Grammar-Translation

Direct Method Audiolingual Silent Way Suggestopedia TPR Communicative

Language Teaching
Goals Read in L2 Communication Communication Self-expression of Ss need to overcome Help Ss develop Communication in social
Learn grammar, vocabulary, Think in L2 Ss and psychological barrier listening fluency context
culture Direct association in L2 independence to learning
without translation from T
Role of teacher/student Traditional T-centered T-centered T is a facilitator Ss trust and respect T Director Facilitator
T is the authority and Ss T is the L2 model for and resource as authority T provides model of Encourages
learn from the T imitation provider Ss adopt child-like L2 for imitation communication among Ss
roles
Teaching/learning Translation Use L2 only New grammar and Ss are guided to Relaxing atmosphere Comprehension Ss learn to communicate
process Explain grammar rules Grammar is taught vocabulary through discover L2 Use of songs, music, before production by using real-life
Memorize vocabulary through examples and dialogues Initial focus on and games to T models then Ss situations in the
application correct activate the whole perform classroom
pronunciation brain
Student/teacher T to S Both T and S T directed T active but T/S and S/S T speaks and Ss T arranges task for
interaction Some S to S S/S in drills mostly silent interaction respond non-verbally communication
S/S interaction Later Ss verbalize
Language skills Vocabulary/grammar Vocabulary over grammar Structure is important Pronunciation and Vocabulary Grammar and Function over form
Reading/writing Focus on communication (sound system and intonation Minimal grammar vocabulary
grammar patterns) Oral before
Order of skills is written
listening-speaking-
reading-writing
Role of L1 L1 in classroom Not used L1 habits sometimes Used to form L1 used to translate Not used Generally, not used
Two-way translation interfere with L2 sounds in L2 dialogues
Used for feedback L1 is gradually
reduced
Evaluation Written translations Communicative Tests where each Continuous In-class performance By observation Communicative tests
Application of grammar (interview) question focuses on observation Fluency and accuracy
rules only one point of the Ss develop their
language own criteria
Error correction T gives correct answers Self-correction Avoid errors by Self and peer No open correction Unnoticeable No error correction
overlearning correction correction unless errors interfere
with communication

Sample Activities Translation Reading aloud Repetitive drills with Color charts to Songs Command drills Pair work
Drills Fill in the blank focus on pronunciation teach Games Role plays of Interviews
Dictation pronunciation everyday activities Debates
Conversation practice Rods to teach Information-gap activities
Paragraph writing grammar
structures

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