to pursue goals and
objectives.

20. Emphasizes the wholeness of the language.
Interaction and interconnections among marco
skills listening, speaking, reading and writing.

21. It is the study of language and subject matter at the
same time with the form and sequence of language
presentation depending on content material.

22. The learning process is a set of
communicative tasks the completion of
which lead to the realization of learning goals
such as communicative competence.