Methods/ Propone Goals/Characteri Teacher’ Studen Sample

Approaches nt/s stics s Role ts’ Activities

Role
GRAMMAR Johann Its fundamental The teacher The - Reading
Seidenstuck purpose of learning a is students Comprehensio
TRANSLATION
er, Karl foreign language is to authoritative do as ns Questions
METHOD
Plotz, H.S be able to read . what the - Fill-in-the-
Cllendorf literature in written in teacher blanks
and Johann the target language. says so -
Medinger Students must learn that they Memorization
about the grammar can learn - Use words in
rules and vocabulary what the sentences
of the target. teacher
knows.

DIRECT F. Franke -Teaching grammar Teacher The -Reading

using an inductive directs the students aloud
METHOD
approach. classroom are less - Question and
-Teachers who utilize activities. passive. Answer
this method intend The exercise
that students learn to teachers - Fill-in-the-
think in the target are more blank exercise
language teaching like - Map drawing
through pantomiming, partners - Paragraph
realia and other visual in the Writing
aids. education
- focus on question- al
answer patterns process.
-teacher-centeredness
ORAL Harold -A practical command The Learner is -Listening
Palmer and of the four basic skills teacher’s only practice
APPROACH
A.S Hornby of a language, through function is required - Choral
AND
structure three-fold. In to listen imitation
SITUATIONAL -accuracy in both the and - Substitution
LANGUAGE pronunciation and presentation repeat drilling
TEACHING grammar stage, the what the - Question and
-ability to respond teacher teacher Answer
quickly and accurately serves as a says and drilling
in speech situations model to - Correction
-automatic control of setting up respond
basic structures and situations in to
sentence patterns which the questions
- language skills are target and
learned more structure is command
effectively if they are created then s. After
presented orally first modeling the initial
then in written form the new stage,
- analogy is a better structure for more
foundation for the students active
language learning to repeal. participat
than meanings The teacher ion is
should be a encourag
skillful ed. This
manipulator, includes
using learners
questions, initiating
commands response
and other s and
cues to asking
correct each
sentences other
from the questions
learners. .
The primary
role of the
teacher is
organizing
review
which
includes:
timing, oral
practice,
 revision,
adjustment
to special
needs of
individuals,
testing and
developing
activities.
AUDIO- Charles Short-range objectives The role of -Dialog
Fries and include training in the teacher memorization
LINGUAL
other listening is central Learners - Backward
METHOD
structuralist comprehension, and active. are build-up
s accurate It is a viewed as expansion drill
pronunciation, teacher- organism - Repetition
recognition of speech dominated s that can drill
symbols and ability to method. The be -Chain drill
produce these teacher directed -Single slot
symbols into writing. models the by skilled substitution
target training drill
Long range objectives language, technique - Multiple- slot
include accurate controls the s to substitution
pronunciation and direction produce drill
grammar, ability to and pace of correct -
respond quickly and learning, response Transformatio
accurately in speech, and corrects s. n drill
knowledge of learners’ They play - Question and
sufficient vocabulary performance a reactive Answer drill
to use with grammar . The role by -use of
patterns. teacher respondin minimal pairs
-Particular emphasis must keep g to -Grammar
was laid on mastering the learner stimuli Game
the building blocks of attentive by and thus
language and learning varying drills have little
the rules for them. and tasks control
and over the
choosing content,
 relevant pace and
situations to style of
practice learning.
structures.
ALTERNATIVE APPROACHES AND METHODS
TOTAL James Asher -The general The teacher They are -Using
objectives of TPR are is the performe commands to
PHYSICAL
to teach oral director. It is rs and direct
RESPONSE
proficiency at a his/her listeners. behavior
beginning level. responsibilit They are -role reversal
-Language through y to provide imitators -action
physical activity. the best of their sequence
- L2 process parallel to kind of teacher’s
L1. exposure to nonverba
- Grammar taught language so l model.
inductively. that the
-Attention to meaning learner can
rather than form. internalize
-Aim to minimize the basic
learners’ stress. rules of the
target
language.
SILENT WAY Caleb -Learning by The teacher The -Peer
Gattegno discovery/ problem should be students correction
solving. silent. should be -teacher’s
-accompanying objects His/her productiv silence
-vocabulary central tasks are to e. -sound color
-emphasis on oral teach, to Students charts
language test, and to should - word charts
get out of respond -translation
the way. to -group-work
command -free-
s, conversation
questions -recording
and -transcription
visual
 cues.

COMMUNITY Charles A. -holistic approach Teacher is Students -tape-

Curran - topic-based the are recording
LANGUAGE
-emphasis on oral counselor members student
TEACHING
language and non of the conversation
- humanistic aspect of directive. communi -transcription
language learning Teacher ty. They -reflective
recognizes are very listening
how depende - small group
threatening nt initially tasks
a new upon the
learning teacher.
situation can
be for adult
learners.

SUGGESTOPE Georgi -classroom The teacher The -classroom

Lozanov environment (decor, is the students set-up
DIA
furninture, authority in undergo -peripheral
arrangement) the infantiliza learning
- music and rhythmic classroom. tion- -positive
breathing adopting suggestion
-vocabulary central a -visualization
childlike -role-play
role. The -primary
learners activation
relax and -secondary
are true activation
believers.
WHOLE U.S. -use authentic Teacher is - -individual
Educators literature rather than seen as Collabora and small
LANGUAGE
artificial specially facilitator tors group reading
APPROACH
prepared texts and and an - and writing
exercises designed to active Evaluator -writing
practice individual participant s portfolios
reading skills in the -Selectors - writing
 -focus on making learning of conferences
meaning in reading community learning
and expressing rather than materials
meaning an expert and
-reduced emphasis on passing on activities
other skills that are knowledge.
not considered to
developing meaning
such as grammar,
spelling, capitalization
and punctuation
MULTIPLE Howard Focuses on the Teacher Engage in LINGUISTIC
Gardner language class as the administers a process INTELLIGENCE
INTELLIGENCE
setting for a series of MI personalit - debates,
S
educational support inventory, y journal
systems aimed at curriculum developm keeping, small
making the language developers, ent, see and group
learner a better lesson their discussions
designer of his/her designers, goals in
own learning analysts, broader LOGICAL
experience activity terms, INTELLIGENCE
inventors, take MI - scientific
critically inventory demonstration
orchestrator , develop s, logical
s of a rich their own problems and
array of profiles puzzles,
multisensory based on calculations
activities. the
inventory SPATIAL
INTELLIGENCE
-
Graphic
organizers,
optical
illusions, using
mind maps,
 charts, maps
and diagrams

BODILY
KINESTHETIC-
role play,
mime, hands
on activities

MUSICAL
INTELLIGENCE
- music
appreciation,
jazz chants

INTERPERSON
AL
INTELLIGENCE
- group
brainstorming,
pair work

INTRAPERSON
AL
INTELLIGENCE
- independent
student work,
journal
keeping
NEUROLINGUS John Teacher is Find
Grindler and The linguistic part of expected to successfu
TIC
Richard NLP is concerned with model l models
PROGRAMMIN
Bandler the way the language his/her for that
G we use shapes and teaching on person
reflects our expert they
experiences. We use teachers themselv
 language in thought as they most es are
well as in speech to admire. striving
represent our beliefs Teachers to
about the world and should apply become
life. the principle
of NLP which
are
outcomes,
rapport,
sensory and
flexibility.
COMPETENCY- U.S. It addresses what the Teacher’s The -task
Educators learners are expected role is to students performance
BASED
to do with language. devise more should -work
LANGUAGE
The focus on outputs effective master schedules,
LEARNING rather than inputs to ways to the time sheets,
learning is central to transmit structure pay checks
the competencies skills. of socially -social
perspective. It is prescribe language
based on the d -job
functional and knowledg application
interactional e. -job interview
perspective on the
nature of language.
CURRENT COMMUNICATIVE APPROACHES
COMMUNICATI Del Hymes, -the goal of language The teacher Negotiato -games
Halliday, teaching is to develop has two r -role plays
VE LANGUAGE
Labov, etc. what Hymes referred main roles: between - simulations
TEACHING
to as “communicative -facilitate the self, - oral
competence” the process the production
-an integrative and of learning activities
content level interaction process
-a linguistic and between all and the
instrumental level participants object of
-an affective level of in various learning
interpersonal activities
 relationships and and texts.
conduct -act as an
-a level of individual independent
learning needs participant
-a general educational within the
level of extra-linguistic learning-
goals teaching
group.
NATURAL Tracy Terrell -designed to help Teacher is -provide -Input is
and Stephen beginner become the primary informati presented in
APPROACH
Krashen intermediates source of on about the target
-designed to depend input in the their language
on learners’ needs target specific using
-grammatical language. goals techniques
structures are He/ She -take an such as TPR,
acquired in a create a active mime and
predictable order classroom role in gesture.
-language acquisition atmosphere ensuring -Group
is different from that is sensible techniques
language learning interesting, input similar to CLT
-language acquisition friendly and -decide
is the only way, in which when to
competence in second there is a start
language occurs low affective producin
-conscious learning filter. g speech
operates only as a and when
monitor or editor that to
checks or repairs the upgrade
output of what has it
been acquired
-learners’ emotional
state can act as filter
that impedes or blocks
necessary to
acquisition
COOPERATIVE John Dewey An approach designed The teacher The -three- step
 LANGUAGE to foster cooperation, has to primary interview
to develop critical and create a role of -roundtable
LEARNING
thinking skills and to highly the -think-pair-
develop structured learner is share
communicative and well- a -numbered
competence through organized member heads
socially structured learning of a
interaction activities. environment group
in the who must
classroom, work on
set goals tasks
plan and with
structure other
tasks, group
establish the members
physical .
arrangemen Students’
t of the direct
classroom, involvem
assign ent and
students to participat
groups and ion are
select required.
materials.
CONTENT- Saint An approach to second Teacher is -assume -Use of
Augustine language teaching in the active authentic
BASED
which it is organized facilitator. role in materials such
INSTRUCTION
around the content or several as newspaper
information that -full of dimensio and magazine
students will acquire knowledge ns -Use of realia
The goal of CBI is to in the -active such as
prepare students to subject interprete guidebook,
acquire the languages matter rs of journals,
while using the -able to input radios and TV
context of any subject elicit broadcast
matter, to activate and knowledge
 develop existing from their
language skills, to students
acquire learning skills -keep
and strategies, to context
develop general foremost in
academic skills, to their
broaden students’ planning
understanding of and
English speaking presentation
people. s
-responsible
for selecting
and
adapting
authentic
materials
-become
student
analysts
TASK BASED Willis and An approach based on -selector -group -information-
Nunan etal. the use of tasks as the and participa gap tasks
LANGUAGE
core unit of planning sequencer nt -problem-
TEACHING and instruction in of tasks -monitor solving
language teaching. -preparing -risk- devices
Logical development learners for taker -decision-
of CLT the tasks - making tasks
innovator -opinion
exchange
tasks