EMPHASISED	GRAMMAR TRANSLATION -voc and grammar -reading and writing	AUDIOLINGUAL -structures in context -voc in context -oral skills -natural order of skills -order of class act. follow the natural one -pronun.from beginning	DIRECT -communicative skills -four skills from very beginning -pronunciation from beginning -vocab more important than grammar	COGNITIVE -balance between four skills -beginning-receptive skills are put more attention to	SILENT WAY -pronunciation -core structures -functional vocab -all four skills -sequence: listening, speaking, then reading and writing	DESUGGESTGPEDIA -vocabulary -speaking communicatively
ROLE OF NATIVE LG	-the medium of instruction -explanation	-target lg in classroom -LI habits interfere with the new habits -contrastive analysis in ss' future performance -later very little of L2	♦banned totally: -no translation -not a lg of instructions -no longer frame of references	-allowed in grammar presentation and voc explanation -some translation	-should be avoided -used only when necessary (instruction, feedback sessions) -knowledge of it exploited by T	-translation makes meaning clear -used when necesaary, less and less as course proceeds
EVALUATION	♦written tests -translation -composition -questions relating to the culture of LI and application of grammar rules	Discrete-point testing	-aim:to see if the ss can use lg in speaking and writing *oral interview ♦free composition -no interest in knowing whether ss possess knowledge about lg		-good feelings: ♦observing and helping *feedback sessions -focus on process rather than product -constant assessment,no criticising or praising, but indicating	-no formal tests -constant evaluation of ss' performance
ERRORS	-accuracy is emphasised ♦product orientedness *T corrects mistakes	-undesirable,immediate corrected -thus mat.broken down, presented&practised in smaller units	-correctness (esp. pronunciation) emphasised -self-correctness whenever possible	-part of learning -may suggest that learner process the info themselves -lead to error analysis, remedial work	-inevitable -basis for further work -indicated non-verbally to stimulate: ♦self-correction ♦peer-correction ♦t-correction as a last resort	-T corrects in soft voice, tactfully
TECHINIQUES	-translation (written or spoken) -reading comprehension questions -antonyms/synonyms -cognates -deductive application of rule (understanding of the rales=applying them to other examples) -fill-in-the-blanks = practice exercises -memorization -use words in sentences -composition (summary)	-dialogue memorisation -backward build-up -repetition drills -chain drills -one slot substitutio drill -multiple-slot substitutio drill -transformation drill -question/answer drill -use of minimal pairs -complete the dialogue grammar game	-reading aloud -question/answer exercise -self-correction -conversation practice fill-in-the blanks ex -dictation x3 -map drawing-listening practice paragraph writing writing composition based on pictures or/and episodes told by T	-grammar presentation -crosslinguistic comparisons -grammar exercises with justification -transformations -problem solving act -silent reading -oral/written compositions -discussions and debates -new voc with explicit analysis and definition	♦to practice vocab: -categories classification -making sentences with one word learnt -making as many sentences as possible -describing -sentence elaboration	-grammatical explanation -translation -list of words with LI equivalents -listening to t's reading -memorisation -dialogue modification -role plays, dramatisation, songs, games -peripheral learning -primary activation/creative adaptation

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