METHODS

GTM DM
be able to read literature written in the target learn how to communicate in the target
Goals
language. language.
Role of the
the authority in the classroom. direct the class activities
teacher
Role of the the students do as she says so they can learn
less passive than in the GTM
students what she knows.
- T thinks that needs to associate meaning
and the target language directly. => T
should introduce a new target language
- Students are taught to translate from one
word or phrase, and demonstrate its
language to another.
meaning through the use of realia, pictures,
- Students study grammar deductively. They
Characteris or pantomime; never translate it into the
are given the grammar rules and examples, are
tics of students' native language.
told to memorize them, and then are asked to
teaching/ - The syllabus used in the Direct Method is
apply the rules to other examples.
learning based on situations or topics.
- They also learn grammatical paradigms such
process - Grammar is taught inductively. The
as verb conjugations.
students are presented with examples and
- They memorize native-language equivalents
they figure out the rule or generalization
for target-language vocabulary words.
from the examples
- Students practice vocabulary by using new
words in complete sentences.
Student- Teacher - students Both ways
teacher Little student initiation and little student- Teacher - students
interaction student interaction. Students - students
Feelings of
the
no principles no principles
students
dealt with
- Language is primarily spoken, not written.
- Literary language is considered superior to
Language - They also study culture consisting of the
spoken language and is therefore the language
viewed/ history of the people who speak the target
that students study.
Culture language, the geography of the country or
- Culture is viewed as consisting of literature
viewed countries, and information about the daily
and the fine arts.
lives of the speakers of the language.
- Vocabulary is emphasized over grammar.
Areas of - Work on all 4 skills (reading, writing,
language/ speaking, and listening) but oral
- Vocabulary and grammar are emphasized.
language communication is seen as basic
- Reading and writing are the primary skills
skills are - Reading and writing exercises are based
that the students work on.
emphasize upon what the Ss practice orally first.
d - Pronunciation also receives attention right
from the beginning of a course.
Role of theThe meaning of the target language is made
students’ clear by translating it into the students' native
not used
native language. Native language is mostly used in
language class.
- Written tests: students translate from their
native language to the target language or vice - Not focussing on knowledge about
Evaluation
versa. language.
accomplish
- Questions about the target culture or - Communicating in both oral and written
ed
questions that ask students to apply grammar skills
rules
Teacher
respond to the teacher supplies them with the correct try to get students to self-correct whenever
student answer. possible.
errors
Reviewing - Translation of a literary passage - Reading aloud:
the + From the target language into their native + Ss take turns reading secs of passage,
techniques language. play, or dialog out loud.
+ The translation may be written or spoken or + Ts uses gestures, pics, realia, examples…
both - Question and answer exercise:
+ Show that they understand the meaning of + Conducted only in the target language.
idioms and the like. + Ss are asked questions and answer in full
- Reading comprehension questions sentences => practice new words and
+ Ss answer questions in the target language grammatical structures.
based on their understanding of the reading - Getting Ss to self-correct: asking Ss to
passage. make a choice between what they said and
+ 1st group of questions asks for the an alternative answer he supplied.
information contained within the reading - Conversation practice:
passage. + Ask Ss questions in the target language ->
+ 2nd group: Ss make inferences based on their Ss have to understand to answer correctly.
understanding of the passage. -> Ss answer + Ts ask questions containing a particular
questions about the passage - the answers are grammar structure -> Ss are able to ask
not contained in the passage. each other their own question using the
+ 3rd group requires students to relate the same grammar structure.
passage to their own experience. - Fill-in-the-blank exercise: all the items
- Antonyms/synonyms are in the target language, no explicit
+ Ss are given one set of words to find grammar rule would be applied -> Ss
antonyms or synonyms in the reading passage. induce the grammar rule they need to fill in
+ Ss are asked to define a set of words based the blank from examples and practice with
on their understanding of them earlier parts of the lesson.
+ Ask students to work with the vocabulary of - Map drawing/ Map labeling: The
the passage students were given a map with the
- Cognates geographical features unnamed. Each
+ Recognize cognates by learning the spelling student could have a turn giving the teacher
or sound patterns that correspond instructions for finding and labeling one
+ Memorize words that look like cognates but geographical feature.
have meanings in the target language that are - Paragraph writing: Ts ask Ss to write a
different from those in the native language. paragraph in their own words. They could
- Deductive application of the rule: Grammar have done this from memory, or they could
 rules are presented with examples
- Fill-in-the-blanks: They fill in the blanks
with new vocabulary items or with items of a
particular grammar type, such as prepositions
or verbs with different tenses
- Memorization:
+ Ss memorize lists of target language
vocabulary words and their native language
equivalents.
+ Memorize grammatical rules and
grammatical paradigms such as verb
have used the reading passage in the lesson
conjugations.
as a model.
- Use words in sentences: Ss make up
sentences with the new words to show their
understanding of them
- Composition:
+ The students are given a topic to write about
in the target language. Topic is based upon
some aspect of the reading passage of the
lesson.
+ Or students are asked to prepare a précis (=a
short form of a text that gives only the
important parts) of the reading passage.
- Students should learn to think in the target
language.
- There is no use of L1
- Teacher and students are more like
Students need to learn about the grammar rules
Note partners.
and vocabulary of the target language.
- An explicit grammar rule may never be
given
- Fill-in-the-blank exercise differs from one
of GTM in its application,

ALM CLT

students to be able to use the target to enable students to communicate in the

Goals language communicatively target language

- an orchestra leader, directing and T:

Role of the controlling the language behavior of her Presentation/ Pre-stage: instructor,
teacher students. controller, organizer, motivator,..
- provide her students with a good model Practice/ While stage: facilitator, advisor,
for imitation. participant, assessor…
Production/ Post-stage: feedback giver,
corrector.
 - imitators of the teacher's model or the
tapes she supplies Ss:
Role of the
- follow the teacher's directions and - communicator
students
respond as accurately and as rapidly as - center in classroom
possible.
- The most obvious characteristic of CLT is
- New vocabulary and structural patterns that almost everything that is done with
are presented through dialogs. communicative intent. => Ss use the
- learned through imitation and repetition. language a great deal through
- Drills (such as repetition, backward build- communicative activities such as games,
up, chain, substitution, transformation, and role plays, and problem-solving tasks.
question-and-answer} are conducted - Another characteristic of CLT is the use
Characteristics - Students' successful responses are of authentic materials. It is considered
of teaching/
positively reinforced. desirable to give students an opportunity to
learning process
- Grammar is induced from the examples develop strategies for understanding
given. language as it is actually used.
- Cultural information is contextualized - Activities in CLT are often carried out by
- Students' reading and written work is students in small groups. Small numbers of
based upon the oral work they did earlier. students interacting are favored in order to
maximize the time allotted to each student
for communicating.
- He is the facilitator of the activities, but he
does not always interact with the students.
Student-teacher Most of the interaction is between teacher - Sometimes he is a co-communicator, but
interaction and students and is initiated by the teacher. more often he establishes situations that
prompt communication between and among
the students.
Student-to-student interaction in chain drills Students interact a great deal with one
Student-student
or when students take different roles in another in various configurations: pairs,
interaction triads, small groups, and the whole group.
dialogs-> teacher-directed
no principles - By learning to communicate, Ss will be
Feelings of the more motivated to study a foreign
students dealt language.
with - Ss are given an opportunity to express
their individuality by having them share
their ideas and opinions on a regular basis.
- Student security is enhanced by the many
opportunities for cooperative interactions
 with their fellow students and the teacher.

- The view of language has been influenced - Culture is the everyday lifestyle of people
by descriptive linguists who use the language. There are certain
aspects of it that are especially important to
- Every language -> unique system, communication — the use of nonverbal
Language comprised of different levels: phonological, behavior.
viewed/ Culture morphological, and syntactic. - Learners need knowledge of forms and
viewed - Everyday speech is emphasized in the meanings and functions but they must use
Audio-Lingual Method. this knowledge and take into consideration
- Culture consists of the everyday behavior the social situation in order to convey their
intended meaning appropriately.
and lifestyle.
- Language functions might be emphasized
over forms. Only the simpler forms would
be presented at first, but as students get
- Vocabulary is kept to a minimum while more proficient in the target language, the
Areas of the students are mastering the sound system functions are reintroduced and more
language/ and grammatical patterns. complex forms are learned.
language skills - The oral/aural skills receive most of the - Students work with language at the
are emphasized attention. Pronunciation is taught from the suprasegmental or discourse level. They
beginning. learn about cohesion and coherence.
- Students work on all four skills from the
beginning + integrated.

- Judicious use of L1.

- L2 is used most of the time (presenting,
giving instructions, during comm.
Role of the
activities).
students’ native Interfere ss to master the target language
- However, the target language should be
language
used during communicative activities and
for explaining the activities to the students
or in assigning homework.
- Not obvious because we did not actually
- A teacher evaluates not only the students'
observe the students in this class taking a
accuracy but also their fluency.
formal test.
- A teacher can informally evaluate his
- If we had: discrete-point in nature: each
Evaluation students' performance in his role as an
question on the test would focus on only
accomplished adviser or co-communicator.
one point of the language at a time
- For more formal evaluation, a teacher is
- For ex, Ss distinguish between words in a
likely to use an integrative test that has a
minimal pair, or to supply an appropriate
real communicative function.
verb form in a sentence.
- Errors of form are tolerated during
fluency-based activities and are seen as a
Teacher natural outcome.
respond to Student errors are to be avoided.
- The teacher may note the errors during
student errors
fluency activities and return to them later
with an accuracy-based activity.

- Dialog memorization - Authentic materials

Reviewing the + Students memorize the dialog through + To overcome the typical problem that
techniques mimicry students cannot transfer what they learn in
+ Students take the role of one person, and the classroom to the outside world and to
the teacher the other. After the students expose students to natural language in a
have learned the one person's lines, they variety of situations, adherents of CLT
switch roles and memorize the other advocate the use of language materials
person's part authentic to native speakers of the target
+ Or half of the class to take one role and language.
the other half to take the other. + In this lesson we see that the teacher uses
+ Certain sentence patterns and grammar a real newspaper article.
points are included within the dialog and + However, the class that we observed was
later practiced in drills. at the high intermediate level of
- Backward build-up (expansion) drill proficiency. With a lower-level class, it is
+ Used when a long line of a dialog is possible to use realia that do not contain a
giving students trouble. lot of languages, but about which a lot of
+ The teacher breaks down the line into discussions could be generated. Menus in
several parts. The students will repeat, the target language are an example;
usually the last phrase of the line. Then, the timetables are another.
students expand what they are repeating - Scrambled sentences: The students are
part by part until they are able to repeat the given a passage (a text) in which the
entire line. sentences are in a scrambled order. This
+ The teacher begins with the part at the may be a passage they have worked with or
end of the sentence (and works backward one they have not seen before. They are
from there) to keep the intonation as natural told to unscramble the sentences so that the
as possible. sentences are restored to their original
- Repetition drill order. => teach students about the cohesion
+ Ss repeat the teacher's model as and coherence properties of language. Ss
accurately and as quickly as possible. might also be asked to unscramble the lines
+ Often used to teach the lines of the dialog of a mixed-up dialog. Or they might be
- Chain drill asked to put the pictures of a picture strip
+ A chain drill gets its name from the chain story.
of conversation that forms around the room - Language games
as students, one-by-one, ask and answer + The students find language games
questions of each other. enjoyable, and if they are properly
+ The teacher begins the chain by greeting designed, they give students valuable
a particular student, or asking him a communicative practice.
question. That student responds, then turns + Three features of communicative
to the student sitting next to him. activities were manifested in the card game
+ The first student greets or asks a question we observed in the following way: An
of the second student and the chain information gap existed because the
continues. speaker did not know what her classmate
was going to do the following weekend.
-> allows some controlled communication,
The speaker had a choice as to what she
even though it is limited. -> check each would predict (which sport) and how she
student's speech would predict it (which form her prediction
- Single-slot substitution drill would take). The speaker received feedback
+ The teacher says a line, a word or a from the members of her group. If her
phrase-called the cue. prediction was incomprehensible, then none
+ The students repeat the line given, of the members of her group would
respond. If she got a meaningful response,
substitute the cue into the line in its proper
she could presume her prediction was
place. understood.
+ Purpose: give the students practice in - Picture strip story
finding and filling in the slots of a sentence. + One student in a small group was given a
- Multiple-slot substitution drill strip story. She showed the first picture of
+The teacher gives cue phrases, one at a the story to the other members of her group
time, that fit into different slots in the and asked them to predict what the second
picture would look like. An information
dialog line.
gap existed—the students in the groups did
 + The ss must recognise what part of
speech each cue is, or where it fits into the
sentence, and make changes, such as
subject-verb agreement. Then say the line,
fitting the cue phrase into the line where it not know what the picture contained. They
belongs. had a choice as to what their prediction
- Transformation drill would be and how they would word it.
+ Students are asked to transform an They received feedback, not on the form
affirmative sentence into a negative but on the content of the prediction, by
sentence. Or changing a statement into a being able to view the picture and compare
question, an active sentence into a passive it with their prediction. => an example of
one, or direct speech into reported speech. using a problem-solving task as a
- Question-and-answer drill communicative technique.
+ Gives students practice with answering + CLT usually include the three features of
questions. The students should answer the communication => Problem-solving tasks
teacher's questions very quickly. work well and give students practice in
+ It is also possible for the teacher to cue negotiating meaning
the students to ask questions as well-> - Role play
students practice with the question pattern. + We already encountered the use of role-
- Use of minimal pairs plays as a technique. CLT give students an
+The teacher works with pairs of words opportunity to practice communicating in
which differ in only one sound; for different social contexts and in different
example, 'ship/sheep.' social roles
+ Students are first asked to perceive the Role plays can be set up so that they are
difference between the two words and later very structured (for example, the teacher
to be able to say the two words. tells the students who they are and what
+ The teacher selects the sounds to work on they should say) or in a less structured way
after she has done a contrastive analysis, a (for example, the teacher tells the students
comparison between the students' native who they are, what the situation is, and
language and target language.- what they are talking about, but the students
- Complete the dialog: Selected words are determine what they will say).
erased from a dialog students have learned. + CLT gives the students more of a choice.
Students complete the dialog by filling the Role plays structured like this also provide
blanks with the missing words. information gaps since students cannot be
- Grammar game sure what the other person or people will
+ Games like the supermarket alphabet say.
game described in this chapter are used in + Students also receive feedback on
the Audio-Lingual Method. whether or not they have effectively
+ The games are designed to get students communicated.
to practice a grammar point within a
context. Students are able to express
themselves, although it is rather limited.
+ there is also a lot of repetition in this
game.
Students need knowledge of the linguistic
forms, meanings, and functions. They need
Teachers believe students need to
to know that many different forms can be
overlearn the target language, to learn to
used to perform a function and also that a
use it automatically without stopping to
Note single form can often serve a variety of
think-> by forming new habits in the target
functions. They must be able to choose
language and overcoming the old habits of
from among these the most appropriate
their native language
form, given the social context and the roles
of the interlocutors.
 GTM DM ALM CLT
- The method requires few - DM is suitable for private language - ALM develops the mastery of foreign language in - Students communicate
specialized skills on the part of schools where students were highly all 4 skills, beginning with listening as the basis for more naturally & use the
teachers. motivated and where native speaking the teaching of reading and writing. language appropriately.
- Tests of grammar rules and of teachers could be employed. - The method develops comprehension and fluency - STT increases
translation are easy to construct - The method provides an interesting in speaking the FL very early in the students’ - Students help each
and can be objectively scored. and exciting ways of learning English learning experience. other.
- This method is successful in through activities. - Audio lingual materials are more systematically - Student learn various
Merits leading a student towards a reading - DM is successful in developing the and scientifically designed. language variations.
knowledge in L2. skill of listening and speaking in very - Reading and writing are not neglected. The - Students are encouraged
young children in elementary schools students are trained to build skills in these areas step to participate in class.
because they have great ability to by step. - Class atmosphere is
mimic. - Students enjoy learning to use the target language more interesting and
from the first day of their introduction to it. varied, students can
- There is active participation by all students for enhance their
most of the time. motivation…
Defects - GTM does nothing to enhance a - Students have to pay high prices for - Students learn in a mechanical way and may - Students’ errors may not
student’s communicative ability in small classes, individual attention and become well-trained parrots. be corrected at the right
L2. intensive study. - The technique of memorization and drilling may time.
- Foreign language learning is a - DM is not suitable for public be intensely tedious and boring. The successful - Shy students many not
tedious experience of memorizing education with constrain of budget, application of audio lingual techniques requires benefit much.
endless list of unusable grammar classroom size and teacher inventiveness and resourcefulness on the part of the - Students have to work
rules and vocabulary and background. teacher who has to vary the presentation of more at home (preparing
attempting to produce perfect - It demands tremendously on the materials and use different types of drills and for new lessons, doing
translation of literary prose. teacher. He should be fluent in L2 and exercises to create interest. tasks left in classroom…)
- The method has no advocates. very resourceful in order to make the - This method is appropriate for young children - Students should be more
There is no literature that offers a meaning clear in a variety of ways who love to mimic and act out roles and to learn active to participate in
rational or justification for it. without using L1. through activities rather than through explanations class; more imaginative to
- Little stress is paid on accurate - There is not sufficient provision for and the learning of facts. Adult learners are used to follow lessons,…
pronunciation. systematic practice of structures in a organizing the material they are learning, so the
- Students work hard on planned sequence. approach is appropriate if memorization and drilling
vocabulary learning, translation, - Only highly intelligent students can are accompanied by some explanation.
endless written exercises without profit from this method. Less talented - ALM makes considerable demands on the teacher,
much progress in the mastery of ones can not make a direct association e.g.
the language and with little between foreign phrases and + near native articulation and intonation because he
opportunity to express themselves situations. has to model utterances for his students all the time.
through it. + considerable energy of the teacher in order to
keep oral practice moving smartly.
+ careful preparation and organization of materials.
+ imagination and enterprise.