1. Universidad Mariano Galvez Dulce Maria A. Vargas Daetz March 3rd
, 2015
Escuela de Idiomas Pedagogy
Methods
METHOD OR APPROACH LINGUISTIC
PRINCIPLES &
CHARACTERISTICS
TEACHER´S ROLE STUDENT´S ROLE
The Series Method
In the 19th century
Reading
Memorizing
Learn based on grammars
and dictionaries
Memorize sentences in
sequence
Modeling and guide Students have to
memorize sentence in
sequence relating to the
theme.
Berlitz ( The Direct Method)
XVI languages included in the
curriculum
Speaking Automacity
Autonomy
Willing to communicate
Communicate Competence
Directs activities and performer of target
language.
Led to self-correction
and they are users of
language.
The Audiolingual Method
1950´s
Listening
Speaking
Reading
Writing
Automaticity
Modeling and guide Imitates and Produces
the correct output
Structural-Situational Language
Teaching
In the 1930s to the 1960s
Speaking
Reading
Writing
Listening
Receiving knowledge or
material
Repetition to fix the
knowledge or material memory
The use of the knowledge or
material in actual practice until
it becomes a personal skill.
Teachers Learners must be able to
produce accurate
pronunciation and use of
grammar.
Learners must be able to
respond quickly and
accurate in speech
situations with an
automatic control of
basic structures and
sentences patterns.
The Designer Method
( Humanistic Approaches )
1970´s-1980s , birth of the field of
Reading
Memorizing
Audilingual habit theory and
cognitive code learning and
emphasizes the
learner´saffective domain.
Modeling Lerner-centred
Lerner´s emotional
attitude toward the
language.

2. Second Language Learning and
Teaching.
The Silent Way
1963
Receptive Skills
Productive
Skills
Meaningful Learning
Inter-Language
Autonomy
Willingness to communicate
Facilitator / Coach
Monitor
Provides
Feedback
Learner Centered
Cooperative Work
Autonomy Work
Students are active
Humanistic Approaches
1970´s-1980s ,
Reading
Memorizing
Audilingual habit theory and
cognitive code learning and
emphasizes the
learner´saffective domain.
Modeling Lerner-centred
Lerner´s emotional
attitude toward the
language.
Total Physical Response
Developed by James Asher in 1970
to teach vocabulary and grammar
rules
Listening
Responding
Meaningful Learning
Automaticity
Intrinsic Motivation
Language Ego
Active role
Direct role
Listener role
Performer role
Communicative Language
Teaching
1980´s Created against audio-lingual
and grammar method . Developed
b y Robert Langs-
Listening
Speaking
Automaticity
Meaningful Learning
Intrinsic Motivation
Teacher facilitates the communication
process.
Teacher acts as a guide of the process.
Students practice target
language as much as
possible and interact
with their partners.
The Natural Approach
Developed by Stephen Krashen &
Tracy Terrell 1977
Listening
Speaking
Self-Confidence
Risk Taking
Language culture connection
Communicative Competence
Teacher is the primary source of the
comprehensible input of the target language.
Teacher creaters a classroom atmosphere.
Teacher chooses a rich mix of classroom
activities.
Active role takes
decisions about speaking
3 stages.

3. Cooperative LANGUAGE TEACHING
Created by May and Dob in 1973
who got influenced by Johng Dewey ,
Burt Lewing and Morton Deutsh.
Cognitive
Social
Linguistic
Emphasizes
Listening
Speaking
Learner centered
Cooperative work
Autonomy work
Students are active
Facilitator / Coach
Monitor
Provides
Feedback
Based on teaching
strategies, students work
in small groups
(formal, informal
cooperative )
Content-Based Language
Teaching
Language is used to learn content
and learning in 1970´s..
Writing
Reading
Listening
Speaking
Be motivated
Autonomous
Active
Immersed
Learn vocabulary form the
presented topic.
Speaking and listening
enhanced.
Students are to evaluate and
interpret.
Teacher makes the language
understandable for students.
Teacher engages them to cover different
topics.
Intrinsic motivation
Meaningful learning
Communicative
Competence.
Task-Based Language Teaching
1987
Writing
Reading
Listening
Speaking
The subject matter ( content)
Previous Knowledge
Problem solving
Tasks : clear and purposeful
Challenging.
Teacher – learner interaction. Learners work with
meaningful , cognitively
demanding, and
authentic texts and
tasks( Learning by doing
).
Self evaluation
encouraged Students
own evaluation of
outcomes and learning
process.

4. Biography
Name Era Academic Career Main interest
Claude Marcel
(1793–1876),
Early Mid – 20 th Century French Language Teacher
Major pioneer of applied linguistics.
Emphasized the importance of understanding meaning in language
learning.
author of a two-volume study of language education publishedin London in
1853 under the title Language as a Means of Mental Culture and
International Communication
Francois Gouin
(1831 to 1896) Early Mid – 20 th Century French Teacher of Latin
He attempted to build a methodology around observation of child
language.
Learning other reformers focus on naturalistic principles of language
learning “natural” method.
Thomas
Prendergast
(1806–1886)
Early Mid – 20 th Century
Inventor of the
‘mastery’ system of
learning languages
He believed that “language had to be aquire mainly for practice and
performance
He invented what he called the mastery system of learning languages,
based on the process pursued by children in learning to speak. By
frequently repeating conversational sentences Prendergast had himself

5. acquired the Madras vernacular, Tamil, and Telegu. His system was to
some extent a development of the Ollendorffian, but Prendergast
elaborated its details on original lines. His success was considerable, and
the various manuals in which he practically expounded his views went
through numerous editions.
Avram Noam
Chomsky
1928
20th
/ 21th
Century
Philosophy
Academic, Linguistic ,
Journalist
Drew the attention to the “deep structure” of language.
Earl Stevick
1923- 2013
1970¨s Master of Arts in Teaching
English as a Foreign
language
Expert in language learning and teaching.
Take account the affective and interpersonal nature of language learning
and teaching.