The document discusses different language teaching approaches. It describes the grammar translation approach, which focuses on vocabulary lists and grammar explanations with little use of the target language. It also discusses the communicative language teaching approach, which emphasizes using the target language for real communication. Finally, it mentions the learner-centered approach, where the learner is an important resource and participates along with the teacher in the learning process.

3. It is a set of principles, beliefs or ideas about the nature of learning
which is translated into the classroom.

4. Classes are taught in the students'
mother tongue, with little active use
of the target language. Vocabulary is
taught in the form of isolated word
lists. Elaborate explanations of
grammar are always provided.

5. This approach was developed initially as a
reaction to the grammar-translation
approach in an attempt to integrate more use
of the target language in instruction.

6. Reading becomes important because
it is an active skill which involves
inferencing, guessing, predicting etc.
It also has, more often than not, a
communicative function.

7. The communicative approach is based on
the idea that learning language
successfully comes through having to
communicate real meaning. When learners
are involved in real communication, their
natural strategies for language acquisition
will be used, and this will allow them to
learn to use the language.

8. The teacher is perceived to be the
only reliable source of information in
contrast to the learner-centered
approach.

9. The learner and the teacher
participate in this approach. The
learner is considered an important
resource because she/he knows
something and he/she is capable to
share this information in the
classroom. In that way, the teacher
and the learner can acquire new
knowledge.

10. The knowledge is separated into
contents, they could be included in
textbooks, and the goal of the teacher
is to complete these textbooks.
Learning should only take place
inside the classroom.

11. In this approach, only the teacher’s
voice is heard, for that reason the
process of learning is passive. The
teacher does not consider learners
interest.

12. The student has to talk more than the
teacher. This approach allows to
interact with the teacher and with
other students.

13. The student constructs the knowledge
and he/she takes into account the
things that he/she learns in order to
connect it with his/her experience.

14. It limits the teacher to discussing
his/her lessons within the boundary of
his/her.

15. It will welcome group, work, teamwork,
partnerships, and group discussion.

16. It wants the individual students to work
by themselves.

17. The teacher guides the learner to
discover things for himself/ herself.
The teacher facilitates the learning
process by allowing the learner to be
engaged in the learning process with
his/ her guidance.

18. As the name implies, teaching and
learning are anchored on research
findings.