2.  Pioneer Leonard Bloomfield.
 Describe human language and identify
structural characteristics.
 Skinner thought speaker is locus of verbal
behavior, not cause,
 Organism conditioned correct respond
depend on stimuli.

3. •Noam Chomsky influenced throught
generative-transformational.
•Language
Independent,
universal basis,
innate
Competence:
underlying knowledge
Performance:
How actually people use
language

4.  Jean Pieget and Lev Vygotsky.
 Every Human being construct knowledge
based on experience.
 Generate information.
 Engaged in collaborative group, in social
practices.
 Cognitive development= solidarity act
 Social factors develop the behavior of people
in different context.

5. Explain new words and actions in target
language.
-Drills and building of audio skill.
It has directive from behaviorism.

6.  Only target language, not native language.
 Pantomiming
 Real object and situations to understand.
 Find out grammatical rules.
 Speaking skill develops.

7.  Students can read literature.
 Then translate one language to the target
language.
 Deductive learning of grammar rules.
 Teacher is authority.
 Help to develop mind.

8.  Charles Curran, 1972.
 Prizing every student in the course.
 Total integration and support.
 Anxiety lessed.
 Pay attention to needs of students.
 Forter automnomous learning.

9.  Lozanov 1979.
 Use of music is essential to learn in this
method.
 Baroc music creates a state of high
concentration.
 Students could asume different personalities.
 While music is playing, students are reading
or learning new vocabulary.

10.  Caleb Gattegno
 Learner discovers and creates.
 Physical objects help to learn.
 Learning = solving problem with the help of
the material.
 Students needs to cooperatte to solve
problems.
 Use of cusinere rods.

11.  James Asher, 1977.
 Great deal of listening and acting.
 Students receive orders and do it.
 In time, students start doing verbal
sentences.
It is more used as activity classroom.

12.  Stephen Krashen, 1982
 Learner should be relaxed.
 Everyday language situations, conversations,
etc.
 Teacher provide comprehensible input.
 There is a silent period.
 Student will speak when he/she feels ready to
do it.

13.  Error is accessed, processed and evaluated.
 In order to Identify devition (phonological,
lexica, etc)
 Then teacher will identify its source to treat
it.
 Analize how deeply is deviation to give more
explanation.
 Decide if the deviation is interpretable or not.
 Teacher will suppose if it is a performance
slip or competence error

14.  Analyze student´s language
 Your pedagogical focus, will tell you to treat
the deviation or not.
 Consider communicative context.
 Style as a teacher come to scene, cero
mistakes or later correction.

15.  Construct communicative competence.
 Student under fuctional use of language.
 For students value language meaning and utility.
 Fluence and accuracy are importtant principles.