This document discusses various language teaching approaches including: - Grammar Translation focuses on grammar rules and translation between languages. - Audio-Lingual Method teaches grammar through repetition and drills to reinforce correct forms. - Natural Approach immerses learners in the target language and emphasizes comprehension over speaking. - Total Physical Response uses physical actions to reinforce comprehension before speaking. - Suggestopedia creates a relaxed environment using music and role-playing to make students more suggestible. - Pleasure reading allows learning vocabulary through context and connecting word meanings in sentences. - Content-Based Instruction uses content as a vehicle for language teaching and develops cognitive skills in two languages.

1. Andrea Miño Moncayo
ESPE
June, 2014

3. •Use of mother tongue.
•Vocabulary items are taught in the
form of word lists.
•Mastering the grammar of the foreign
language is essential in order for
students to understand the written
target language
•Focus on the morphology and syntax.
The primary skills to be developed are
reading and writing.
•Practice focuses on exercises
translating sentences or texts from
mother tongue to the target language
and vice versa.

4. • The Army Specialized Training
Program
• Structural patterns taught using
repetition drills so material is
over-learned
• Teaching points based on
contrastive linguistics.
• Students errors prevent and
correct forms reinforced
immediately.
• Grammar is taught inductively,
vocabulary is taught in context,
audiovisual aids are used

5. Language learning involved active
mental processes.
Importance of meaningful practice,
and the structures are presented
inductively.
Phonemes are learned before
words, words before phrases and
sentences.
Sub-skills in listening ,speaking,
reading, and writing such as sound
discrimination, are learned before
the student participates in real
communication activities.
This approach emphasizes content
over form

6. It sought to immerse the learner in the same way as when
a first language is learnt.
Translation is completely banished from any classroom
activity, contrary, it is carried out ONLY in the target
language.
Oral teaching comes before any other kind of reading and
writing activities.
Emphasis is put on speaking and listening, and only useful
‘everyday' language is taught.
Use of realia to teach concrete vocabulary. Abstract
vocabulary is taught through association of ideas.

7. Learners were initially exposed to meaningful language,
not forced to speak until they felt ready to, and not
corrected or given explicit grammar instruction, spoken
form was taught before the written form.
Characterized by a lot of teacher talk, made intelligible
through the use of visual aids and actions.
•The theory as well as the design
and procedures in The Natural
Approach are based on Krashen's
language acquisition theory.
•Its emphasis is placed on
comprehensible input,
meaningful communication and a
relaxed classroom atmosphere.

8. It is built around the coordination of speech and action,
learners act out what they've heard.
It prepares students for a successful transition to speaking,
reading and writing as an stress-free tool
Physical actions are designed to reinforce comprehension
of particular basic items.
•Learners act out commands
given by the teacher or their
Classmates, these commands are
simple at the beginning
but after some time they may
become more complex
•TPR sequence can be a chain of
actions relating to a compound
task or even contain a story-line.

9. The notion being that positive
suggestion would make the learner
more receptive and, in turn,
stimulate learning.
It makes use of music, a
comfortable and relaxing
environment, and a relationship
between the teacher and the
student that is akin to the parent-
child relationship. Music, in
particular, is central to the
approach.
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 be more suggestible.

10. Comprehensible: capable of being comprehended or
understood; intelligible.
Interesting/relevant:
engaging or exciting and holding the attention or curiosity.
Filter level:
the emotional variables
associated with the success
or failure of acquiring a second
language.

11. Not grammatically sequenced:
learners will learn the language merely with input that is
just above their proficiency level
Quantity:
a considerable or great amount of information
Tools for conversational management:
specify the conversation’s ends and means, framework,
resources and role relationship

13. By engaging in conversation with a
native speaker, we get more
exposure to the target language.
New items and structures then
become available for use. the
psychological processes involved in
retrieving information and
stringing sentences together
become more automatised.
Pleasure Reading
• It allows to determine the meaning of
the words as how they are used in a
sentence. This is called context clues.
Also, to connect the meaning of the
words based on how they are used in a
sentence, then it is possible to
remember that word and placing it in
long vocabulary list will be a lot easier.

14. It is consider as a vehicle for second or
foreign language teaching/learning
Development of the students´ cognitive
structures in relation to the content. It
affects students´ capability to engage with
content

15. Benefits such as academic achievement,
language and literacy development in two or
more languages, and cognitive skills.
Students' ability to perform academically on
standardized tests administered in English.