This document summarizes several approaches to language teaching including the grammar-translation method, audio-lingualism, cognitive-code teaching, direct method, and interactive communicative approach. It also discusses theories of second language acquisition including behaviorism, cognitive approaches, naturalistic approaches, input hypothesis, monitor hypothesis, affective filter hypothesis, natural order hypothesis, and communicative language teaching. Finally, it mentions models of language including the attention-processing model and implicit/explicit models.

1. APPROACHES TO LANGUAGE TEACHING

2. METHODS
GRAMMAR-
TRANSLATION METHOD AUDIO-
LINGUISM
COGNITIVE-
CODE TEACHING
DIRECT METHOD

3. GRAMMAR- TRANSLATION
METHOD

4. Clases are taught in the mother
tongue
Vocabulary is taught biligual word list
Accuracy is emphasized
Reading and writing are the focus,
with Little attention to speaking or
listening

5. INTERACTIVE COMMUNICATIVE
APPROACH
Broadcast and compress for seamless delivery

6. Rapport
Student centered class
Guided Discussion
Role-play
OPI
Group work
Video Perfect

7. AUDIO- LINGUAL METHOD

8. • Build of Audio Skills
• Skill and Grammar estructure
• Acquisition of the correct
pronunciatión
• Training and Visual and Audio Aid
• Interactive Multimedia

9. DIRECT METHOD

10. • Grammar and Vocabulary
• Structures and Ilustrations
• Imitation
• Conslusion and Coprehension
• Examples lectures

11. Direct Method
• Grammar and Vocabulary
• Structures and Ilustrations
• Imitation
• Conslusion and Coprehension
• Examples lectures

12. THEORIES OF SLA

13. BEHAVIORISM
• STIMULUS-RESPOND
• CLASICAL CONDITIONING
OF ENVIROMENT
RESPOND
• PROGRAMATION OF
INSTRUCTIONS
• REINFORCEMENT OF
INSTRUCTOR
•

14. COGNITIVE APPROACH
• Build up a knowledge
system.
• To want to understand and
produce information
• Association with
enviroment
• Development theory

15. Naturalistic Approach
Language Acquisition with
rules and Structures
Acquisition of language
suconcscious
Factor are influencie in
Acquisition of language
Development of speech
depending the area of
lived

16. Input Hypothesis
INPUT HYPOTHESIS
ACQUISISITON
HYPOTHESIS
SUBCONSCIOUS
PROCESS
ACADEMIC SETTING
COMPREHENSIVE
INPUT HYPOTESIS
COPRENSHIBLE
INPUT RESULTS IN
MORE ACQUISITION
MONITOR
HYPOTHESIS
CONCIOUS SYTEM
AFFECTIVE FILTER
HYPOTHESIS
EFFECTIVE
VARIABLES OF
CUANTITY
NATURAL ORDER
HYPOTHESIS

17. COMMUNICATIVE LANGUAGE
TEACHING
THEORY OF LANGUAGE
COMPETENCE OF SPEAKER NEEDS
IN COMUNICATION
DIFINE 4 DIMENSIONS OF
COMUNICATIVE COMPETENCE:
GRAMATICAL, SOCIOLINGUISTIC,
DISCOURSE ANALYSIS AND
STRATEEGIC COMPETENCE
THEORY OF LEARNING
INVOLVE REAL COMMUNICATION
AND MEANINGFULNES
SUPPORT IN LEARNING PROCESS
COMMUNICATIVE PROFICIENCY

18. MODEL OF LANGUAGE
ATTENTION-PROCESSING MODEL
FOCAL AUTOMATIC
PROCESS LIKE THE STUDENT
PERFORMANCE IN A TEST SITUATION.
IMPLICIT AND EXPLICIT MODEL
EXPLICIT MEANS PERSON TO KNOW
ABOUT LANGUAGE AND ABILITY TO
ARTICULATE SOME WAYS
IMPLICIT IS PROCESS ENABLE A
LEARNER TO PERFORM LANGUAGE.

19. REFERENCES
REFERENCES
Brown, Henry D. (2002). Principles of Language Learning and Teaching. New York:
Longman.
Dulay, Heidi, Marina Burt and Stephen Krashen (1982). Language Two. New York: OUP.
Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: OUP.
Krashen, Stephen D. and Tracy D. Terrell (1983). The Natural Approach. Language
Acquisition in the Classroom. Oxford: Pergamon Press.
Lightbown, Patsy M. and Nina Spada (1995). How languages are learned. Oxford: OUP.

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