The document discusses several methods of second language acquisition: - Grammar Translation focuses on rules and translation but provides little comprehensible input. - Audio-lingual Method uses dialogs and drills but focuses more on form than meaning. - Cognitive Code provides more input than Grammar Translation but still prioritizes form over meaning. - The Natural Approach aims to maximize comprehensible input through use of the target language and meaningful topics while minimizing error correction.

1. In Second Language Acquisition
Stephen D Krashen
By Elizabeth Muñoz Salguero.

2. 
Present Day Teaching
Methods
1. Grammar Translation.
2. Audio-lingual Method.
3. Cognitive Code.
4. The Direct Method.
5. The Natural Approach.
6. Total Physical Response.
7. Suggestopedia.

3. 
GRAMMAR TRANSLATION
a. What is focus?
 Grammar rule explanation
with example sentences.
 Vocabulary-bilingual list.
 Reading section with
emphasis on grammar rules.
 Exercises for reinforcement
to practice the grammar and
vocabulary lesson, from L2
to L1 or vice versa.
b. What do students learn?
 Rules of grammar and
their application in
translation passages
from on a language in
to the other.
 To emphasis on
language structure in
grammatical rules.

4. 
 Comprehensible: It provides the form but not the meaning.
 Interesting/relevant: It provide topics of interest in the reading
but it do not seize the students' attention to such an extent that
they forget that it is written in another language.
 Not grammatically: it is focused in complex grammar rules for
dominate the lesson.
 Quantity: all the classes are translated and the students not
interact with the new language.
 Affective: filter level: If not exist the sufficient input. Grammar-
translation makes no attempt, explicitly or implicitly, to help
students manage conversations with native speakers.
a. REQUIREMENTS FOR OPTIMAL INPUT

5. 
THE AUDIOLINGUAL METHOD
a. What is focus?
 The student is expected to
mimic the dialogue
eventually memorize it
(termed "mim-mem").
 The dialogue is followed
by pattern drill on the
structures introduced in
the dialogue. The aim of
the drill is to "strengthen
habits", to make the
pattern "automatic".
b. What do students learn?
 Control of the skills of
sound, form and order of
the new language.
 Familiarity with
vocabulary elements to
the content to the
structures.
 The symbols have
meaning for the natives of
the Tongue.

6. 
 Comprehensible. audio-lingual methodology does provide comprehensible
input. The dialogues and pattern practice are certainly understandable,
comprehension is not necessary, that purely mechanical drill is useful.
 Interesting/relevant. "useful“ language, that it be age-appropriate and natural.
Most pattern practice, of course, makes no attempt to meet this requirement.
 Not grammatically sequenced. There is a clear sequence in audio-lingual
teaching, based usually on linguistic simplicity, but also influenced by
frequency and predictions of difficulty by contrastive analysis.
 Quantity: The students spend more time in learn dialogues and in their
memorization that understand the message.
 Tools for conversational management. Audio-lingualism does a slightly better
job in this category than does grammar-translation, as the dialogues do contain
material that can be used to invite input and to control its quality.
a. REQUIREMENTS FOR OPTIMAL
INPUT

7. 
COGNITIVE CODE
a. What is focus?
 It is focused in learning
grammatical structures,
helping the students
the importance of
practice in their four
skills as: reading,
listening, speaking and
writing.
b. What do students learn?
 Greater quantities of
comprehensible input than
grammar-translation does,
and hence more acquisition,
but does not come near to
fulfilling the potential of the
classroom.
 Encourages over-use of the
Monitor, unless all rules
"fade away" as soon as the
structures become
automatic.

8. 
 Comprehensible: provide very little comprehensible input, as the focus, at all
times, is on form and not meaning. The "communicative competence" section of
cognitive-code promises to provide greater amounts of comprehensible input
 Interesting/relevant: This depends on the activities chosen for the
communicative competence section.
 Not grammatically sequenced: Cognitive-code, like grammar-translation, is
sequenced, and the structure of the day dominates all parts of the lesson.
 Quantity: there is greater quantity of comprehensible input in cognitive-code,
as compared to grammar-translation. It does not, however, live up to the ideal
of a class full of comprehensible input with total focus on the message.
 Affective filter level: The correction of error is part the method and is a factor
negative to that the students have the sufficient confidence to speech.
 Tools for conversational management: There is no announced attempt to
provide this, but it is quite possible that some activities in the communicative
competence section will provide some of these tools.
a. REQUIREMENTS FOR OPTIMAL
INPUT

9. 
THE DIRECT METHOD
a. What is focus?
 The method focusses on
inductive teaching of grammar.
The goal of the instruction is for
the students to guess, or work
out, the rules of the language.
 To aid in induction, the teacher
asks questions that are
hopefully interesting and
meaningful, and the students'
response is then used to provide
an example of the target
structure.
b. What do students learn?
 Conscious control for
acquisition, conscious
knowledge of grammar at
all times, and by all
students.
 It demands full control of
late-acquired structures in
oral production from the
very beginning(e.g. gender),
and may thus encourage
over-use of the grammar.

10.  Comprehensible: use of the target language at all times, provides a great
deal of comprehensible input.
 Interesting/relevant: an attempt to make the language use in the
classroom of some interest to the students. Discussion is always
meaningful,
 Not grammatically sequenced. The direct method is strictly sequenced,
which distorts efforts at real communication.
 Quantity. meets this requirement as well as any classroom method can,
filling the entire hour with comprehensible input.
 Affective filter level: Is focused in the teaching of grammar in way
sequenced and on correction of error is very likely that it cause the
students anxiety.
 Tools for conversational management. Students are given the tools for
interaction in the classroom in the target language--they are soon able to
initiate discussion with the teacher and ask questions about grammar.
a. REQUIREMENTS FOR OPTIMAL
INPUT

11. 
THE NATURAL APPROACH
a. What is focus?
1. Class time is devoted
primarily to providing input
for acquisition.
2. The teacher speaks only
the target language in the
classroom. Students may use
either the first or second
language.
3. Homework may include
formal grammar work. Error
correction is employed in
correcting homework.
b. What do students learn?
 Students effort to fit all
requirements for both
Learning and Acquisition.
 The goals of the course
are "semantic"; activities
may involve the use of a
certain structure, but the
goals are to enable
students to talk about
ideas, perform tasks, and
solve problems.

12.  Comprehensible: teachers utilize realia, pictures, and students' previous
knowledge to make their speech comprehensible from the first day.
 Interesting/relevant: attempts to capture students' interest by using
"Affective Acquisition Activities", that encourage discussion of topics of
personal interest to the students.
 Not grammatically: The focus of the class is not on the presentation of
grammar. There is a tendency for certain structures to be used more often
in certain stages, but there is no deliberate sequencing.
 Quantity: by using the comprehensible input, meets this requirement as
well as any foreign language teaching method can.
 Affective filter level: Input Hypothesis, many sources of anxiety are
reduced or eliminated. Students do not have to produce in the second
language until they feel they are ready. Error correction for form is not
done in the classroom.
 Tools for conversational management are provided in the form of very
short dialogues, designed to help students converse with native speakers
on predictable and frequent topics.
a. REQUIREMENTS FOR OPTIMAL
INPUT

13. 
TOTAL PHYSICAL
RESPONSE
a. What is focus?
 Teach in a very creative
and interesting way; the
teacher gives orders and
the students obeying an
overt physical, it allows
internalize the language,
put less emphasis on
grammar.
b. What do students learn?
 The use of TPR insures
the active participation
of students, helps the
teacher know when
utterances are
understood, and also
provides contexts to help
students understand the
language they hear.

14. 
 Comprehensible: The total physical response required of the student is, in
effect, a manifestation of his comprehension of the teacher's utterance. TPR
is not necessary for comprehension or for progress in second language
acquisition, but merely shows that the input has been understood.
 Interesting/relevant: The novelty and freshness of the TPR technique
probably does a great deal to make the class experience interesting. It may
be difficult to remain interesting if one holds to the requirement of
producing imperatives 100% of the time.
 Not grammatically sequenced: each lesson does have a grammatical focus
in TPR. In other words, commands contextualize various points of
grammar.
 Quantity. TPR can fill an entire class period with comprehensible input in
the form of commands. It thus has the potential of meeting this
requirement fully.
 Affective filter level: TPR makes one very important contribution to
lowering student anxiety. They are allowed a silent period to control the
anxiety of physical responses.
a. REQUIREMENTS FOR OPTIMAL
INPUT

15. 
SUGGESTOPEDIA
METHOD
a. What is focus?
 Focus on the idea how the
human brain works and
how we learn most
effectively. It includes a rich
sensory learning, a positive
expectation of success and
the use of a varied range of
methods like dramatized
texts, music, active
participation in songs and
games, etc.
b. What do students learn?
 Concentration is greatly
promoted. Learning
Goals Teachers hope to
overcome learning
barriers and facilitate
communication.
 provided by successful
communication, not on
specific and necessarily
sequential points.

16. 
 Comprehensible: procedures that use it method help the students to obtain a
comprehensible . Initial dialogues are based on situations familiar to the
student, and the use of the students‘.
 Interesting/relevant. The topics of the dialogues are designed not only to be of
inherent interest, but also to be of some practical value and relevant to students'
needs.
 Filter level. While Suggestopedia attempts to meet the other goals discussed
both above and below, its primary focus and greatest apparent success is here.
Practically every feature of Suggestopedia is aimed at relaxing the student,
reducing anxieties, removing mental blocks, and building confidence.
 Not grammatically sequenced. There is a deliberate attempt to include a certain
 amount of grammar during the first one month intensive course list, it will be
more vocabulary according to the improvement of the students.
 (v) Quantity. Suggestopedia seems The topics are varied and enriching for a
better communicative competence for communicative use of the L2.
a. REQUIREMENTS FOR OPTIMAL
INPUT

17. 