This document discusses different approaches to language teaching, including grammar translation, audio-lingualism, cognitive-code, the direct method, the natural approach, total physical response, and suggestopedia. It provides characteristics of each method and notes their similarities and differences. The document also mentions alternatives to methods like conversation, pleasure reading, and using subject matter for language teaching, as well as the importance of testing and materials in language acquisition.

1. LANGUAGE ACQUISITION
Darío P. Chanaluisa T.

2. CHAPTER V: Approaches to
Language Teaching

3. Present- day Teaching Methods
Explanation of a grammar rule, with example
sentences
Vocabulary: a bilingual list
Exercises which include translation in both
directions: from L1 to L2 and L2 to L1
1. GRAMMAR TRANSLATION

4. Characteristics
The model sentences are usually understandable,
but the focus is entirely on form, and not
meaning.
The used information could be relevant and
interesting.
Grammar- Translation is grammatically
sequenced.
This method fails to provide a great deal of
comprehensible input.
It doesn’t help to students to manage
conversations with native speakers.

5. The students are supposed to listen to a dialogue and
mimic it and eventually memorize it.
It contains different structures and vocabulary.
2. AUDIO - LINGUALISM

6. Characteristics
This method provides comprehensible input.
The contain of the dialogue should contain useful
and interesting language.
It is clearly grammatically sequenced based
usually on linguistic simplicity.
The goal is the memorization of the dialogue, not
the comprehension of a message.
Audio- lingual method teaching results in
inductive learning, not a conscious learning.

7. This method has certain similarity to grammar-
translation, but also differs in some ways.
It attempts to help the students in all four skills.
It provides very little comprehensible input.
This method is grammatically sequenced.
It talks about a communicative competence.
Error correction on all output is part of this method.
Rulea are learnable and a conscious knowledge
should be available.
3. COGNITIVE- CODE

8. This method focusses on inductive teaching of
grammar.
The goal is the students guess or work out the rules of
the language.
This method insists on accuracy and errors are
corrected in class.
It is strictly gramatically sequenced.
A conscious control is necessary for acquisition.
It demands full control of late- acquired structures in
oral production
4. THE DIRECT METHOD

9. The teacher speaks only the target language in the
classroom.
The goals are to enable students to talk about ideas,
perform tasks, and solve problems.
It uses different materials to make the speech
comprehensible (pictures, students’ previous
knowledge)
It encourages discussion on topics of personal
interest to the students.
Students do not have to produce in the second
language until they feel ready.
5. THE NATURAL APPROACH

10. It consists of obeying commands given by the
instructor that involve a physical response.
Example: “Stand up, sit down, open the door, etc.”
It could make the class interesting and it could
produce excellent results.
It has a grammatical focus.
Grammar will be learned inductively, the students
will work out the correct form of the rule during the
class activity.
It allows an active participation of students.
6. TOTAL PHYSICAL RESPONSE

11. It suggest three elements: an attractive classroom, a
dynamic teacher and a state of relaxed alertness in the
students.
Example: each member of the class is given a new
name and role to play.
The most of situations are based on situations
familiar to the student and the use of the students’
first language.
The goal is to find an excellent and pleasant
environment for the student.
7. SUGGESTOPEDIA

12. APPLIED LINGUISTICS RESEARCH
It talks about solving a problem, with or without
reference to an underlying theory. Besides this topic
consists of empirical comparisons of language
teaching methods.
For example differences between older and newer
methods.

13. Basically, these differences could be noticed within
different views or situations, for example: number of
students, age, previous knowledge, materials, etc.
Here a table which shows many differences among
four methods.
Differences among methods

14. Alternatives to Methods
CONVERSATION:
Conversation with native speakers.
PLEASURE READING:
Analyze and understand a text.
USING SUBJECT MATTER FOR LANGUAGE
TEACHING.
EVIDENCE FOR SUBJECT MATTER TEACHING: The
immersion programs:

15. Testing
Different ways and situations which help both
students as teachers. Teachers can know the
knowledge level of the students and the students
how much knowledhe they have acquired.
Materials
A lot of things which improve the language
teaching or learning. Example: laboratories,
books, posters, worksheets, Cds, Videos, flascards,
etc,