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III. Approaches

A. Audiolingual Method

B. Communicative

Language Teaching

C. Direct Method

D. Grammar Translation

E. Natural ApproachF. Total Physical

Response

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Audiolingual Method

Objective: To use target language automatically by forming new habitsin language.

Process: Vocabulary and structures are presented in dialogues, learningthrough imitation and repetition.

Roles: The teacher directs and controls student behavior and providesgood model for imitation. Students repeat, respond quickly and

accurately.

Language Emphasized: Language structures emphasized andvocabulary is in dialogue.

View of Language and Culture: Emphasizes everyday speech. Culturemakes up language and behaviors.

Role of Students Native Language: Students native language is notused.

Evaluation: Discrete-point tests.

Errors: Teachers predict trouble spots and tightly control what they

teach students to say.

Lesson Sequence

Dialogue (conversation between 2 or more students)Acting out the dialogue

Pattern Drills (Repetition, Substitution, Transformation)

Written Practice (worksheet)

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Communicative Language Teaching

Objective: To become communicatively competent, use appropriate

language for social context, and negotiate meaning.

Process: Activities are communicative through the use of authentic

materials. Speakers choose what to say and how to say it, usually working

in small groups.

Roles: The teacher manages activities and sets up communicative situations

(not scripted).

Language Emphasized: Function is emphasized over form and students

work at discourse level focusing on negotiating meaning.

View of Language and Culture: Culture is part of daily communication.

Role of Students Native Language: The students native language doesnot play a role.

Evaluation: Informal evaluation is part of communication. Formalevaluation includes integrative tests, which include communicative

functions.

Errors: Errors are natural. Students with incomplete knowledge can still

succeed.

Lesson Sequence:

DialoguesOral Practice

Questions and Answers (oral, based on dialogue)

Basic Communicative Expressions

Generalizations (language/grammar)Oral Recognition/Interpretative Activities (Pictures/questions)

Oral Production Activities (Practice dialogue, restate, extend and predict)

Dialogue Copy

Written Homework

Evaluation

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Direct Method

Objective:To communicate in the target language, and to think in the

target language.

Process: Teachers use realia, pictures, and pantomime to convey

meaning. Grammar rules are learned inductively.

Roles: The teacher directs class activities. The teacher and student are

teaching and learning together.

Language Emphasized: Vocabulary and oral communication areemphasized. Pronunciation is emphasized from the beginning. Reading

and writing are based on oral practice.

View of Language and Culture: Language is spoken, not written.

Language study includes everyday speech. Culture includes history,

geography, and daily life.

Role of Students Native Language: The students native language is

not used in the classroom.

Evaluation: Students are tested through actual use, such as interviews

and written work.

Errors: Self-correction is encouraged.

Lesson Sequence:

Reading aloud (dialogues, passages, play with realia or pictures)

Questions and Answers (Teacher asks questions based on read aloud,

students can ask questions)

Conversation Practice (Teacher asks students questions about

themselves)Fill-in-the-Blank Exercise (worksheet)

Dictation (Teacher reads three times, listen, write, check)

Listening Comprehension (Teacher tells students what to do)

Paragraph Writing (Write about read aloud)

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Grammar Translation

Objective: To read literature in target language, learn grammar rules,and vocabulary.

Process: Students translate reading passages. Students memorize and

apply rules.

Roles: Teacher is authority. Students follow instructions.

Language Emphasized: Vocabulary and grammar emphasized, while

speaking and listening are not. Reading and writing are primary skills.

View of Language and Culture: Literary language is consideredsuperior to spoken language. Culture is literature and fine arts.

Role of Students Native Language: The students native language is

used freely.

Evaluation: Students are tested through translation from L1 to L2 and

L2 to L1.

Errors: Correct answers are emphasized and teacher gives correct

answers.

Lesson Sequence:

Translation of Literary Passage (students translate from L2 to L1 and L1

to L2, translations are oral, written or both)Reading Comprehension Questions (worksheet with information,

inference and experience questions)Antonyms/Synonyms (from passage)

Cognates (from passage)

Deductive Application of Rule (grammar rules are presented, students

apply rules)

Fill-in-the-Blank Exercises (worksheet)

Memorization (words, phrases, verb paradigms)Use Words in Sentences (written)

Composition (topic from reading passage)

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Natural Approach

Objective:To use the spoken language for natural communication.

Process: High interest and low anxiety through use of objects andactions for teaching words and structures.

Roles: The teacher models, guides, and simplifies speech. Studentsrespond when ready.

Language Emphasized: Speech and vocabulary emphasized little

emphasize on grammar.

View of Language and Culture: Learning language begins with

listening and the culture is integrated with language.

Role of Students Native Language: Response in native language is

accepted.

Evaluation: Students are tested through communicative activities.

Grammar is assessed through self-correcting exercises.

Errors: Errors are not corrected and speech is not forced.

Lesson Sequence

Preproduction (see TPR, pictures, personal details)

Early Speech Production (Single words, short phrases)

Yes and No questions

Either-or questions

Who, what, where, when questionsOpen-ended questions

Open dialogues

InterviewsSpeech Emergence (simple sentences)

Games and recreation activities

Content area activities

Information and problem-solving activities

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Total Physical Response

Objective: To provide an enjoyable learning experience with a

minimum of stress in learning a foreign language.

Process: Commands are acted out by students.

Roles: The teacher gives commands and students follow them. Later

students assume directing roles.

Language Emphasized: Vocabulary and grammatical structures are

imbedded in commands. Aural precedes oral and oral precedes writing.

View of Language and Culture: Oral modality is primary and culture is

the lifestyle of native speakers of the target language.

Role of Students Native Language: The method is introduced in the

students native language and then rarely used.

Evaluation: Students are tested through observations of actions. Formal

evaluations are through performance of a series of actions.

Errors: Teacher only corrects major errors.

Lesson Sequence

Commands (one word and full sentence commands)

Lesson SequenceReview old commands

New commands

Role ReversalReading and Writing

Skits

1. ____________, ____________, ____________

2. ____________, ____________, ____________

3. ____________, ____________, ____________