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The Grammar
No one person as propponent, German Scholar Kari Ploz as very influential figure
Major Tenets: 1. Classes were taught in mother tongue instead of target language. 2. Text books mainly consisted of difficult texts, isolated vocabulary lists and explanation of grammar rules without context. 3. Grammar and forms are the focus of instruction, while little or no attantion was given to pronounciation, not mention oral proficiency. 4. Featured exercises are translation drills. -
Direct Method
late 19th centrury to early 20th century
proponents: Comenius, Gouin, Jespersen, de Sauze
Major Tenets: 1. direct association between objects or concept and the corresponding words; instructions in target language; 3. grammar taught inductively; 4. only everyday vocabulary and sentences were taught; 5. new teaching point were introduced oraaly and communicational skills were built up in carefuuly graded progression through Q&A between teacher and students -
Audiolingual Method
1940-1950
proponents: Fries, Skinner, Bloomfield, N. Brooks
The goal is to achieve communicative competence through over learning of patterns and repetition. Materials is introduced in dialogue form and target language is used exclusively in instruction. Drills and repetitions are used to teach grammar inductively witout explicit explanation. Eorrors are to be corrected immediately after they were made, students had little opportunity to have real life communication. -
Cognitive Approach
1960s Proponent: Chomsky, Ausubel
Meaningful language use is emphasized, and learners are to attain control over the rules so that they can generate their own meaningful production of language. Teacher should introduce new information based on the known. grammar practice follows mechanical, meaningful, communicative sequences -
Natural Approach
1970s, Proponents: Terrell,
Language should be acquireed in natural order in a low-affective filter environment, and communicative competence should be the goal in the beginning language instruction. Error corections should be limited, grammar should be taught inductively. -
Dartmouth Intensive Language Model
1972-1980 proponent: Rassias
Drama and action by teacher, and errors were corrected imediately. Skits and games are used. "miscrologue" for teaching culture; master teacher and apprentice teacher. -
The Silent Way
1972-1973 Proponent: Cattegno
Kept provoking awareness of the learner, teachers provided an atmosphere for students to excute trial and error process. While students actively direct their learning, teachers continually proivde input that fuel the involvement. Teachers remain "slient" excpet for gestures in various learning activities. different concepts were taught with gestures or simple word repetition, and students are to explore and explore with teachers's constant "fuel" and "provoke". -
Total Physical Response
1974 Proponent: Asher
TPR promotes exclusive use of target language in instruction, and learners acquire the language by physically responding to oral commands given in target language. with TPR method, understanding comes before production. Teaching in context and real life situations are promoted in classroom to necessiate students' engagement with stimutaneous visual and audio input. Context -
Community Language Learning
1976 proponent: CUrran
Teacher, as the "knower" or "counselor", remain passive in order to reduce anxiety, while learners learn while in community with a shared goal and a shared language. Teachers translate from native language to target language at early stages. -
Suggestopedia
1978-1979 Proponent: Lozanov
"suggestive' learning environment is recommended, and classroom settings should be comfortable and inviting. Teacher assumes authority and control in classroom, and students are encouraged to think positively about their abilities. Boaroque music is to played during a lesson to help students learn in a relaxed way, passages are while matching the intonation to the music. present vocabulary and grammar while focusing on content instead of structure.
