Language Teaching Methods
Method Theoretical Goals Learner– Typical Activities Strengths Weaknesses
Foundations Teacher
Roles
Grammar- Classical Vocabulary Teacher as Explaining rules, Reading No oral
Translation assumptions memorization, controller Memorizing proficiency, practice or
about Grammar vocabulary, Familiarity fluency,
education as a rules, Translating reading with written Reliance on
'discipline' Translation of passages form of a memorization,
passages, language No SLA
Reading research
proficiency
Series and L2 and L1 Oral fluency, Teacher- Repeating teacher Cognitive Limited in
Direct learning Conversation directed, models, Practicing associations, scope, Learner
Methods similarity, ability Learners dialogues (whole Real-world creativity not
Meaningful respond to class) relevance, encouraged,
associations modeled Common Writing not
language survival emphasized
language
practiced
Audiolingual Habit Oral Highly Repeating teacher- Emphasis Little room
Method formation communicatio teacher- modeled prescribed on oral for creativity,
(ALM) through n skills, directed, dialogues, Oral language, Emphasis on
repetition, Pronunciation, Learners pattern practice, Builds error-free
Primacy of Fluency respond to Pronunciation learner production,
oral (within modeled drilling, Practicing confidence, Writing/readin
communicatio limited language, memorized dialogues Use of taped g not
n stretches of Learners in pairs dialogues emphasized
discourse) practice provides
target models
language on
their own
Community Whole-person, Oral Teacher is a Learners initiate Burden on No set
Language counseling- communicativ counselor and desired language in learner to curriculum,
Learning learning model e proficiency source of L1, Teacher provides initiate, Progress
(CLL) of education, information, translation into L2, Learners depends on
Class members Learner is a Learners request choose student
bond as a client, linguistic rules/info topics, initiative,
community Learners Builds Tedious trial-
progress from community, and-error
dependence Teacher as process,
to resource Overly
independence nondirective
Suggestoped Relaxed states Oral Highly ‘Concert’ session Low- Highly
ia of communicatio teacher- with music, Learners anxiety structured
consciousness n, directed, listen quietly in situations, curriculum,
create low Conversationa Teacher relaxed state, Relaxed Over-reliance
anxiety, Power l exchange, initiates Repetition drills, Role states offer on
of 'suggestion' Reading 'concert' plays, Dialogue optimal assumptions
ability, sessions and practice reception, about
Acquisition of oral models, Appreciatio relaxation,
vocabulary Learners n of literary Wears thin
acquire texts after first few
subconsciousl weeks
y
Silent Way Discovery Oral Highly Teacher modeling of Learning by Teacher can
learning, Use communicatio teacher- target language items, discovery, become too
of mediating n, directed, Use of colored Facilitates distant,
physical Conversationa Teacher is objects/charts/diagra autonomy & Tedious trial-
objects, l exchange, mostly ms, Learners collaboratio and-error
Problem- Acquisition of 'silent', collaborate to refine n, Learners process,
solving vocabulary Learners understanding not 'spoon Wears thin
approach initiate fed' after first few
clarification weeks
questions
Total L1 and L2 are Listening Teacher- Imperative commands Low- Advocacy of
Physical similar, comprehensio directed, given to learners, anxiety 'silent period',
Response Comprehensio n skills, Oral Learners Learners respond with situations, Overemphasis
(TPR) and n-based communicativ respond to actions, Role plays Physical- on physical
The Natural approach, e skills modeled linguistic actions, Wears
Approach Language language, connections, thin after first
connects with Learners Learners not few weeks
physical action collaborate to forced to
perform speak too
simple tasks early,
Community
building
