GTM
Goals Read literature written in L2 (grammar rules + voc
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Teacher's role Traditional ( teacher = authority), Dominated
Student's role Passive
Translate 1 language -> another
Detuctive grammar (V conjugations)
memorize native language equivalents
Characteristic
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Interaction 1 way (teacher -> student)
little / no student -> student
Feelings No
Language view Literary language
Culture view Literature + fine arts
Language areas Vocab, Grammar
Language skills Read, Write
Native language's rol Native language
Evaluatuation Wriiten tests, translate, grammar rules
Errors Supplies -> give correct answers
Translation of a literary passage
Reading comprehension questions
Antonyms / Synonyms
Cognates
Deductive application of rule
Fill in the blanks
Techniques Memorization
Use words in sentences
Composition
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DM
Learn how to communicate & think in L2
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Teacher directs the class activities; = partners
Less passive
Associate meaning
L2 directly
Never translate
Based upon situations or topics
Inductive grammar
Examples-> figure out generalization rules
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2 way (teacher -> student; student -> student)
Teacher directed
No
Primarily spoken; everyday speech in L2
History, geography, speaker's daily life informat
Vocab > (emphasized over) Grammar
Oral communication, Pronun
No L1
Oral skills + wriiten skill
Students self-corrected
Reading aloud
Question and answer exercise
Getting students to self correct
Conversation practise
Fill in the blank
Dictation
Map drawing
Paragraph writing
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ALM
Use L2 communicatively
Overlearn -> forming new habit
Teacher = orchestra leader (model)
Imitators
Immitation + repetition dialogs (vocabs + structural patterns)
Drills (Mechanical Practise)
Inductive grammar
2 way (teacher -> student; student -> student)
Teacher directed
No
Emphasize everyday speech ( phonological, morphological, syntac
Everyday behaviour + lifestyle
Sound system + grammatical patterns (Pronun)
Oral/ Aural skills + read + write
No L1
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Avoid errors
Dialog memorization
backward build-up (expansion) drill
Repetition drill
Chain drill
Single-slot substitution drill
Multiple-slot substitional drill
Transformation drill
Question-and-answer drill
Use of minimal pairs
Complete the dialog
Grammar game
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CLT
Communicate in L2
Knowledge of forms is insufficient
Facilitator = co-communicator; less dominant
Communicators; more responsilble
Communicative activities: information gap, choice, feedback
Authentic material
Students in small groups
2 way (teacher -> student << student -> student)
Teacher = facilitator / co-communicator
motivate to study
Language (forms, meanings, functions) is for communicat
Everyday of L2 people's lifestyle
Language functional syllabus > (emphasized over) Forms
Student work on all 4 skills at the beginning
Judicious use of L1 is permitted
Accuracy + Fluency
Note errors -> accuracy-based activity -> correct
Authentic materials
Scrambled sentences
Language games
Picture strip story
Role play
Info-gap
Info-gathering
Info-transfering
Task completion
Opinion -sharing
Reasoning gap
Jigsaw
Roleplay
PPP (3Ps)
3 steps: PPP (3Ps)
1. Presentation
2. Practise (controlled): Accuracy based; STT > TTT
3. Production (free): Fluency based; STT < TTT
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TBLT
Students were likely to learn language, thinking a non-linguistic problem they wer
"deep-end" strategy
= PPP upside down: Pre task -> Task cyle, task planning, report -> Language focus
