T.E.F.

Table of Contents
Mixed Defenitions: .................................................. 2
Common Sense ........................................................ 4
The Grammar-Translation Method ......................... 4
Direct Method ......................................................... 6
The Audio-Lingual Method ..................................... 8
Total Physical Response (TPR) ............................... 11
The Silent Way ....................................................... 15
Suggestopedia ....................................................... 19
Community Language Learning (CLL) .................... 22
Activities ................................................................ 27
Audio-Lingual method ......................................... 27
Total Physical Response ....................................... 30
Methods differences ............................................. 31
Comparison of different methods: ....................... 31
Comparing the different methods of T.E.F.L:........ 32
 Mixed Defenitions:

Mother tongue:
The term mother tongue refers to the first language a person learns as a
child, typically from their parents or immediate family. It is the language
that a person is most proficient in and feels most comfortable using for
communication.

Second language:
A second language is a language that a person learns in addition to their
mother tongue. It is typically learned later in life through formal
education or exposure to the language in a social or cultural context. It
may or may not be used regularly for communication, depending on the
individual's level of proficiency.

Foreign language:
A foreign language is a language that is not commonly spoken in the
individual's native country or community. It is a language that is learned
for the purpose of communication with people from different linguistic
backgrounds or for specific professional or academic purposes.

Reform Movement:
The reform movement refers to a period or movement during which
changes or improvements are made to existing systems or methods. In
the context of language teaching, the reform movement involves the
introduction of new approaches, methods, or techniques to enhance
the effectiveness of language instruction.

TEFL:
TEFL stands for Teaching English as a Foreign Language. It is a field of
education that focuses on teaching English to non-native speakers in
countries where English is not the primary language. TEFL involves
teaching English language skills, such as speaking, listening, reading,
and writing, to help learners develop proficiency in English for
communication purposes.

Teaching and learning:

Teaching refers to the process of imparting knowledge, skills, or
information to learners, while learning is the acquisition of knowledge,
skills, or information by individuals through various educational
experiences. Teaching and learning are interconnected processes that
involve the interaction between teachers and students for the purpose
of education and skill development.
 Common Sense

The common sense is learning the language by the language, living with
people who speak the language.
Reading texts = The text was accompanied by mechanical translation
consisting of a set of a series of questions and arguments related to the
topics and activities of everyday real life such as farming, hunting…

Strengths:
Rich vocabulary.
Argumentation.
Writing Style.
Powerful memory capacity.

Weaknesses:
Weak oral effeciency.
Chaotic.

The Grammar-Translation Method

Principles:
1. Goal of foreign language study is to learn a language for reading
literature or intellectual development.
2. Language learning is primarily focused on detailed analysis of
grammar rules and translation exercises.
3. Vocabulary selection is based on reading texts, and words are taught
through bilingual word lists and memorization.
4. The sentence is the basic unit of teaching and practice.
5. Emphasis on accuracy in mechanical translation.
6. Grammar is taught deductively through the presentation and study of
grammar rules.
7. The student's native language is used as the medium of instruction.

Teacher Role:
Teacher centered.

Student role:
Passive learners
Students are expected to memorize grammar rules and vocabulary,
translate sentences, and aim for high standards of accuracy in
translation.

Advantages:
- Helps students develop reading skills and understand literature in the
target language.
- Provides mental discipline and intellectual development.
Disadvantages/Pitfalls:
- Little or no focus on speaking and listening skills.
- Learning is limited to memorizing rules and facts.
- Translation exercises may not reflect real-life language use.
- Lacks a theoretical basis and connection to linguistics, psychology, or
educational theory.

Direct Method

Theory:
The Direct Method is based on natural language learning principles that
aim to replicate the process of acquiring a first language. It emphasizes
direct association between forms and meanings in the target language,
active use of the language in the classroom, and inductive teaching of
grammar.

Principles:
1. Classroom instruction is conducted exclusively in the target language.
2. Everyday vocabulary and sentences are taught.
3. Oral communication skills are developed through question-and-
answer exchanges in small, intensive classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and
pictures, while abstract vocabulary is taught through associations of
ideas.
7. Both speech and listening comprehension are taught.
8. Correct pronunciation and grammar are emphasized.

Teacher Role: The teacher serves as a facilitator and model, creating

opportunities for students to use the target language actively. They use
demonstration, gestures, and questions to convey meaning and correct
student errors.

Student Role: Students are actively engaged in the learning process,

participating in question-and-answer exchanges, practicing
pronunciation, and inducing grammar rules based on their experiences.
They rely on observation, imitation, and deduction to acquire the
language.

Advantages:
1. Emphasizes active student participation and engagement.
2. Develops oral communication skills (especially speaking proficiency) from
the early stages.
3. Encourages thinking and problem-solving in the target language.
4. Focuses on natural language use and meaningful communication.
Disadvantages:
1. Requires highly proficient teachers or native speakers of the target
language.
2. Can be challenging to implement in public education due to practical
constraints.
3. Lacks a strong theoretical basis in applied linguistics.
4. Overemphasizes the exclusive use of the target language, which may
hinder comprehension for some learners.

The Audio-Lingual Method

Theory it is based on:

The Audiolingual Method is based on the principles of structural
linguistics and behaviorist psychology. It combines linguistic analysis,
contrastive analysis, and drill-based practice to teach language.

Theory of language:
The theory of language was derived from a view proposed by
(Structruralism approach), Grammar was considered a branch of logic,
and the grammatical categories of Indo-European languages were
thought to represent ideal categories in languages.
Principles:
The method emphasizes aural training, pronunciation practice,
speaking, reading, and writing. It views language as primarily speech
and focuses on teaching grammatical structures through intensive oral
drilling. Contrastive analysis is used to predict and address potential
interference between the native language and the target language.

1. Emphasis on oral skills: The primary objective is to develop oral

proficiency in the target language through listening, speaking, and
pronunciation practice.
2. Controlled practice: Learners engage in structured drills and
dialogues to reinforce language patterns and grammar rules.
3. Listening and imitation: Learners listen to model language and
imitate it to develop accurate pronunciation and intonation.
4. Gradual progression: Skills like reading and writing are introduced
later, once a foundation in oral skills is established.
5. Error avoidance: Learners are encouraged to produce correct
responses through careful modeling and repetition, minimizing
errors.

Teacher role:
The teacher serves as a facilitator and model, providing structured oral
drills and exercises. They guide the students in practicing and imitating
the target language patterns.
Student role:
The students actively participate in guided conversations with native
speakers or informants, imitating and practicing the target language
patterns. They engage in intensive oral practice and repetition.

Advantages:
1. Intensive practice: The method offers extensive oral drilling, which
helps students develop accuracy and fluency in the target language.
2. Pronunciation focus: The method emphasizes correct pronunciation
from the early stages, promoting accurate language production.
3. Structured approach: The method provides a clear and systematic
progression of language patterns and grammar.
4. Teacher guidance: The teacher's active role provides clear direction
and immediate feedback to learners.

Disadvantages / Pitfalls:
1. Limited communicative skills: The method may prioritize accuracy
over communication, leading to limited speaking and listening skills in
real-life situations.
2. Lack of creativity: The emphasis on drills and repetition may restrict
students' creativity and expression in the target language.
3. Limited vocabulary: The method may focus more on language
structures and grammar, potentially neglecting the development of a
broad vocabulary.
4. Teacher dependency: The method relies heavily on the teacher's
guidance and may not foster learner autonomy.

Audiolingualism is a way of teaching language that compares language

learning to other types of learning. It treats language as a rule-governed
system that can be learned through organized methods. It focuses on
the mechanical aspects of language learning and language use.

Total Physical Response (TPR)

Definition:
Total Physical Response is a language teaching method that emphasizes
the use of physical actions and movement to facilitate language
learning. It involves learners listening attentively and physically
responding to commands given by the teacher.

Theory:
TPR is based on the theory that language learning is most effective
when it is linked to physical actions and engages both the mind and
body. It draws on the principles of psycholinguistics and the naturalistic
processes involved in language acquisition.
Principles:
- Learners have primary roles as listeners and performers.
- Learners respond physically to commands individually and
collectively.
- Content is determined by the teacher, following an imperative-based
format.
- Learners are expected to recognize and respond to novel
combinations of previously taught items.
- Learners are encouraged to produce their own novel combinations.
- Learners monitor and evaluate their own progress and speak when
they feel ready.
Teacher role:
- The teacher plays an active and direct role, acting as the director of a
stage play where students are the actors.
- The teacher decides what to teach, models and presents new
materials, and selects supporting materials.
- The teacher ensures smooth and predictable lesson flow and may
pre-plan the exact utterances and novel commands.
- Classroom interaction and turn-taking are teacher-directed, even
when learners interact with each other.
- The teacher provides opportunities for learning and controls the
language input to help learners internalize the target language.
Student role:
- Students have the primary roles of listeners and performers,
attentively listening and physically responding to commands.
- They respond individually and collectively, recognizing and producing
novel combinations of previously taught items.
- Students monitor and evaluate their own progress, speaking when
they feel they have a sufficient basis in the language.

Advantages:
- Incorporates physical actions for enhanced language learning and
retention.
- Provides a multisensory learning experience.
- Encourages active participation and engagement.
- Supports the development of listening skills and comprehension.
- Allows learners to progress at their own pace in speaking abilities.
- Stress Free environment.

Disadvantages/Pitfalls:
- Limited influence of learners over the content of learning.
- Reliance on the teacher for language input and initiation of
interactions.
- Potential limitations in spontaneous language production and
creativity.
- Requires careful planning and preparation by the teacher.
 - May not fully address all aspects of language learning, such as
grammar and writing skills.

Role of instructional materials:

- TPR courses generally do not rely on a basic text.
- Initially, the teacher's voice, actions, and gestures may be sufficient
for classroom activities.
- Common classroom objects may be used as the course progresses.
- Supporting materials like pictures, realia, slides, and word charts may
be created or collected.
- TPR student kits focusing on specific situations have been developed
by Asher to facilitate scene construction and language practice.
Total Physical Response (TPR) is an approach that builds upon Palmer
and Palmer's English Through Actions, incorporating newer
psychological theories. It has gained popularity among those who
highlight the importance of understanding in second language learning.
According to Krashen, providing understandable input and reducing
stress are crucial for successful language acquisition. TPR involves using
physical actions to make the language input easier to understand and
minimize stress.
While there is limited experimental evidence supporting the
effectiveness of TPR, particularly in later stages of learning, proponents
of Communicative Language Teaching question its relevance to real-
world learner needs, as well as the specific syllabus, utterances, and
sentences used in TPR. However, Asher, the creator of TPR, suggests
using it in conjunction with other methods and techniques. Many TPR
practitioners follow this recommendation, considering TPR as a useful
set of techniques that can be combined with other teaching
approaches.
Therefore, TPR practices may be effective for reasons beyond Asher's
proposed theories and do not necessarily require a strict commitment
to specific learning theories to justify their use.

The Silent Way

Theory it is based on:

The Silent Way is based on the premise that the teacher should be
silent as much as possible in the classroom and the learner should be
encouraged to produce as much language as possible. It emphasizes
learning through discovery, problem-solving, and active learner
participation.
Principles:
a. Learning is facilitated if the learner discovers or creates rather than
remembers and repeats what is to be learned.
b. Learning is facilitated by accompanying physical objects and visual
aids.
c. Learning is facilitated by problem-solving involving the material to
be learned.
Teacher role:
The teacher in the Silent Way is a facilitator who creates a conducive
learning environment, provides physical and visual aids, and guides the
students through problem-solving activities. The teacher is mostly silent
and allows students to take an active role in their learning.

Student role:
The students in the Silent Way are active participants in their learning.
They are encouraged to produce as much language as possible and are
responsible for their own learning. They engage in problem-solving
activities and collaborate with their peers.

Advantages:
- Promotes active learner participation and engagement.
- Develops problem-solving and critical thinking skills.
- Encourages learner autonomy and independence.
- Fosters creativity and discovery in learning.
- Emphasizes pronunciation and prosodic elements of the target
language.

Disadvantages/Pitfalls:
- May require more time and effort for learners to progress compared
to other methods.
 - The role of the teacher may be challenging, as they need to create a
supportive learning environment without relying on direct instruction.
- Some learners may struggle with the lack of explicit grammar
instruction.
- It may be less suitable for certain language learning goals, such as
rapid acquisition of basic conversational skills.

Procedure:
1. The Silent Way lesson follows a standard format.
2. The lesson begins with pronunciation, focusing on sounds, phrases,
and sentences.
3. The teacher uses a Fidel chart to model correct sounds by pointing to
symbols.
4. Students practice individual symbols and combinations quietly.
5. The pointer indicates stress, phrasing, and intonation.
6. Stress is shown by touching certain symbols more forcefully.
7. Intonation and phrasing are demonstrated by tapping on the chart
rhythmically.
8. After practicing sounds, sentence patterns, structure, and vocabulary
are practiced.
9. The teacher models an utterance using colored rods.
10. Students attempt to produce the utterance, and the teacher
provides feedback.
11. If a response is incorrect, the teacher helps reshape the utterance or
has another student provide the correct model.
12. Once a structure is introduced and understood, students practice it
using the rods.
13. Variations of the structure are elicited from the class using the rods
and charts.
14. The sample lesson teaches Thai and follows this format.
15. The teacher starts by emptying the rods onto the table.
16. Different colored rods are used, and the teacher says [mai] after
each one.
17. Students respond by saying [mail]. If incorrect, another student
models the correct response.
18. Additional phrases using different colored rods are introduced.
19. Students respond to the teacher's prompts, correcting errors
through modeling or self-correction.
20. Numbers and other colors are introduced based on the class's
ability.
21. The teacher indicates the number and color of rods, and students
respond accordingly.
22. The rods are then collected, and students practice picking them up
and placing them correctly.
23. The teacher gives commands like [kep mai sii daeng song an], and
students provide the requested rods.
24. Students are encouraged to give commands to each other.
25. The teacher only intervenes to correct errors if necessary.

Suggestopedia

Theory:
Suggestopedia is based on the theory that learners can tap into their
unconscious mind's capacity for learning by creating a positive and
relaxed environment. It utilizes the power of suggestion to enhance
learning.

Principles:
- Students engage in a variety of activities such as imitation, question
and answer, reading, dialogue work, and vocabulary practice.
- Secondary elaboration encourages students to create new
combinations and productions based on the dialogues.
- A parallel story or essay is read alongside the dialogues.
- Students actively participate in conversations and take on small roles
in response to the text.
- The course follows a pattern of presentation and performance.
 - A test is given on the first day to determine the student's level and
divide them into appropriate groups.
- Students are given a new name and biography in the target language
and culture for the duration of the course.
- Opportunities for generalization of material are provided, such as
practicing the target language in realistic settings.
- A final performance, where every student participates, is conducted.

Teacher Role:
- Create situations that enhance the suggestibility of learners.
- Present linguistic material in a way that encourages positive
reception and retention.
- Demonstrate absolute confidence in the method.
- Display proper manners and dress.
- Use music and accuracy in pronunciation.
- Maintain a positive and supportive attitude.
- Give tests and provide tactful feedback.
- Stress a global rather than analytical approach.
- Maintain modest enthusiasm.

Student Role:
- Volunteer for the course and commit to its activities.
- Avoid mind-altering substances and distractions.
 - Maintain a pseudo-passive state, allowing the material to roll over
and through them.
- Tolerate and encourage their own mental activation.
- Engage in activities like role-playing, games, songs, and exercises to
regain self-confidence, spontaneity, and receptivity.
- Assume a new name and personal history within the target culture.
- Sit in a circle to encourage face-to-face interaction and participation.

Advantages:
- Harnesses the power of suggestion and the unconscious mind for
accelerated learning.
- Creates a positive and relaxed learning environment.
- Provides a variety of activities to engage students actively.
- Emphasizes holistic and creative language use.
- Encourages students to take on different roles and perform in a final
play.
- Utilizes realistic settings for practicing the target language.

Disadvantages/Pitfalls:
- Requires specialized training for teachers in acting, singing, and
psychotherapeutic techniques.
- Some techniques and information are withheld until the teacher
deems the student ready.
 - Reliance on specific environmental elements like classroom
appearance, furniture, and music may be challenging to replicate in all
contexts.
- Lack of emphasis on analytical language skills may limit learners in
certain contexts.

Community Language Learning (CLL)

Definition:
Community Language Learning (CLL) is a language teaching method that
draws on counseling-learning theory to facilitate language learning. It
emphasizes the role of the teacher as a counselor and the students as
clients in a supportive and interactive learning environment.

Theory it is based on:

CLL is based on Rogerian counseling, which focuses on empathetic
understanding and communication. It also incorporates the concept of
Language as Social Process, viewing language as a means of social
interaction and self-expression.
Principles:
1. Whole-person learning: CLL emphasizes the integration of cognitive
and affective aspects of learning, recognizing the importance of both
intellectual and emotional engagement.
2. Learner-centered approach: The learner's needs, preferences, and
goals are central to the learning process, and the teacher adapts to
accommodate individual learner styles.
3. Teacher as counselor: The teacher takes on the role of a counselor,
providing support, guidance, and empathy to facilitate the learning
process.
4. Student autonomy: Students are encouraged to take an active role in
their learning, making choices, expressing themselves, and reflecting on
their progress.
5. Interaction and collaboration: CLL promotes meaningful interaction
and collaboration among learners, creating a supportive community
where language is learned through social interaction.

Teacher role:
The teacher in CLL acts as a counselor, creating a safe and supportive
learning environment, facilitating communication, and providing
guidance and assistance when needed.
Student role:
Students in CLL are seen as clients, actively participating in the learning
process. They engage in conversations, express their thoughts and
feelings, and collaborate with other learners. They are encouraged to
reflect on their learning experiences and take ownership of their
language learning journey.

Advantages:
1. Emphasizes holistic learning: CLL considers both cognitive and
affective aspects, leading to a more comprehensive and meaningful
learning experience.
2. Promotes learner autonomy: Students have the freedom to make
choices and take responsibility for their learning, fostering
independence and self-directed learning skills.
3. Encourages active participation: CLL creates a supportive and
interactive learning environment that motivates students to engage
actively in conversations and express themselves.
4. Develops communication skills: By focusing on social interaction, CLL
helps learners develop their communication skills in a realistic and
authentic context.
5. Builds a sense of community: CLL fosters a sense of belonging and
community among learners, creating a supportive and collaborative
learning environment.
Disadvantages:
1. Limited focus on formal language structures: CLL may place less
emphasis on explicit grammar instruction and formal language
structures, which could be a disadvantage for learners who prefer a
more structured approach.
2. Reliance on teacher expertise: The success of CLL relies heavily on the
teacher's counseling and language teaching skills, which may vary
among instructors.
3. Potential for unequal participation: In CLL, some learners may be
more dominant in interactions, while others may be more passive,
leading to uneven participation and potential feelings of exclusion.
4. Time-consuming: The CLL method often requires extensive
interaction and individual attention, which may require more time
compared to other teaching methods.
5. Limited focus on individual learning styles: While CLL encourages
learner autonomy, it may not always address the diverse learning styles
and preferences of all students.

Community Language Learning (CLL) is a method that focuses on

learners' communication intentions. It is responsive to learners' needs,
but it depends on the number and knowledge of fellow learners. For
example, if a learner wants to understand or use technical terms in
aeronautical engineering, CLL may not be able to provide adequate
support.

CLL requires language teachers to have high proficiency in both the

learners' native language (L1) and the target language (L2). They should
also understand the role of counselors in psychological counseling.
Teachers need to resist the traditional urge to simply teach and instead
create a relaxed environment where they don't impose their own
agenda. They should be nondirective and prepared to accept and
encourage learners' independent thinking. Conventional teaching
materials may not be used, and the class content is shaped by student
interests. Teachers must also handle potential learner resistance to the
method and be culturally sensitive to adapt the class accordingly.
Unfortunately, specific guidance on CLL techniques is limited, so special
training is often required.

Critics of CLL question the use of the counseling metaphor and whether
teachers should attempt counseling without proper training. CLL was
mainly developed and tested with American college students, so its
applicability to other learner groups is uncertain. Concerns have also
been raised about the lack of a syllabus, which makes objectives unclear
and evaluation challenging. Additionally, focusing on fluency rather than
accuracy may result in inadequate control of the target language's
grammar.

Supporters of CLL highlight its learner-centered approach and emphasis

on human interaction. They believe it brings positive benefits to
language learning.
 Activities

Audio-Lingual method
Here's a revised version of the activity description taking into account
the principles of the Audio Lingual Method:

1. Syllabus:
- Course Title: Future Plans with 'going to'
- Target Audience: Beginner students
- Vocabulary: Focus on words related to places and future plans, such as
cinema, pharmacy, library, etc.
- Listening: Students will listen to a dialogue that features conversations
about future plans using the going to structure.
- Speaking: Students will engage in repetitive practice of the dialogue
and have opportunities to create and exchange sentences about their
own future plans.
- Course Duration: The activity will last for a maximum of 30 minutes.

2. Objectives:
- Engage students in ten interactive activities.
- Enhance students' speaking fluency.
- Enable students to memorize and reproduce the dialogue.
- Foster students' ability to express their future plans using the going to
structure.
- Facilitate the learning of vocabulary related to different places.

3. Lesson Activities (Keltoum's and Khawla's):

- Repetition: Students will repeat key phrases and sentences from the
dialogue to reinforce their understanding and pronunciation.
- Backward Build-up: Students will practice constructing longer
sentences by gradually adding elements in a backward manner.
- Replacement: Students will substitute different elements in the
dialogue to create new sentences.
- Completion: Students will complete sentences using the appropriate
going to form based on provided prompts.
- Transformation: Students will transform sentences from affirmative to
negative and interrogative forms, and vice versa.
- Restatement: Students will rephrase sentences from the dialogue
using different words or structures.
- Contraction: Students will practice contracting words in sentences to
reinforce natural spoken language patterns.
- Integration: Students will integrate new vocabulary words related to
places into sentences.
- Restoration: Students will restore jumbled sentences to their correct
order.
- Expansion: Students will expand on the dialogue by adding more
details to their own future plans and engaging in conversational
practice.

Duration of Activities:
- Keltoum's activities: Approximately 15 minutes
- Khawla's activities: Approximately 15 minutes

The dialogue to be used:

Two coworkers discussing their weekend plans:
Khawla: Hey, Keltoum, any plans for this weekend?
Keltoum: Yes, I do. I'm going out with my friends.
Khawla: Cool! What are you planning to do?
Keltoum: We're going to watch a movie at the cinema. How about you?
What are your plans?
Khawla: I'm heading to the library.
Keltoum: Sounds good. Enjoy yourself!
Total Physical Response

Level: Beginners (children) Lesson: Action verbs Lesson Type: Vocabulary

Objectives: By the end of the session:

1. Students will learn about 6 action verbs in full sentences: (I clap my hands, I stomp my
feet, I swing my arms, I jump around, I touch the table, and I shake my hips).
2. Student will repeat the verbs and their actions by playing: Simon says…
3. Students will sing a song together to memorize the action verbs learnt in the lesson and
understand what an action verb is.

Materials: white board, markers, and mobile.

Lesson outline:

Stages Content/procedure Timing Patterns of

interaction
Pre - Teacher pre-teaches - 5 minutes - Teacher-
the 6 vocabs of action Student
verbs in full
sentences using Total
Physical Response
and drilling (TPR) (I
clap my hands, I
stomp my feet, I
swing my arms, I
jump around, I touch
the table, and I shake
my hips).
While - Teacher tells students - 5 minutes - Teacher-
that they are going to Student
play a game and gives
clear instructions
(Simon says…).

Ex: Simon says: I clap my

hands

Post - Teacher and students - 5 minutes - Teacher-

will sing a song Student
together as a (Group)
concept-check
activity (Action verbs
song).

Methods differences

Comparison of different methods:

Method Emphasis Design

Grammar-Translation
Method Grammar rules and vocab Memorization, translation, and grammar drills

Use of pictures, objects, and gestures to introduce

Direct Method Target language vocabulary and grammar

Audio-Lingual Method Repetition and drilling Pattern drills, memorization, and dialogues
Method Emphasis Design

Use of visual and physical cues to elicit language

Silent Way Learner autonomy from the learners

Community Language Use of discussion and role-play to encourage

Learning Group work and interaction learners to express themselves

Use of music and visual aids to create a relaxed

Suggestopedia Relaxation and suggestion learning environment

Physical actions and Use of gestures and movement to help learners

Total Physical Response commands associate language with physical actions

Communicative Language Communication and real- Use of authentic materials and activities that reflect
Teaching life situations real-life situations

Comparing the different methods of T.E.F.L:

Method Key Features Objectives Techniques Focus Materials Advantages

Accurate
Focus on translation,
reading and acquisition of Translation Emphasis on
writing skills, grammatical exercises, accuracy, useful
translating texts structures, memorization Grammar for reading
Grammar- from native knowledge of of vocabulary books, comprehension
Translation language to literary and grammar Grammar and dictionaries, and translation
Method target language traditions rules vocabulary literature texts skills

Natural Focus on
Target language communication, natural
is used in the acquisition of communication,
classroom, correct Realia, visual useful for
focus on oral pronunciation, aids, role- Pictures, realia, developing oral
skills and fluency in the play, Oral skills and flashcards, skills and
Direct Method communication target language conversations communication visual aids fluency

Automatic use Emphasis on

Focus on of grammar listening and
listening and structures, speaking skills,
speaking skills, development of effective for
habit formation oral skills, Pattern drills, Dialogues, developing
Audio-Lingual through drilling accurate dialogues, Listening and recordings, automaticity in
Method and repetition pronunciation repetition speaking drills language use

Development of Focus on
problem- learner
solving skills, autonomy and
Learner learner active
autonomy, autonomy, Use of participation,
emphasis on active colored rods, Active effective for
problem-solving participation in charts, participation developing
and discovery learning physical and problem- Colored rods, problem-
Silent Way learning process gestures solving charts solving skills

Authentic
Focus on Acquisition of Emphasis on
materials,
personal communication Group personal
Community Personal group activities,
interaction, skills, personal discussions, interaction and
Language interaction and personalized
learning growth and role-play, collaboration,
Learning collaboration instruction
through development, personalized useful for
Method Key Features Objectives Techniques Focus Materials Advantages

experience and cultural language developing

collaboration exchange instruction communication
skills and
cultural
exchange

Reduced
anxiety and Emphasis on
stress, affective
Focus on increased self- factors,
relaxation and confidence, effective for
positive acquisition of Music, Affective reducing
suggestion, language relaxation factors and Relaxation anxiety and
emphasis on structures and techniques, language music, visual promoting self-
Suggestopedia affective factors vocabulary visual aids acquisition aids confidence

Acquisition of
language Emphasis on
Focus on through physical actions
physical actions physical actions and responses,
and responses, and responses, Commands, effective for
learning development of physical Listening developing
through listening gestures and comprehension Physical listening
Total Physical movement and comprehension responses, and physical objects, comprehension
Response gestures skills movement response drawings, realia skills

Emphasis on
Acquisition of authentic
Focus on communication communication
authentic skills, ability to and real-life
communication use language in Role-play, situations,
and real-life real-life simulations, Authentic effective for
situations, situations, problem- Authentic materials, real- developing
Communicative emphasis on development of solving communication life situations, communication
Language task-based critical thinking activities, and task-based communicative and critical
Teaching learning skills discussions learning activities thinking skills
Method Disadvantages
Little focus on speaking and listening skills, lacks
Grammar-Translation Method communication skills
Grammar is not explicitly taught, may be difficult
Direct Method for students to understand complex structures
Little emphasis on reading and writing skills,
Audio-Lingual Method repetitive and boring for some students
May be difficult for some students to understand
Silent Way and apply physical gestures and cues
May be difficult to adapt to large classes, requires
Community Language Learning strong interpersonal skills from the teacher
May not be suitable for all students, may be
Suggestopedia viewed as too unconventional or unscientific
Little focus on speaking and writing skills, may
Total Physical Response not be suitable for all learning styles
May be difficult to assess student progress, may
Communicative Language Teaching require additional time and preparation