GRAMMAR TRANSLATION	AUDIOLINGUAL	DIRECT		COGNITIVE	SILENT WAY	DESUGGESTOPEDIA
AIMS	-ability to read and appreciate foreign Ig literature, proficiency in reading skills -intellectual development (mental exercise, gymnastics) -developing skill of translation -becoming aware of the grammar of LI	Communication To overlearn the lg	-to be able to communicate -to think in foreign lg 1		-to acquire lg competence which helps to create infinite number of correct sentences by means of finite set of rules	-to grasp the spirit of lg -to be able to use lg for self-expression by acquiring: ♦correct pronoun *near-native fluency ♦functional voc ♦basic practical knowledge of grammar -to learn how to learn ♦independence ♦autonomy ♦responsibility	-everyday communication -accelerate process of learning by desuggesting the psychological barriers and thus using full mental powers
ROLE OF T	-the authority in the classroom	Dominant role: -orchestra leader -model for imitation	-in control of what is happening in the classroom		-To present material in a meaningful way	-helps/facilitate learning by: ♦little/limited input ♦relying on what ss already know ♦attention ♦ awareness ♦atmosphere and condition in classroom: -security --cooperation -risk taking -opportunities to figure out the rules for themselves	Authority, gives sense of security: confidence, competence, consistency, commitment, positive attitude, modest enthusiasm, acting, singing, etc
MOLE OF SS	-do exactly what the t says and learn what t wants them to learn	Imitators, follow the t's directions, mechanic behavior	-more like partners, less passive than in G-T M		In the centre of attention/learning; active role, learning-constructive process, -active contributors in learning/teaching process	-assume roles of T: -must become independent -cooperation -autonomous -responsible	-must yell authority to T it allows ss to be more self-confident and less inhibited, more spontaneous, open to new stimuli -assuming new identity
CHARACTERIS TICS	-translation as the main technique -learning grammar and voc as crucial elements of Ig -voc introduced as a list of isolated words with equivalents; list memorized and practiced usually with little context	Lg learning is acquiring a set of habits -dialogues -drills -positive reinforcement -grammar-implicit, inductive -material broken down into manageable units	-connecting meaning directly, without translation -communication *oral over written ♦question/answer exchanges -no coursebooks a stages of learning	work At early	-mental activity -personalization -importance of meaningful practice as opposed to memorizing, repetition, drills -practise can be silent	♦materials: -cuisinaire rots -Fidel charts -lexical charts -pointer -tapes or discs -drawings/pictures -transparencies -texts, book of stories	-components: authority (T), infantilization, double planedness, intonation, rhythm, music -two stages of learning ♦receptive phase ♦activation phase -materials-dialogues 14 pages long

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