1- GRAMMAR TRANSLATION  Teacher and students work more like

 Goals of the Grammar-Translation partners.

Method  Characteristics of the Teaching/Learning
 The goal is to read literature in the Process
target language.  Meaning is shown directly, not translated
 Students need to learn grammar rules (using objects, pictures, or actions).
and vocabulary.  Students practice the target language in
 Learning another language is seen as real-life situations or topics.
good mental exercise.  Grammar is learned through examples;
 Role of Teacher and Students students figure out rules themselves.
 The teacher is the authority.  Vocabulary is practiced by using full
 Students follow what the teacher says to sentences.
learn from her.  Student–Teacher and Student–Student
 Characteristics of Teaching/Learning Interaction
Process  Interaction goes both ways: teacher-to-
 Students translate texts from one student and student-to-teacher.
language to another.  Students also converse with each other.
 They study grammar rules, memorize  Student Feelings
them, and apply them.  The method does not specifically focus
 They also memorize vocabulary on students' feelings.
translations and verb conjugations.  View of Language and Culture
 Student–Teacher and Student–Student  Language is seen as mainly spoken,
Interaction focusing on everyday speech.
 Interaction mainly goes from teacher to  Culture includes history, geography, and
students. daily life of native speakers.
 There is little student-initiated or peer  Focus on Language Areas and Skills
interaction.  Vocabulary is more important than
 Student Feelings grammar.
 The method has no specific focus on  All four skills (reading, writing, speaking,
students' feelings. and listening) are included.
 View of Language and Culture  Oral communication is basic;
 Literary language is prioritized over pronunciation is practiced from the start.
spoken language.  Use of Native Language
 Culture is seen as literature and fine  The native language is not used in the
arts. classroom.
 Focus on Language Areas and Skills  Evaluation Method
 Emphasis is on vocabulary and grammar.  There is no formal testing; students show
 Reading and writing are prioritized; language use, not just knowledge.
speaking and listening receive little  They might be interviewed or asked to
attention. write on a topic.
 Pronunciation is hardly emphasized.  Response to Student Errors
 Use of Native Language  The teacher encourages students to
 The native language is mainly used to correct their own errors when possible.
explain the target language. 7-Community Language Learning
 Class instruction often happens in the  Goals of Community Language Learning
native language. (CLL)
 Evaluation Method  The aim is for students to communicate
 Students take written tests that involve in the target language.
translation.  Students learn to take responsibility for
 Tests may also include questions on their learning and help each other.
target culture or grammar rules.  The learning environment values both
 Response to Student Errors thoughts and feelings.
 Getting the correct answer is very  Role of Teacher and Students
important.  The teacher acts like a counselor,
 The teacher corrects errors or provides offering support, especially at first.
the correct answer if students don’t  Initially, students depend on the teacher,
know it. but they gain independence over time.
2- DIRECT METHOD  There are five stages, moving from
 Goals of the Direct Method dependency to mutual support and
 The goal is for students to learn to accuracy.
communicate in the target language.  Characteristics of the Teaching/Learning
 Students should learn to think in the Process
target language.  Students start by discussing in their
 Role of Teacher and Students native language; the teacher translates
 The teacher directs class activities, but to the target language.
students are more active.
  Conversations are recorded, transcribed, o After 10–20 hours, some students
and used for further language activities. may be ready to speak, and then
 Learning involves six elements: security, they can give commands to the
assertiveness, focus, reflection, teacher and classmates.
retention, and distinguishing language 3. Characteristics of Teaching/Learning
forms. Process
 Student–Teacher and Student–Student o Lessons start with modeling: the
Interaction teacher gives commands, does
 Interaction varies: sometimes teacher- actions with students, and later
led, sometimes student-driven. asks students to perform actions
 Teachers and students work together, alone.
aiming for a cooperative, non- o Commands often have a fun or
competitive atmosphere. humorous twist.
 Building trust among everyone is crucial o Eventually, students learn to read
for reducing anxiety. and write the commands, issue
 Student Feelings their own commands, and engage
 Addressing student feelings is essential. in skits and games.
 The teacher listens to and acknowledges 4. Student–Teacher and Student–
student feelings to help reduce negative Student Interaction
emotions. o The teacher interacts with the
 View of Language and Culture whole group and individuals.
 Language is a tool for communication Students respond physically first,
and building connections. then become more verbal.
 Culture is an important part of learning o Students watch and learn from
and helps build group identity. each other and eventually give
 Focus on Language Areas and Skills commands to each other and the
 Early on, students choose what they teacher.
want to say. 5. Student Feelings
 Grammar, pronunciation, and vocabulary o TPR is designed to reduce stress
are based on students’ conversations. by letting students speak when
 Speaking and understanding are key at ready.
first, with reading and writing later o Learning is made enjoyable with
reinforced.
humorous commands and skits.
 Use of Native Language
o Success and low anxiety are
 The native language is used initially for
emphasized, balancing the pace
security and understanding.
of learning and modeling.
 Over time, more target language is used
6. View of Language and Culture
until native language use is minimal.
o Oral communication is the
 Evaluation Method
primary focus.
 Evaluation aligns with CLL principles,
o Culture is represented by the
focusing on integration over isolated
language points. daily lives and customs of native
 It may include self-evaluation, oral speakers.
interviews, or paragraph writing. 7. Language Areas and Skills
 Response to Student Errors Emphasized
 Teachers correct errors gently, restating o Vocabulary and grammar are
correctly rather than pointing out emphasized through commands
mistakes. (imperatives).
 Correction techniques depend on o Listening and understanding
students’ stage but always remain come before speaking, and the
supportive. focus is on spoken language
8- TOTAL PHYSICAL RESPONSE rather than written language at
1. Goals of TPR first.
o The goal is for students to enjoy 8. Role of Native Language
learning the language and feel o TPR starts with some native
less stressed. language for instructions, but
o TPR is designed to encourage then switches almost entirely to
students to keep learning beyond the target language, with
a beginner level by mimicking the meaning shown through actions.
natural way children learn their 9. Evaluation
first language. o Teachers can evaluate
2. Role of Teacher and Students understanding through students’
o The teacher starts as the director, actions.
and students imitate the o Formal evaluation might include
teacher’s actions. performing commands or skits,
especially as students advance.
 10. Response to Student Errors students to express themselves
 Teachers expect some errors, especially and interact meaningfully.
when students first start speaking. o Frequent group work and open
 Major errors are corrected gently, and as discussions help build student
students advance, smaller errors are security and cooperation.
corrected to fine-tune language skills. 6. View of Language and Culture
9- Communicative Language Teaching o Language is primarily for
1. Goals of CLT communication, not just knowing
o The main goal is for students to forms but understanding
effectively communicate in the functions and social
target language. appropriateness.
o This involves knowledge of o Culture is viewed as part of daily
language forms, meanings, and life and communication, including
functions, as well as choosing the nonverbal behaviors.
right language forms based on 7. Areas and Skills Emphasized
social context and the roles of o Functions (like making requests
participants. or giving advice) are emphasized,
o Communication is viewed as an with varied language forms
interactive process; just knowing introduced for each function.
language forms is not enough. o All four skills—listening, speaking,
2. Role of the Teacher and Students reading, and writing—are taught
o The teacher’s role is to create from the beginning.
situations that promote o Communication is seen as
communication and to guide negotiation, whether between
students through communicative speaker/listener or reader/writer.
tasks. 8. Role of the Native Language
o The teacher acts as an advisor, o The native language may be used
monitors performance, and as needed, but the target
sometimes participates as a co- language should dominate, even
communicator. in classroom management, to
o Students are communicators, reinforce its role as a means of
actively engaged in trying to communication.
make themselves understood and 9. Evaluation
taking responsibility for their o Evaluation considers both
learning. accuracy and fluency, recognizing
3. Characteristics of the that good communicators may
Teaching/Learning Process not be perfectly accurate.
o Activities in CLT focus on genuine o Formal evaluation often includes
communication, using games, integrative tasks with
role-plays, and problem-solving communicative purposes, like
tasks that have features like writing a letter.
information gaps, choices, and 10. Response to Errors
feedback.  Errors are tolerated during fluency
o Authentic materials are often activities, as they’re a natural part of
used to expose students to real developing communication skills.
language as used in everyday  Teachers may make note of errors during
life. fluency activities and address them in
o Activities are frequently done in later accuracy-focused lessons.
small groups to maximize each 10- Content-based Instruction
student’s communication time 1. Goals of CBI
and practice. o Teachers aim for students to learn
4. Student–Teacher and Student– both the language and the
Student Interaction subject content.
o The teacher often facilitates o Subjects may include topics of
rather than directs, creating interest like current events or
situations for student interaction. specific academic subjects, which
o Students interact primarily with naturally integrate language
each other in pairs, triads, small learning.
groups, or as a whole class, o The approach supports
promoting a student-centered simultaneous development of
approach. academic and language skills
5. Student Feelings without delaying either.
o CLT fosters motivation by 2. Role of Teacher and Students
focusing on practical o Teachers set objectives for both
communication skills, allowing language and content, designing
 activities that help students learn  Teachers correct errors by providing the
each in relation to the other. correct form or encouraging self-
o Teachers scaffold the necessary correction.
language for understanding the  Content and language are recycled to
content, while students actively reinforce key terms and language use,
engage with both, using language supporting long-term retention.
to support content learning and 11- Task-based Language Teaching
vice versa. 1. Goals of TBLT
3. Characteristics of the o Teachers aim to facilitate
Teaching/Learning Process language learning by engaging
o Teachers guide students through students in meaningful tasks with
authentic texts, using visuals, clear outcomes.
realia, repetition, and examples. 2. Role of Teacher and Students
o Activities address content and o Teacher's Role: Selects tasks
language together, sometimes based on student needs, creates
focusing on language as it’s used pre-task and post-task activities,
in specific subjects (e.g., and monitors student
language in math versus history). performance, providing
o Students work with others, interventions as necessary.
applying thinking skills and using o Students' Role: Actively
tools like graphic organizers to communicate with peers to
support understanding. complete tasks, applying their
4. Student–Teacher and Student– language skills in a practical
Student Interaction context.
o The teacher facilitates and 3. Characteristics of the Teaching/Learning
supports student learning, Process
helping students focus on how o A pre-task phase introduces
language conveys content. necessary language for the task.
o Students often collaborate, o Tasks are relevant and
engaging with both the content meaningful, connecting to real-
and the target language. life situations to motivate
5. Student Feelings students.
o CBI aims to keep students o Engagement is key, with the
motivated by focusing on teacher monitoring and providing
practical, relevant content. This feedback.
relevance helps students see o Post-task phase reinforces
language as a valuable tool for learning and addresses any
achieving real-world goals. issues.
6. View of Language and Culture 4. Nature of Student–Teacher and Student–
o Language is seen as meaningful, Student Interaction
a way to express content. o The teacher provides input and
o Culture is explored to the extent sets tasks, while also observing
that it appears in the content and providing feedback during
being taught. the task.
7. Emphasized Language Areas and o Students collaborate closely,
Skills helping one another and solving
o Language is guided by the problems together.
content, addressing vocabulary, 5. Dealing with Student Feelings
grammar, and how language o Tasks are designed to be
structures organize discourse in motivating and prepare students
the subject. for real-world situations,
o All four skills—listening, speaking, enhancing their engagement.
reading, and writing—are used in 6. View of Language and Culture
integrated, authentic contexts. o Language is viewed as a tool for
8. Role of the Native Language communication and action.
o The native language doesn’t play o Culture isn’t explicitly taught but
a direct role; instruction typically can be integrated through
focuses on the target language. culturally relevant tasks, like
9. Evaluation cooking ethnic foods.
o Evaluation assesses both content 7. Emphasized Language Areas and Skills
knowledge and language o The focus is on the meaning
proficiency. dimension of language; any of the
10. Response to Errors four skills (listening, speaking,
reading, writing) can be
emphasized based on the task.
8. Role of the Native Language
o The students’ native language
does not play an explicit role in
TBLT.
9. Evaluation
o Evaluation is ongoing, based on
the outcomes of the tasks and
the language used by students.
10. Response to Errors
 Focus on form is critical, with error
correction handled through recasts,
modeling, or brief grammar
explanations.