Summary of Techniques & Principles in Language Teaching

GRAMMAR TRANSLATION DIRECT METHOD AUDIO-LINGUAL STRUCTURAL-SITUATIONAL

- Read literature written in the target - Learn how to communicate in the - Use the target language - Let students practice using the
language. target language. communicatively language in meaningful life-like
1. Goals situations.
- Helps develop students’ minds.

- Teacher: the authority. - The teacher and the students are - The teacher is an orchestra leader. - Teacher: a model, a presenter and a
more like partners in the conductor.
-Students: do as teacher says teaching/learning process. - Students are imitators of the
2. Role of the
teacher’s model. - Students: pay attention to the
teacher/student
teacher and follow teacher’s
commands

- Translating from one language to - Students need to associate meaning - New vocabulary and structural - Teacher serves as a model by
another. and the target language directly. patterns are presented through setting up situations to present and
dialogs. contextualize the language.
- Studying deductively. - Students speak in the target language
3. Teaching/
- The dialogs are learned through - Teacher then serves as a conductor,
Learning process - Grammar is taught inductively imitation and repetition making students repeat the presented
language, either all together or
individually.

4. Nature of - Teacher- student interaction is - Interaction goes two sides from - Most of the interaction is between - Most of the interaction is from the
student/teacher primary. teacher to students and via. teacher and students. teacher presenting to students.
interaction
- Student-student interaction is less. - Student-to-students interaction is - Students only observe and follow
teacher-directed. commands.

5. Dealing with - No principles related to this - No principle related to this method. - No principles related to this method - No principles related to this
students’ feelings method. method.

- Literary language is more superior - Language is primarily spoken. - Every language has its own unique - Similar to the Audio-lingual
than spoken language. system of different levels. Each level approach, this method believes that
- Culture consists of the history, has its own distinctive patterns. people learn language mainly by
- Culture is viewed as consisting of geography and information related to forming habits.
6. View of language/
literature and the fine arts. the target language, people and - Culture consists of the everyday
culture
country. behavior and lifestyle of the target - Culture consists of the everyday
language speakers. behavior and lifestyle of the target
language speakers.
7. Emphasized - Vocabulary and grammar - Vocabulary is emphasized. - The oral skill - Vocabulary and grammar.
language areas &
skills - Reading and writing skills - All four skills are focused. - Speaking skill.

8. Role of the native - The students’ native language is - The students’ native language is not - The students’ native language is not - The students’ native language is not
language used mostly in class. used in class. used in the classroom. used in class.

- Written tests - Oral and written skills - Questions about distinguishing - Oral and written tests.
9. Evaluation words in a minimal pair or supplying
- Questions appropriate verb form in a sentence.

- Teacher supplies students with the - Teacher gets students to self-correct - Student errors are to be avoided as - Teacher corrects students and
correct answer. much as possible. makes sure students repeat what the
10. Treatment of teacher presented accurately.
errors - Teacher restricts what students can
say to prevent difficulty.

- Translation of a literary passage - Reading aloud. - Dialog memorization - Creating contexts for new words
and phrases.
- Reading comprehension questions - Questions and answer exercise - Backward build-up drill
- Repetition drill, individually or all
- Antonyms and synonyms - Getting students to self-correct - Repetition drill together.
- Cognates - Conversation practice - Chain drill - Controlled, oral-based tasks.
- Deductive application of rules - Fill-in-the-blanks exercise - Single-slot substitution drill - Reading and writing tasks.
11. Teaching - Fill-in-the-blanks - Dictation - Multiple-slot substitution drill.
techniques
- Memorization - Map drawing - Transformation drill
- Use words in sentences - Paragraph writing - Question-and-answer drill
- Composition - Use of minimal pairs
- Complete the dialog
- Grammar game.

12. Associated with - Karl Plotz - Gouin, Berlitz and de Sauzé - Nelson Brooks - British linguists
whom? - US military
- University of Michigan
 SILENT WAY DESUGGESTOPEDIA COMMUNITY LANGUAGE TOTAL PHYSICAL RESPONSE
LEARNING
- Make students more independent - Allow students to learn more - Learn how to use the target - Reducing learners' stress when they
from the teacher. effectively as they are not burdened language communicatively/ how to are studying other languages.
1. Goals - Teacher gives students only what with psychological barriers. learn from one another. - Encouraging students to persist in
they absolutely need for learning. their study beyond a beginning level
of proficiency.

- Teacher is a technician or - Teacher is the authority in the - Teachers: a counselor - Teachers: The director of all student
engineer. classroom. - Students: dependent upon teachers behaviour.
2. Role of the - Students make use of what they - Students learn to trust the teacher - Students: imitators of teachers'
teacher/student know to overcome learning and feel more secure. nonverbal model.
challenges.

- Students first learn the basic - Cheerful learning environment, fine - Having a conversation with the - Teachers perform actions with
building blocks of the language, arts and the teacher’s manner are used native language. students.
such as its sounds. Later, they to convey the impression that learning - Translating this conversation into - Students perform alone to
proceed to learn about spelling is enjoyable. the target language in chunks.
demonstrate their understanding.
pronunciation and structures. - Posters with information are present - These chunks are recorded.
3. Teaching/ - Teacher focuses students’ attention with the expectation that students - The transcription of the - Learning to respond to some oral
Learning process and works with them to help them absorb the information on their own. conversation becomes students' text commands.
produce the desirable structures of - Students are encouraged to be more for work. - Learning to read and write them.
the language. open to learning by role-playing and - Conducting various activities. - Speaking and joining activities.
- Students might also learn while engaging in activities with their new
they sleep. identity.

4. Nature of - Teacher works with students - Teacher initiates interactions with - Student- teacher: change within the - Student- teacher: change to respond
student/teacher silently and only speaks to give students. lesson and over time. Both of them verbally or nonverbally.
interaction clues, not to lecture. are decision- makers. - Student- student:
- Students have limited interaction at
- Student-student verbal interaction first. Later on, they may initiate - Student- student: an important + Performing actions together.
is desirable and is encouraged. interaction themselves as they have relationship to reduce anxiety and + Learning by watching each other.
more control of the target language. stay open to the learning process.

5. Dealing with - Teacher constantly observes the - Students feeling confident and - Students comment through - Allowing learners to speak when
students’ feelings students and tries to aid them if their relaxed is one of the fundamental activities. they are ready.
feelings interfere. principles of the method. - Making language learning as
- Students have an opportunity to - Then, teachers listen and respond to
- Students’ self-confidence is each comment carefully. enjoyable as possible ( using zany
express themselves during the
feedback sessions at the end of enhanced with indirect positive commands and humorous skits).
suggestions. - Usually use students' native - There is not too much modeling.
lessons. language.
- Students are encouraged to
cooperate with one another.
 - All languages share some - There are other factors that affect the
- Language: - Language: the acquisition of
similarities. process of communication outside of + For communication. language learning.
- However each language has its language, such as nonverbal behavior. + Becoming the means for - Culture: The lifestyle of people who
6. View of language/ own unique reality. developing creative and critical
culture - Culture concerns the everyday life of thinking. speak the language natively.
- Culture is inseparable from
language. people who speak the language. - Culture: an integral part of
language learning.

- Pronunciation. - Vocabulary. - Grammar points, pronunciation - Vocabulary and grammatical

patterns, and vocabulary. structures.
7. Emphasized - The structures of the language is - Communication skills.
focused but explicit grammar rules - Understanding and speaking the - the spoken language is emphasized
language areas &
might never be supplied. language at the beginning. over written language.
skills
- Reinforcement through reading and
writing.
8. Role of the native - Knowledge of native language can - Teacher uses native language when - To provide a bridge from the - After the introduction, the native
language be used to aid the learning process necessary. familiar to the unfamiliar. language would be rarely used.
or to give instructions when - It is used less and less as the course
necessary. proceeds.

- No formal tests. - No formal tests. - Should be keeping with the - Commanding individual students to
- Teacher observes students’ principles of the method. perform a series of actions.
behavior and needs. - Based on students’ normal
9. Evaluation performance in class
- Teacher does not praise or criticize
student behavior.

- Errors are a natural and inevitable - Teacher corrects students gently. - In a non threatening way. - Should be tolerant and only correct
part of learning. - Sustaining a respectful, non major errors at the beginning.
10. Treatment of - Teacher works with students defensive relationship. - ' Fine tune'- correct minor errors
errors silently to help them self-correct
when students get more advanced.

- Sound-Color Chart. - Classroom set-up. - Recording student conversation. - Using commands to direct
- Teacher’s silence. - Peripheral Learning. - Transcription. behaviour.
- Peer correction. - Positive Suggestion. - Reflective listening.
- Rods. - Choosing a new identity. - Role reversal.
11. Teaching - Human computer.
techniques - Self-correction gestures. - Role-playing. - Action sequence.
- Word chart. - Using concerts. - Small group tasks.
- Fidel charts. - Primary Activation.
- Structured feedback. - Creative adaptation.

12. Associated with Caleb Gattegno Georgi Lozanov - Charles Arthur Curran and his - Dr. James Asher.
whom? associates.
 COMMUNICATIVE TASK-BASED LANGUAGE
LANGUAGE TEACHING TEACHING
- Enabling students to communicate - To facilitate students' language
1. Goals
in the target language. learning.
- Teachers: communication - Teachers: choosing tasks and
facilitator/ an advisor/ a co- creating pre-task and task follow-up
2. Role of the communicator. phases/ monitors/ interventions.
teacher/student
- Students: communicators. - Students: communicating with their
peers to complete the task.
- Done with a communicative intent. - Beginning a task sequence.
- Activities have 3 features in - Students are actively engaged with
common: information gap, choice, the task.
3. Teaching/ and feedback. - Teachers monitor students'
Learning process
- Drilling. performance and intervene.
- The use of authentic materials. - A post-task took place to reinforce.
- In small groups.
4. Nature of - Student- teacher: teachers do not - Student-teacher: teachers are input
student/teacher always interact with the students and providers, set a task for students,
interaction and more often establish situations. make note of language and provide
- Student- student: interacting in feedback.
various configurations: pairs, triads, - Student-student: work closely
small groups and whole groups. together.
5. Dealing with - Giving students an opportunity to - Students are motivated by doing
students’ feelings express their individuality. tasks that prepare them for the real
world.
- Language: Being for - Language: Being for communication
communication. and ' doing'.
6. View of language/ - Culture: the everyday lifestyle of - Culture: Not explicitly dealt with
culture
people who use the language. though certain tasks might have a
cultural focus.
- Areas: Language functions, forms, - Areas: The meaning dimension of
7. Emphasized cohesion, and coherence. language.
areas & skills - Skills: speaking, listening, reading, - Skills: Any of the four skills can be
and writing. utilized.
8. Role of the native - Be permitted in this method. - There is no explicit role.
language

- Evaluating students' accuracy, - The teachers constantly evaluate

fluency and formal performance. students in light of task outcomes and
9. Evaluation - More formal evaluation, teachers the language they use.
can use an integrative test or assess
students' writing skills.
- Note the errors during fluency - Error correction is done through
10. Treatment of activities and return to them later recasts or modeling or by giving brief
errors
with an accuracy-based activity. grammar explanations.
- Authentic materials. - Information-gap task.
- Scrambled sentences. - Opinion-gap task.
11. Teaching - Language games. - Reasoning-gap task.
techniques - Picture strip story. - (Un)focused tasks.
- Role-play. - Input-providing tasks.
- Output-prompting tasks.
- Dell Hymes. - N. Prabhu.
12. Associated with
whom?