Method or What? (Main When? (Time How?

Positive for Positive for Negative for Negative for Example

Approach Goal?) Context) (Summarized) the teacher the student the Teacher the student with
students
Grammar Translation This method aims to It appeared on The use of L1 is always Teachers know Students Teachers are Students don’t After explaining
(GTM) achieve grammar the 19th century present. Grammar exactly what to improve their supposed to develop critical the grammatical
perfection and to aiming languages rules are explained. do and they can memory and dominate both thinking nor rues, students
reinforce reading and such as French, Teachers present follow the book. they are told language systems creativity for the are presented a
writing skills. German and examples and then exactly what to at a high level. language. Their set of sentences
English translation and do. They can get There is risk of reading skills are and students are
grammar access to boredom. low. asked to
classical translate.
literature too.
Direct Method The goal of this It appeared in This is traditional Teacher can Students can Teachers can only It does not suit or Instructions are
method to recreate Germany and method since it makes demonstrate develop the teach vocabulary satisfy the needs of given in the TG.
the way we acquire France in 1900 in use of dictation, and avoid four skills of the (concrete individual students The use of L1 is
in large classes.
our L1 in the class the classroom of reading aloud explaining and language. objects). minimized
It may not hold well
using expression and foreigner exercises, translating. The lass is full of No grammar rules in higher-level 100%.
experience through languages. conversation practice Conversation is dynamic are taught. classes where the
demonstration and paragraph writing a priority in the activities. translation method
without the use of L1. exercises. class. is more suitable.

ALM/AVM This is a method It appeared This method This method is Students Teachers do not Students are Repetition,
whose main goal is to during the WWII approaches students easily applicable predominate get a lot of viewed as simple replacement,
master audio-lingual in specialized through repetition, to large groups the practice of training in this imitators. completion,
skills using repetition training programs oral drills and and it keeps all listening and method and if this Therefore, they transformation,
patterns. for soldiers to fast memorization. students active speaking skills. is wrongly may not develop rejoinder.
and easily learn applied, students critical thinking,
the language. may end up creativity or
memorizing the reflection.
material instead
of understanding

Communicative The main goal is to This method The learning process Teacher are Students learn Students prefer to They are not Writing skills
Language Learning emphasize the ability appeared after occurs when real-life oriented to fulfill vocabulary interact with each corrected at the Run dictation
to communicate and previous methods situations are used in needs and through real-life other rather than moment of the This exercise is
convey meaningful were discredited the class to use real interests. situations and with the teacher error and are left aimed to
messages and leave for their over- language practically. Students can eventually learn and they can alone to solve understand the
 aside grammar focus on teaching The steps to approach acquire how other switch off in the their problems structure of a
perfection. grammatical learning is to grammatical cultures class and teaches with their own letter and write
structures and PRESENT, PRACTICE, rules as a communicate receive no devices. a proper one for
not attention to and PRODUCTION. necessity. and are attention. an important
how language is prepared for occasion.
used practically real life
situation.
Suggestopedia This method says that It originally began In the classroom This method Teachers have L1 is always The amount of Play forest
positive suggestion in 1970 by the teachers have a close makes students students who present in class. time in class is music in the
would make the Bulgarian relationship with the comfortable in are eager to Sometimes the limited, so background and
learner more educator Gerogi students (as parent- class. They feel participate in choice of music is complete topics make students
receptive. It attempts Lazanov child). The use of confident and the class. There not suitable for cannot be feel
to make the students relaxing music without fear to are prepared some students. covered; they can comfortable.
feel relaxed in the predominates to participate in test, but they Homework is not have black spaces Assign the
environment. create comfortable the class evaluate a must, so their especially in student a task
and relaxing conversation. students in class development grammar. Since that matches
environment. depends on how there are no the theme of
hard they work in tests, teachers the music
class. cannot have real
feedback of the
students’
progress.
The Silent Way Make students use It was created by This method Students are Students Teachers cannot Modelling from Assigning colors
langue for self- Caleb Gateggno approaches learning expected to be develop guide their teacher is to certain
expression and in1963 through the extensive more independence students during minimal, so sounds and have
develop and develop use of silence. independent from the learning process, students have students
independence from Facilitate learning for without relying teacher and so students an little input associate the
teachers students discovering themselves on they develop use L1 or L1 may sound and color.
and creating language the teacher self-exploration interfere in
rather than by discovering learning.
remembering and own mistakes.
memorizing.
Total Physical This is method that is It was created by Students plays the role Students Instant It is limited in Students don’t We can teach
Response used to teach Dr. James J Asher of teachers. Teachers become the understanding terms of the have the sport verbs such
vocabulary using and popularized demonstrate an action principal actor. of the target scope of language opportunity to as running or
physical movement in 60´s and 70´s. It and then he/she Therefore, language. It is because only express their own swimming
and reduce student’s tried to imitate commands it and teachers memorable, so concrete concepts thoughts. performing the
inhibition. This means the way children students do the develop their it really helps can be taught. It Students may get actions.
that students have to learn their L1. action. creativity students is only use for tired of moving
react to physical input creating new learning and beginner levels. and performing
games and remembering around.
activities for words of
students. phrases.
School of Linguistics
Introduction to teaching

Name: Jefferson Imbaquingo

GRID METHOD APPROACHES

21st December, 2017