Characteristics of Language

Methods

Theory of Theory of Learner Teacher

Objectives Teaching Learning Skills/compone Activity Types Evaluation
Language Learning Roles Roles
Process nts emphasized

Literacy is Being able to To learn a Analysis of grammar Reading and Do what Authority Translating, Accuracy and
Grammar Translation

superior to translate means language in rules and translating writing; the teacher reading high standard in
spoken language being able to use order to read sentences and texts grammar and says comprehensio translation
Method

the language its literature Deductive vocabulary n questions,

presentation of antonym/syno
grammar nym,
memorization,
etc,
Language is Second language Learn how to Using target Vocabulary and Students Direct the Reading aloud, How to use the
primarily spoken, learning should communicate language; grammar the four are activities Q&A, language, not
Direct Method

not written be like learning in the target is taught language skills partners of (director)De Conversation, to demonstrate
the first language inductively; correct the monstrate, Self correction knowledge
language pronunciation and teacher, not translate;
grammar are active in correct errors
emphasized the
classroom
Structural Behaviorism, Use the target To train listening Listening , Imitate and Like Dialogues, Discrete point
linguistics, habit formation language comprehension, to grammar, respond to orchestra drills, evaluations
Audiolingual

language has its communicativ achieve accurate pronunciation the teacher leader, repetition,
own unique ely (native pronunciation direction directing and memorization,
system. speaker controlling pattern
mastery) practice
Structuralism, L2 learning is To use the Modeling, Vocabulary, Imitators, Director, Using Performing a
Total Physical

grammar view of similar to L1 language to commanding, grammar directing model commands, series of actions
Response

language learning; communicate performing the other action

comprehension uninhibitedly action, learn how to students, sequence
precedes and read and write performer
production intelligebly
 Language is the Learning occurs To accelerate Conducted in a Vocabulary, Maintain a authority Initiative, In-class
first two planes in through the process of classroom which is speaking passive question and performance,
the two-plane suggestion learning the bright and cheerful? communicativel state, trust answer, role not through
Suggestopedia

process of language; to Posters are hung y the teacher play, listening formal tests
communication: deliver around the class exercise under
Linguistic and non advanced deep
linguistic factors conversational relaxation
competence

Human has more Learners learn To facilitate Activities that draw Speaking, Developer Curriculum Puzzles, Individualized
Multiple Intelligences

than one based on their language all seven writing of his/her developer, games, group assessment of
intelligences that learning styles acquisition intelligences: own lesson work, playing performance
need to be according to among diverse Awaken intelligence designers and music, journal such as
developed their students, help intelligence, amplify analysts, keeping, story student-choice
intelligences them realize intelligence, teach activity telling projects
their full with intelligence, finders
potential with transfer of
all seven intelligence
Language is a Humanistic To teach how The use of authentic Reading and Collaborato Facilitator; Journal Authentic
vehicle for human (authentic, to read and materials; focus on Writing r, active keeping, assessment
communication in personalized, write naturally reading; the use of evaluator; participant; reading logs;
which there is an self directed) with a focus students’ produced self create a portfolio; story
interaction and on real texts; integration of directed climate that writing;
between readers constructivist communicatio reading and writing (her/his supports student-made
and writers theories; n own collaborative books
Whole Language

Language is a learning by doing learning learning Writing

whole entity experience conferences
s are used
as
resources
for learning
 Communicative Language is To use subject Language skills Vocabulary, Take Keep context Note taking, Authentic
Competence learned most matter improvement; Reading and charge of and report writing, assessment
Approach/Instruction

involves more effectively content in vocabulary building, writing their own compensabili , discussion,
Content-Based

than using through learning a discourse learning; ty of the presentation

language informational language; to organization; study source of content;
conversationally content of activate and skills; synthesis of content select and
but the ability to interest to the develop content materials and joint adapt
read, discuss and students existing and grammar; the participant authentic
write about the language skills use of authentic s in materials for
content from materials selecting use in class;
other fields topics need analyst
Interactive view Learners develop To foster Positive speaking Member of Create Jigsaw, STAD, Peer
Cooperative Language Learning

of language communicative communicatio interdependence; group who structured Number Head assessment,
competence in a n rather than group formation; work and well- Together, Whole group
language by competition Individual collaborati organized Round Table, performance
conversing accountability; vely; learning Small group evaluation
social skills director of environment; discussion,
their own set goals, Think, Share,
learning plan tasks, Pair
assign
student
groups and
roles
Language is more Learning Near native Conversation using Pronunciation, Dependent A counselor; Recording Taking a test at
Community Language

than a system of involves the mastery native language; the grammar point, on the support students’ the end of the
communication, it whole person, it teacher facilitates vocabulary teacher; students in conversation, course, teacher
Learning

involves whole is a social student ability to members their struggle transcription; made-
person, culture, process express themselves of the to master the reflective classroom tests
educational, in TL; interacting community TL listening, small
developmental one another group tasks
communicative
processes
 Language is Activities in To provide Focus on process Listening, Group Selector of Problem Accomplished
Task-Based Language

primarily a means which language learners with a rather than product; reading participant, tasks, solving; in Performing
of making is used for natural learning by monitor, preparing negotiation; one particular
Teaching

meaning carrying context for interacting risk taker tasks for drawing, tasks
meaningful tasks language use communicatively and learners jigsaw,
promote and purposefully; innovator decision
learning real world tasks or making;
pedagogical tasks opinion
exchange
Vocabulary is an important To develop Activities which vocabulary Data Create an Synonyms; Formal
primary over part of learning a students’ involve collocation analyst, environment vocabulary assessment of
Lexical Approach

grammar language vocabulary work, exercises that constructin where building vocabulary
consists of being mastery focus on lexical g their own learners can mastery
able to phrases; linguistic operate
understand and Lexical syllabus generalizati effectively;
produce lexical on help learner
phrases as manage their
chunks own learning
Language is a Activities Enable student Functional Language Communic Facilitator, Information Not only
system for the involving to Communicative functions ators, adviser, co- gaps, games, students’
Language Teaching
Communicative

expression of communication communicate activities; social Four skills from active communicato role plays, accuracy but
meaning, primary and meaningful in the target interaction activities the beginning participant rs, giving questions and also fluency,
(CLT)

function – tasks promote language Information gaps. s; feedback answers, informal

interaction and learning Choice and managers dialogues evaluation of
communication feedback of their performance
own
learning
Language always Parts of the To develop a A focus on life skills; Oral Active facilitator Follow Marking the
occurs as a language can be syllabus which task and competence, participant instructions; student for
Language Teaching
Competency Based

medium of taught and involves using performance- reading and s respond to his/her
interaction and tested one’s centered writing comments, performance
communication to incrementally ; understanding orientation; read charts,
achieve specific Functional of subject modularized asking
goals communicative matter instruction; ongoing direction
skills in learners assessment,
individualized
instruction
 The essence of Two ways of L2 To give Selection of topic is Vocabulary and Provide Primary Command- Communicative
language is Development: beginner and based on the speaking informatio source of CI; based performance;
meaning, acquisition and intermediate learner needs; n about create an activities, comprehension
Natural Approach

vocabulary, not learning learners basic Activities allowing specific interesting mime, gesture,
grammar, is the communicativ comprehensible goals; and friendly group work
heart of language e skills input. Focus on active role classroom activities
meaning not form in ensuring atmosphere
comprehen
sible input;
decide
when to
start