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Appendix: Comparison of approaches and methods 00

Chapter and Key characteristics Influence on Teacher role Learner role Common
method current language classroom
teaching activities
3 • More scientific • Emphasis on • Expert • Recipient • Guided repetition
The Oral approach to vocabulary target language as • Linguist • Imitator and substitution
Approach/ selection the language of • Guide activities:
Situational • Grammar seen as instruction a choral
Language "sentence patterns," • Use of PPP repetition
Teaching systematically a dictation
categorized to form the a drills
basis of teaching o controlled
• Target language is the oral-based
language of instruction reading and
• Emphasis on spoken writing tasks
language
• Language is introduced
through situations
• Automatic use of
sentence patterns
• Teacher control
Chapter and Key characteristics Influence on Teacher role Learner role Common
method current language classroom
teaching activities
4 • Language taught • Teach the • Expert • Developing • Pronunciation
The through speaking language, not • Provides error linguist activities
Audiolingual • A focus on sentence about the language correction • Imitator • Pattern drills
Method patterns • A language is what • Linguist • Mimicking
• Repetition and drills its native speakers native-speaker
lead to habit formation say, not what they speech
• Linguistic analysis and ought to say • Repetition-based
contrastive analysis • Importance of tasks
inform syllabus content practice • Acting out
and sequencing • Use of the target dialogues
• Little focus on writing language
• Focus on avoidance of
errors and an emphasis
on grammatical
accuracy
• Teacher control

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5 • Focus on meaning • Most • Communication • Active • Collaborative C.
characteristics facilitator communicative learning through ><"
Communicative • Focus on functional
Language aspects of language (e.g., authentic • Encourages fluency participant pair and group
Teaching • Emphasis on interaction communication, • Collaborator work; negotiation
• Emphasis on pair work, and of meaning
authenticity of input group work) still • Activities
• Learning by doing influence current focusing on
through direct practice teaching practice communication,
• Learner-centered • Changes since e.g., jigsaw,
approach was task-completion,
introduced: information-
o Balance of gathering,
fluency and information-
accuracy has sharing
been refined • Activities
o Learner focusing on
autonomy, fluency, with a
diversity, and high degree of
teachers as tolerance for
co-learners now errors
play more • Information
important role gap, opinion,
and reasoning
activities
• Role plays
Chapter and Key characteristics Influence on Teacher role Learner role Common
method current language classroom
teaching activities
6 • Language learning • Strong awareness • Subject and • Active creator • Performance-
CBI and CUL combined with subject of subject matter language of knowledge oriented activities
learning • Awareness of knowledge; and • Discussion
• Focus on exchange students' real-life may be materials understanding activities
of information through purpose for developer • Autonomous • Collaborative
communication learning the • Collaborator (with learner work
• Closely tied to learners' language subject teachers) • Collaborative • (Critical)
needs • Needs analyst learner meaning-oriented
• Importance of • Learner-centered activities
comprehension facilitator
• Development of
intercultural awareness

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7 • Language taught as • Learning is • Facilitates learning • Collaborator • Collaborative a.
Whole a whole, not through experiential process • Evaluator activities, e.g., ><"
Language discrete parts activity; needs to • Active participant • Self-directed small-group
• Language learning is relate to learners • Facilitates learner reading and
experiential learning; • The emphasis negotiation with • Selector writing
learner is at center and on self-directed learners of learning • Reading and
takes responsibility learning materials and discussion of
• Focus on meaning and activities literature; use of
authentic language parallel texts
• Integrated skills through • Writing portfolios
collaborative learning
• Use of literature
8 • Focus on explicit, • The attention to • Needs analyst • Self-monitors • No specific
CBLTand measurable outcomes clear goals and • Identifies and learning activities are
standards-based • Outcomes related to objectives communicates against target suggested
instruction real-life needs; • Real-life objectives learning objectives competencies
described as overt • The use of • Provides • Strategic
behaviors and "can do" standards continuous communicator
statements feedback in • Active
• Instruction relation to learning participant in
student-centered objectives transferring
and individualized knowledge to
new situations
Chapter and Key characteristics Influence on Teacher role Learner role Common
method current language classroom
teaching activities
9 • Use of tasks as core • The use of • Creates authentic, • Collaborator • Information gap,
Task-Based units of planning and activities with meaning-focused • Risk-taker jigsaw, problem-
Language instruction real-world tasks • Language user solving and other
Teaching • Use of real-world outcomes • Provides collaborative
outcomes • A focus on interactional tasks
• Focus on lexis authenticity support • Communication
and speaking, and • A focus on form • Encourages focus activities
integration of skills combined with on form
meaning-oriented
activities
10 • Use of authentic spoken • The use of and • Needs analyst and • Discourse • Analysis of
Text-Based and written texts in explicit focus on syllabus designer analyst different
Instruction their social and cultural different text-types, • Discourse and • Self-monitor text-types
context as the main or genres conversation • Text modeling
source of input analyst • Text
• Explicit teaching • Provides scaffolded deconstruction
of structures and guidance and joint
grammatical features construction

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11 • Centrality of lexis, • Focus on • Language analyst • Data and • Awareness- Q.
The Lexical particularly multi-word multi-word chunks • Facilitates discourse raising activities ><"
Approach units or chunks • The use of corpora data-driven and analyst • Corpora-based
• The importance of discovery-based • Discoverer activities
strategies for learners to learning • Strategic • Data-driven
deal with chunks learner learning
• Text chunking
• Strategy
instruction
12 • Learner differences • Awareness of • Supports students' • Designer of • Multisensory
Multiple impact learning and learner differences learning his/her own activities
Intelligences need to be taken into • The use of a wide • Orchestrates learning • The use of realia
account in teaching range of classroom multisensory • Works on self-
• Learners have multiple learning activities learning improvement
intelligences experiences (not only
• Learners are supported • Develops in terms of
in becoming better students' multiple language)
designers of their own intelligences
learning
Chapter and Key characteristics Influence on Teacher role Learner role Common
method current language classroom
teaching activities
13 • Focus on collaboration • The importance • Facilitator • Active • Cooperative
Cooperative through pair and group of pair and group • Groups learners participant projects and
Language work work • Organizes group • Facilitates an problem-solving
Learning • Focus on establishing • The importance of work inclusive social • Jigsaw tasks
an inclusive classroom affective factors • Structures environment • Peer assessment
atmosphere • The focus on cooperative tasks • Interdependent • Question Matrix -
• Focus not only critical thinking • Encourages critical participant with cooperative
on language but skills thinking other learners activities that
also on broader for learning encourage critical
cognitive, social, outcomes thinking
and psychological
development
• Teaching of strategies
and critical thinking
skills
• Frequent interaction in
target language

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14 • Strong focus on • The importance of • Source of • Communicative • Listening 0.
The Natural meaning affective factors comprehensible participant activities ><"
Approach • Lack of explicit input • Teacher
instruction on form • Lowers students' questioning,
• Emphasis on input over affective filter progressing
practice • Selects rich base from nonverbal,
• Attention to emotional of activities and to yes/no, to
preparedness for materials based on more complex
learning learners' needs responses
• Receptive before • "Acquisition
productive skills activities"
• View of second focusing on
language learning as exchange of
a naturalistic process meaningful
similar to L1 acquisition information
• Prominence given to through role
vocabulary play, games, and
problem-solving
Chapter and Key characteristics Influence on Teacher role Learner role Common
method current language classroom
teaching activities
15 • Focus on providing a • Greater awareness • Makes most • Listener • Imperative drills
Total Physical stress-free environment of learner affect decisions relating • Performer or requiring physical
Response for learning and more explicit to learning actor responses
• Comprehension attempts at • Controls the • Role plays
precedes production lowering anxiety language used in • Slide
• Learning is supported • Awareness of class presentations
through body the importance • Director of a stage
movement of movement play in which
for learning, and students are the
in particular for "actors"
kinesthetic learners
• Acceptance of
learner errors in
meaning-focused
activities, at least
at early stages of
learning

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Chapter and Key characteristics Influence on Teacher role Learner role Common 00

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16 • Focus on giving • Language learning • Presents new • Problem-solver • Pronunciation Q.

The Silent Way learners as much as problem-solving language (often • Discoverer exercises x·
opportunity to produce and discovery non-verbally) • Autonomous, • Guided elicitation
the language in class as learning • Elicits and shapes responsible exercises,
possible, in their own student production learner followed by
time with minimal • Collaborator practice
• Language learning speaking on the with other
is seen as problem- teacher's part learners
solving and discovery • Designs carefully
learning constructed
• The use of Cuisenaire teaching sequences
rods and color-coded
materials such as
pronunciation charts

17 • Focus on the whole • Focus on the • Counselor • Community • Translation (by

Community person and the affective whole person • Provides member the teacher,
Language side of learning and student's knowledge • Attentive of student
Learning • Emphasis on providing experience of the • Offers a safe listener messages)
a safe environment for learning process environment • Recordings
learning • The role of the • Interprets student • Group work
• Learning is a teacher as an messages • Transcription and
collaborative effort advisor • Supports learning analysis
• Reflection
Chapter and Key characteristics Influence on Teacher role Learner role Common
method current language classroom
teaching activities
18 • Influence of the • Focus on • Accepts principles • Accepts • Imitation
Suggestopedia unconscious on learning relaxation of Suggestopedia principles of • Question and
• Use of music • Creates suitable Suggestopedia answer
• Teacher-dominant style learning • Pseudo-passive • Role play
environments receptors • Listening
• Authority practice
• Skilled in acting, • Music-based
singing, and activities
psycho-therapeutic
techniques

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