Approach	Aims	What is emphasized?	Teacher and students		Important notion
The Grammar-Translation Method Classical method based on learning classical languages: Greek, Latin	Reading literature Literary language is superior to spoken one Ability to translate the language L1 to L2 and inversely Similarities between languages are stressed Learning about the form of target language Students are conscious of the grammatical rules Literary language is considered superior to spoken one.	Vocabulary Grammar Reading Writing Culture is view as literature and fine arts	The authority The traditional role of the teacher No interaction between students Language in the classroom is L1	Deductive method - grammatical rules are explained in details	Translation Grammatical rules are memorized Correcting error by the teacher Techniques Reading comprehension questions Translation oft literary passage Antonyms/synonyms Cognates - words, sounds which are similar to those in the L1 Deductive application of rules Fill - in - the - blank Memorization Use words in sentences Composition
The Direct method It is not new	No translation is allowed. Meaning is associates directly Language is primarily speech Pictures and objects are used to understand the meaning Thinking in L2 as soon as possible Communication is the purpose Pronunciation is thought from the beginning Syllabus is based on topics and situations.	Vocabulary 4 skills (reading, writing, speaking, listening) learnt from the beginning, but oral tasks are the most important Communication Writing Culture is more than fine arts	Teacher demonstrates not explains or translates. Teacher and students are like partners Native language is not used in the classroom	Inductive method, no rules are given Teacher demonstrates not explains or translates.	Self correction Based on situations and topics Communication Everyday speech Techniques Reading aloud Question and answer exercise Getting students to self - correct Conversation practice Fill - in - blank exercise Dictation Map drawing Paragraph writing
The Audio - Lingual Method (ALM) Charles Fries Also called “Michigan method” Based on behavioural psychology (Skinner)	Oral-based approach Language forms occur in the context Language learning is a process of habit formation (repetition creates habit) Learning how to use the language to communicate Learning to respond to verbal and nonverbal stimuli Pattern practice help to form habits Overcoming the L1' habits	Structural patterns Vocabulary presented through dialogs Everyday speech is more important than written forms A natural order of learning: listening, speaking, reading, writing Culture: literature and arts, everyday behaviour presented in the dialogs	Teacher is a model An orchestra leader - conducting, guiding, controlling He gives positive reinforcement Presents information about the culture Native language is not present in the classroom	Inductive method Grammar is inducted form the examples given Learning L2 should be the same as L1 acquisition	Errors lead to bad habit, prevention form them Drills (repetition, backward build-up-break down the long lines into smaller ones, chain, substation, transformation, question-and-answer) Slot “overlearn” - learn to answer automatically Techniques Dialog memorization backward build-up repetition drill chain drill single - slot substitution drill (She is going to.., teacher gives the cue They, children repeat They are going to..) Multiple - slot substitution drill (cue phrases not the single word) Transformation drill Question-and-answer drill Use of minimal pairs Complete the dialog Grammar game
The Silent Way Caleb Gattegno “the teacher works with students, the students work on language”	Silence is a tool, help to foster autonomy Focusing students perception Students learn from one another Students rely on themselves Students work on language Students learn how to be responsible for their own production in the L2 The teacher makes use of what students know Learning means transferring what one knows to new context Teacher observes the students and their feelings Feedback from students	Learn basic blocks, sounds Pronunciation Reading Use language to self - expression	Teacher is technician or engineer Students need to be independent from the teacher	Teacher observes the students Grammar rules may never be supplied No fixed syllabus No translation No native language in the classroom	Rods Sound colour charts Inner criteria for correctness Errors are natural in the process of learning Errors - students are expected to correct themselves Techniques Sound - colour chart Teacher's silence Peer correction Rods Self - correction gestures Word chart Fidel chart Structured feedback
Desuggestopedia Or Suggestiopedia Georgi Lozanov	desuggesting the psychological barriers ensure students that they are able to learn foreign language easily teach the everyday communication infantilization - students adopt childlike roles they trust and respect their teacher comfortable and friendly environment in the classroom music is available to hear relaxing atmosphere posters on the walls show grammatical information - it brings peripheral learning learners take a new identity as the students of foreign language, they create a new biography during the course students learn from handouts with lengthy dialogs, next to which is a translation the dialog is presented by the teacher during two concerts (receptive phase) first concert - the teacher reads the dialog according to the rhythm of the music (“whole brain” of the students is activated. second concert - the students relax and the teacher reads the dialog in a normal rate of speed the dialog is practised in the second phase (the activation phase) the students practice the new skill during the activities including games, puzzles, songs The students must be relaxed to learn easily and naturally	vocabulary minimise grammatical structures the students focus on using the language speaking fluently and communicatively The students learn the everyday life of people who can speak the target language	the teacher is the authority The teacher pays attention to the whole group and to the individuals The teacher pays a great attention to the students' feelings The teacher gives positive suggestions in order to eliminate the psychological barriers		the begging of learning the teacher does not pay attention to the mistakes when the mistakes occur, the teacher uses the form correctly Techniques Classroom set-up (dim light, soft music, comfortable armchairs) Peripheral learning Positive suggestion Visualization Role-play Choose a new identity First Concert Second concert
Community Language Learning Charles Curran Basen on humanistic psychology by Carl Rogers	Relationship with and among students is essential New experience is threatening so students should have information what will happen in the activity-it gives them security Language is for communication Treating students and a teacher as a whole person Students learn best if the have a choice in what they practice Students fee the sense of community - cooperation is encouraged Students give feedback to the teacher Students learn how to learn from one another	Communication Understanding and speaking Students generate the material which is learnt Later on, when students can feel secure the teacher can prepare materials for them	Teacher is a counselor Teacher as a leader is threatening so he should avoid being “in front of the class” Teacher sensitive to students' level of confidence Teacher counsels the students	grammar points, pronunciation patterns, vocabulary depend on students needs Native language is used to make the meaning clear and to built the bridge	Chunks are recorded Errors - work with them in nonthreatening way Six elements needed for nondefensive learning; Security Aggression (students assert themselves) Attention Reflection Retention - integration of the new material Discrimination - sorting out the differences Techniques Tape recording students conversation Transcription Reflection on experience Reflective listening Human Computer Small group tasks
Total Physical Response (TPR) James Asher	Meaning in L2 is conveyed through the action. Memory is activated through physical response Activation of the right hemisphere f the brain Understanding L2 before speaking Learning by moving bodies Imperative is a powerful device (Open the window, point to the door) Learning through observing and performing actions Success facilitate learning Novelty is motivating Learning more effective when it is fun Students begin to speak when they are ready	Vocabulary and grammatical structures Spoken language over written one Modelling the behaviour through imperatives	Teacher as the director of students behaviour at first Then students can direct	TPR develop to reduce the stress people feel when study foreign languages. They start to speak when they are ready - as children in L1 acquisition Native language - introduce the method, after that rarely used	L2 presented in chunks Errors correct in the unobtrusive manner Teacher tolerant of the errors when they are at the beginning of learning Techniques Using commands to direct behaviour Role reversal Action sequence
Communicative Language Teaching Widdowson?	Language used in a real context - `authentic language' Communication - understanding the speaker's and writer's intention L2 is a vehicle for classroom communication, not just the object of study Function can have many different linguistic forms Students should learn about cohesion and coherence-it creates fluency Games are part of the lesson Students can express their ideas and opinions Cooperation among students Students work in groups, pairs, triads Students are motivated to learn when they have a feeling that they learn something useful	Communication Linguistic forms, meanings, functions Culture: social context	Teacher establishes situation to promote communication Teacher as a facilitator in communicative activities Adviser	Grammar and vocabulary follow from the function, situational context Using L1 in the classroom is permitted but not too often.	Errors are tolerated during fluency, they are natural outcome of the development. They can be overworked later. Activities: information gap, choice, feedback Forms, meaning, functions Techniques Authentic materials Scrambled sentences Language games Picture trip story Role play
Content-based approach	Learning trough the content Learning academic subjects (e. g. maths, geography) Learning both specific content and related language skills Language is learnt effectively when it is used as a medium to convey (przenosić) content of interest to the students Vocabulary is easier to learn when there are clues to help understand the meaning Working with subject matter requires support from the teacher (examples, exercises) Working with authentic material and tasks connected with the content	Communication Teaching trough communication Vocabulary Reading, writing	Teaching is built on students' previous experience Teacher helps students say what they want to say but do not know how - he build with the students a complete utterance	Students get “two for one” - knowledge and increased language proficiency
Whole Language Approach Top-down approach	Students learn language not piece by piece (Bottom-up approach - learning language piece by piece and then work to put the pieces in place, constructing whole meaningful text out of the pieces) but when they are working to understand the meaning of whole text Working from “top-down” - to understand the general meaning of the text before they start to work on linguistic forms. Learning is the best when students are engaged in purposeful use of language Learning is a social event and requires collaboration between s-t and s-s		Teacher encourages students to experiment with reading and writing		Errors are part of learning
Task - based instruction	Class activities have a clear outcome and purpose Pre-task exercise done with whole class as an example, then students work individually Teacher brakes down to smaller steps the logical process of thinking to complete the task Teacher - class negotiation what and if the answer is correct Switch from abbreviated questions to a yes/no ones Students get feedback	Listening and speaking Overall focus is on meaning	Teacher uses question wh- and then more precise questions. Teacher reformulates or recast what the students have said		Correction made by reformulating Techniques: Breaking down tasks into smaller parts
Participatory approach Paulo Freire?	What happens in the classroom should be connected with what happens outside the classroom- learning about social situations form students' lives The syllabus is a result of context - specific problem - posing process Education is more effective if it is centred on students' experience and when it relates to their needs Students can create their own materials, which can be also text for other students Students evaluate their own learning and they direct it themselves	Focus on content and as a result focus on linguistic forms Language skills are taught in service of action for change	Teacher is co-learner
Learning strategy Training	Focus on learning strategies Only leaning how to learn may contribute to academic success Using the learning strategies in different situations	communication	teacher not only teaches the language but also teaches the learning strategies		Self - assessment
Cooperative learning	the way students and teacher work together is vital and important students do not think competitively and individualistically but cooperatively and in terms of the group students work in the same groups for longer time and they earn how to work better together group are mixed - the students learn from each other language acquisition is facilitated by students interacting in target language responsibility is shared	focus on social skills - acknowledging other's contribution, asking others to contribute , keeping the conversation calm	teachers teach language and cooperation!
Multiple Intelligences Howard gardner	7 types of intelligences (logical/mathematical, visual/spatial, body/kinaesthetic, musical/rhythmical, interpersonal, intrapersonal, verbal/linguistic Activities according to types of intelligences: Logical/mathematical - puzzles and games visual/spatial - charts and grids, videos, drawings body/kinaesthetic - hands-on activities, field trips, pantomime musical/rhythmical - singing, playing music, jazz chants interpersonal - pairwork, project work, group problem - solving intrapersonal - self-evaluation, journal keeping, options for homework verbal/linguistic - note-taking, story telling, debates

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