The document discusses various language teaching methodologies and the historical role of teachers in enhancing students' language abilities. It highlights principles such as cooperative learning, intrinsic motivation, and the significance of communicative competence, while providing insights into different approaches like Suggestopedia and Total Physical Response. The text emphasizes the need for an engaging and motivating classroom environment to foster effective language acquisition.

1. Methods Historical Teacher’s Role Student’s Ability Class Advantages Disadvantages Brown’s
Context Role Summary Principles
th
Grammar During the 18 Active. Passive. Reading and -Presentation Development of Ss’ don’t develop The native
th
Translation and 19 Writing grammar oral language effect
century, in the Presents, Memorizes -Explanation structures and communicative
Europeans explains and vocabulary, vocabulary skills,
Universities. It commands Ss’ in conjugate -Translation learning
had a cultural Ss’ mother verbs and Has no theory
intention tongue translate Easy Content has no
texts elaboration of context
texts Structure is more
relevant than
content
Suggestopedia It was Auto-hypnotist, Relaxer, Listening Material Gives creative Automaticity
developed by Authority Figure True- (music), presentation. solution
the Dr. Georgi Believer,resp Speaking Encourages Language
Lozanov ects and Primary relaxation Culture
(dialogues)
trusts the activation Strengthens Connection
teacher ,writing and self-image
Reading( Secondary Optimizes
teacher reads activation learning
several Propagates
times) Much attention talent
is devoted to Include,
learner feelings pictures, music
&movement
Cooperative Created by Facilitator/Coach Learner Cognitive Based on Promotes Group work can Automaticity
Learning and May and Dob Centered Social Teaching Intrinsic lead to inequality
Multiple in 1973 who Monitor Cooperative Linguistic Strategies, Ss’ motivation, of contributions Meaningful
Intelligences got influenced work, Emphasizes work in small perseverance Some Ss’ can Learning
by John Provides autonomy Listening groups(formal, and feel left out or
Dewey, Burt work Speaking informal, cooperative behind Willingness
Lewin and Feedback Ss’ are active cooperative) learning Ss’ have the Inter language
Morton Deutsh experiences tendencies to get
off tasks.
Silent Way Caleb Silent Autonomous Receptive Presentation of T cannot be T too distant to Meaningful
Gattengo Technician Skills the structure overprotective create affective learning
Independent Production links Inter-language
Expert Productive Ss’ uses the Materials Autonomy
Responsible Skills Feedback language for deteriorate over Willingness to
self-expression time communicate
Cooperative Find words Atmosphere too
abstract for Ss’
Real control of
the language

2. Audio Lingual War World II Modeling and Imitates and - Listening - Repetition -Improves - Can produce Automaticity
Guide Produces the Memorization pronunciation but not create
correct output -Speaking of structures to
repeat a -Useful for - Boring and
- Reading dialogue Children mindless for Ss’
- Writing -Improves - Too much
direct importance to
communication listening and
speaking
Natural Developed by T is the primary Active role Listening The way in Delay of Oral Self confidence
Stephen source of the Takes which Ss’ production
Krashen & comprehensible decisions Speaking acquire the Risk taking
Tracy Terrell n input of the target about new language Lack of accuracy
1977 language speaking 3 Environment of Translation Language culture
stages the class connection
T creates a Meaningful and
classroom motivating Communicative
atmosphere class competence
T chooses a rich
mix of classroom
activities
Communicative Created T facilitates the Ss practice Listening Presentation of Class Long classes for Automaticity
against audio- communication target a dialogue. environment is SS.
lingual and process. language as Speaking comfortable for Meaningful
grammar much as Oral practice. T and Ss. Perception of the Learning
translation T acts as a guide possible and activities could be
method. of the process. interact with Study of Ss feel closer too abstract for Intrinsic
Developed by their expressions. to the language SS. Motivation
Robert Langs. partners. that they use it
Discovery of in other Target language
rules. contexts. used in
classroom
Practice Ss became the couldn’t be useful
main character in real life.
Evaluation. of the learning
process.
Content-based Language is T makes the Be motivated Writing Presentation of Ss could cover Could make feel Intrinsic
used to learn language a meaningful the four abilities students motivation
content and understandable Autonomous Reading topic in a foreign uncomfortable
learning in for Ss. language. and confused in Meaningful
1970’s Active Listening Activities to terms of the learning
T engages them engage Ss are acquisition of
to cover different Immersed. Speaking immersed with abilities. Communicative

3. topics. Learn language. competence.
vocabulary
from the Ss are able to
presented evaluate and
topic. interpret.
Speaking and
listening
enhanced.
TPR Developed by Active role Listener role Speaking Grammar Reduces Ss do not use Meaningful
James Asher structures and pressure on Ss. creativity learning
in 1970 to Direct role Performer Writing vocabulary are
teach role teaching throw Uses different Excludes shy Ss. Automacity
vocabulary and imitation, learning
grammar rules. commands and teaching styles More suitable for Intrinsic
repetition. beginners than motivation
Allows team advantage Ss.
work. Language ego.
Direct XVI languages Directs activities Led to self- Speaking Presentation Power of It require a native Automacity
included in the and performer of correction of the topics. expression are speaker Autonomy
curriculum target Language and they are properly
users of Ss work in developed Activities take lot Willing to
language grammar and And the Ss’ has of time. communicate
lexis. a lively learning
process Communicative
Students competence
produce in
writing or
speaking
activities.
Communicative
Language
Learning
Lexical - Provides real Observe and Productive Language Recognizes the Depends on Automaticity
Approach language for SS. experiment skills. awareness. role of student’s memory
with linguistic multiword units Meaningful
Creates a self- generalizatio Receptive Experimentatio in language Refers to only Learning
learning ns. skills. n. learning one component
Atmosphere. communication. of communicative Communicative
competence. competence.
Can be used in
lower classes

4. of English.
Task based Prabhu 1987 Acts as a Accomplish Writing T presents the Aims to give Mistakes frighten Automacity
approach student’s tasks specific tasks task. In the pre students a make Ss be save
monitor. into the class. Speaking task natural context in basic Meaningful
for the use of language. learning
Reading Circle task the language.
where Ss do Team work helps Autonomy
Listening different levels Interaction only advance
of tasks. opportunity in students.
the classroom.
Language
focus: Ss have Provides Extra-
to analyze and Linguistic Skill
practice the Building
language.

5. Universidad Católica de la Santísima Concepción
English Pedagogy
English Methodology.
Roxana Correa
Methods Summary
Nicole Cleveland
Gabriel Jara.