1. Principle of language learning Key features of the method Role of teacher and learner Techniques
Grammar -to be able to read, understand & -long elaborate explanations of grammar 1) Teacher -translation of a literary passage
translation appreciate written target literature -grammar is taught deductively with strong -remains firmly in charge of the -reading comprehension questions
method -emphasis on reading and writing (oral emphasis on accuracy class (active) -antonyms/ synonyms
(identify words skills) -emphasis on reading & writing skills (non -cognates
from text & -a matter of memorising grammatical on pronunciation) 2)Learner -deductive application rule
translate) rules and ad hoc lists of vocabulary items -vocabulary is taught in the form of lists of -passive (do what the teacher -fill in the blanks
-TL as medium of instruction isolated words says) -memorisation
-learning is facilitated through -the use of L1 as medium of instruction -use words in sentences
comparisons and translation between L1 (explanation, comparison, translation) -composition
and L2
Direct method -learners learn the TL through -direct association between target language -reading aloud
(provoke the discussion, conversation and reading in and meaning through the use of realia -Q & A exercise
students to think TL -purpose of language learning is -getting students to self correct
by questioning) -learner of a foreign language should communication -conversation practice
think directly in TL -students ought to be encouraged to speak -fill in the blank exercise
-no translation is allowed as much as possible -dictation
-self correction facilities language learning -map drawing
-emphasis on pronunciation
-vocabulary is emphasised over grammar
-language is primarily spoken not written
-syllabus is based on situation
Audio lingual -oral based approach -new vocabulary & structural patterns are 1) Teacher
method -drills students in the use of grammatical presented through dialogues -like orchestra leader
(repeating the sentence patterns -dialogues – learn through imitation & -provide good model for imitation
same sentences -conditioning (students will respond repetition
–drilling) correctly through shaping & -positively reinforce 2)Learner
reinforcement) -vocabulary is kept to a minimum while -immitator
-habit-formation students are mastering the sound system &
-students are able to use the TL grammatical patterns
communicatively -listen-speak-read-write
-overlearning (unconsciously) -TL should be used in the classroom
-form new habits by overcoming the old -errors are to be avoided
habit
-teacher-directed
-student-student interaction (chain
drills)

2. Principle of language learning Key features of the method Role of teacher and learner Techniques
Silent way -help students accurately pronounce the -rods are used to create visual situations -sound- colour chart
(Cuisenaire rod) spellings they see in written English which will trigger the students’ -teacher’s silence
understanding of the meaning and to which -peer correction
they express through the language they -rods
already know -self-correction gestures
-word chart
-fidel chart
-structured feedback
Desuggestopedia -authority: remember best and -rich sensory learning environment 1)Teacher -comfortable environment
influences by information from (pictures, colours, music) -place high value on vocabulary -new identity
authoritative source -positive expectation of success and the use recall, memorization -handouts with translation of
-infantiiazation: learner takes part in of a varied range of methods (dramatize, -authority in class native language
role play to motivate the older students music, active participation in songs) -reads the text, match with the
-double-planedness: learners learn not -four main stages rhythm & pitch of music
only from the effect of direct instruction 1)presentation 2)students -students follow
but also from the environment **preparatory stage- lower the students’ -students must trust and respect -read back at home
-self image will be improved anxiety level the teacher -dramatization, games, songs
-students will have positive attitude 2)first concert (active concert) -teacher will ‘desuggesting’ their
towards learning **active presentation of materials limitations -choose a new identity
-deliver advanced conversational (dramatic reading) -undergo infantilization -role play
proficiency **vary the tone and rhythm to avoid -become more spontaneous and -positive suggestion
-understand target language at boredom less inhibited -visualization
appropriate level through the teacher’s 3)second concert (passive review) -concerts:
presentation **students listen to Baroque music + ***1st: teacher reads text-text in
-evaluation (in class) reading of text hand-dramatic reading
-errors are not corrected immediately **students will absorb more information ***2nd: listen with closed eyes
4)practise
**use of a range of games, puzzles to review
& consolidate the learning
Community -able to translate target language -security: non threatening learning 1)teacher -translation: ss ask in native
language vocabulary into ones native language environment -language counsellor: understand language and t translates into
learning -able to gain meaning in the written form -aggression: active involvement in learning the struggle of the students target language
of the TL -attention: narrowing the scope of attention -understanding, sensitive, helpful -small/ pair group: discussion
-communicate confidently in TL -reflection: ss are invited to stop and and overcome ss’ negative -recording
-apply the language in useful, ‘real consider the active experience they have feelings into positive energy in -transcribing: into written form
setting’ -retention: integration of new material that learning -analysing
-teacher accepts students as whole takes place within the whole self -Reflection and observation
persons -discrimination: sorting out difference 2)students -listening: t’s monologue
-able to use TL in a non-defensive among target language -clients -free conversation
manner -S-T first then S-S interaction
-language for communication in - T repeats correctly what SS say incorrectly
supportive learning process
-importance of understanding and
speaking

3. Principle of language learning Key features of the method Role of teacher and learner Techniques
Total physical -learning method based on the -vocabulary and grammatical structures are 1)teacher
response coordination of speech and action emphasized -director of all students’
(simon says) -students enjoy their experience in -emphasized on spoken language behaviour
learning to communicate in foreign -students will make errors; teacher has to
language be tolerant and correct their mistakes 2)students
-teacher interacts with the whole group -imitators
of students and with individual students
-reduce the stress people feel when
studying foreign languages
-relieve anxiety level
-Oral modality is primary
Communicative -knowing how to: -aspects to be considered: 1)teacher -fluency
language **use the language for a range of **purpose -facilitator .reflect natural use of lang
teaching (CLT) different purposes and functions **setting -monitor communication in .focus on achieving communication
approach/ **vary our use of language according to **role of learners in target language classroom rather than being a .meaningful use of language
method the setting and participants **communicative events model for correct speech & .the use of communication
**produce and understand different **language functions writing strategies
types of texts **notions and concept involved .produce language that may not be
**maintain communication despite **discourse and rhetorical skills 2)students predictable
having limitations in one’s language **grammatical content -participate in classroom .seek to link language use to
knowledge **lexical content activities context
-teaching of communicative competence -suggested syllabus: -communicators
-what is language learning? **skills-based syllabus ; 4 skills (integrated -responsible of their own -accuracy
**resulting from: skills) learning .reflect classroom use of language
~interaction between learners and **functional syllabus; what are the .focus on the formation of correct
language users functions examples of language
~collaborative **notional syllabus; based on content .practice language out of context
~meaningful interaction .practice small samples of language
~attending to feedbacks gained Do not require meaningful
~trying out new way of saying things communication
-10 core assumptions of CLT .control choice of language
**2nd language leaning is facilitated
**learning tasks and exercises provide -information gap
opportunities -jigsaw
**meaningful communication-process -task completion
**communication is a holistic process -information gathering
**inductive and discovery learning -opinion sharing
**creative use of language, and trial and -Information transfer
error -reasoning
**L develop their own routes to language -role play
learning
**the use of effective learning and
communication strategies
**classroom is community

4. Principle of language learning Key features of the method Role of teacher and learner Techniques
Task based -an extension of CLT movement
instruction -grammar and other dimension of
communicative competence can be
developed as a by-product of engaging
learners in interactive tasks
-6 types of tasks
.listing
.sorting and ordering
.comparing
.problem solving
.sharing personal experience
.creative tasks