Session 17 / Part 2
Handout 1 out of 1
Methods and Approaches, a Historical View
Method/ Approach Rationale
This principle is in keeping with
the active search for rules
Total physical response ascribed to the learner in the
Cognitive Approach. Learning is
a process which we initiate by
ourselves by mobilizing our inner
resources (our perception,
awareness, cognition,
imagination, intuition, creativity,
etc.) to meet the challenge at
hand. In the course of our
learning, we integrate into
ourselves whatever “new” that
we create, and we use it as a
stepping stone for further
learning.
Principles
 Second language learning is parallel to first language learning
and should reflect the same naturalistic processes
 Listening should develop before speaking
 Children respond physically to spoken language and adult
learners can learn better if they that too
 Once listening comprehension has been developed speech
develops naturally and effortlessly out of it.
 Adults should use the right brain motor activities, while the left
hemisphere watches and learn.
 Delaying speech reduces stress.
 Listening ability and vocabulary must be developed first
 Tharea must not be any stress in the class
 Regular repetition
 Is also a technique of teaching vocabukary no forcing but exploit
the students erros fr exposing others points. Epose the natural
use od language.
 Create an attificila English community in the classroom
 The more often we trcae mamory and the more intensively we
repeat
 The stronger the memory associatins are the more likely it wil be
recalled
 Make an emphasis in the physical activity as answer to the
linguistic message
 The teachers uses orders the most parts of te time and the
communicating wth his/her students in class is practiced I this
way
 The activities in class privilege the development of the listening
comprehension and the vocabulary and speech acquisition
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In this language teaching method it
says that teaching should be
Silent way subordinated to learning. To teach
means to serve the learning process
rather than to dominate it. This
principle is in keeping with the active
search for rules ascribed to the
learner in the Cognitive Approach.
Learning is a process which we
initiate by ourselves by mobilizing
our inner resources (our perception,
awareness, cognition, imagination,
intuition, creativity, etc.) to meet the
challenge at hand. In the course of
our learning, we integrate into
ourselves whatever “new” that we
create, and we use it as a stepping
stone for further learning.
Session 17 / Part 2
Handout 2 out of 1
 Listen to speak, embed cultures
 Focuses on the imperatives, oral modes and comprehension
 Mother tongue introduces the TPR, use sparely
 Evaluate and observe actions performance
 Tolerate errors, correct major ones.
 Reduces stress enjr lerning
 Direct action s reverse roles
 Model demos, understand then produce
 Perform collectively and individually
 Feel good, learn well.

 Start with familiar sounds
 Give help only if absolutely necessary
 Do not model the language for the students
 Allow te students to tap out sounds to show what they have
learned
 Students work on the language, not the teachers
 Teacher take a back seat. The more you help – the less they
learn
 Praise is no helpful
 Transfer what students know already to new ideas
 Silence is used as a tool.
 the teacher becomes less necessary to the learning process.
 Errors are important than perfection
 Students attention to teacher is important
 No homework, as learning continues while we sleep
 Emphasis the autonomy of the learner
 The teacher´s role is to monitor the students’ efforts
 students are encouraged to have an active role in learning te
language
 Pronunciation is seen as fundamental
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It was hoped that through the study
Grammar-Translation of the grammar of the target
method language, students would become
more familiar with the grammar of
their native language and that this
familiarity would help them speak
and write their native language
better
Session 17 / Part 2
Handout 3 out of 1
 Uses a structural syllabus, and structures are constantly
reviewed and recycled
 The choice of vocabulary: functional and versatile words seen as
the best
 Translation and rote repetition are avoided
 Language is practiced in meaningful contexts
 Evaluating is carried out by observation
 Focuses on eliciting students attention
 Focuses on student´s attention
 Encourage student’s t correct their own answers.
 Learning I facilitated through attention to similarities between the
target language and native language
 It is important for students to learn about the form of the target
language
 Deductive application of an explicit grammar rule a useful
pedagogical technique
 Language learning provides good mental excursive
 Students should be conscious of te grammatical rules of the
target language
 Wherever possible, verb conjugations and other grammatical
paradigms should be committed to memory
 Is a way of studying a language
 Reading nd writing are the major focus
 Vocabulary based in reading is taught a bilingual language word
list, dictionary study and memorization
 Much of the lesson is devoted to translating sentences
 Grammar is taught deductively
 The mother tongue is te medium instruction
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 Session 17 / Part 2
Handout 4 out of 1
 A fundamental purpose of learning a language is t be able to
read literature.
 Literary language is superor to spoken language
 Students’ study of the target culture is limited to its literature and
fine arts
 It is possible to find native language equivalents for target
language words.
 Translating back and forth between the target language and the
students native language
 Memorizing list of words
 Utilizing exercises and texts I constrained ways
 Explicit errors corrections
 The teacher is the authority in class, there is little students to
students interaction
 Not underlying theory language acquisition

Language learning can occur at 
Suggestopedia method much faster rate than ordinarily
transpires. The reason for our
inefficiency is that we set up
psychological barriers to learning: 
We fear that we will be unable to
perform, that we will be limited in our
ability to learn, that we will fail. One 
result is that we do not use the full
mental powers that we have.
 They use texts of dialogues accompanied by translation and
The goals are to learn at accelerated pace, a foreign language
for everyday communication by tapping mental powers,
overcoming psychological barriers.
Teacher has authority, commands trust and respect of students.
Teacher suggests negative feelings and limits to learning.
Students learn in a relaxing environment. They choose a
new identity in the target language and culture.
notes in their native language. Each dialogue is presented during
two musical concerts, once with the teacher matching his voice
to the rhythm and pitch of the music while students follow along.
The second time, the teacher reads normally and students relax

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Direct Method receives its name
Direct method from the fact that meaning is to be
conveyed directly in the target
language through the use of
demonstration and visual aids.
Session 17 / Part 2
Handout 5 out of 1
and listen.
 At first, teacher initiates all interaction and students respond only
nonverbally or with a few words in target language that they have
practiced. Eventually, students initiate interaction.5)
 Great importance is placed on
 students’
 Feelings, in making them feel confident and relaxed, in
suggesting their psychological barriers.
 Language is one plane, nonverbal parts of messages areanother.
Culture includes everyday life and fine arts.
 Vocabulary is emphasized in some explicit grammar. Students
focus on communicative use rather than form. Reading and
writing also have place.8)
 Translation clarifies dialogues’ meaning. Teacher uses native
language more at fist than later when necessary.
 Students’ normal in class performance is evaluated.
 There are no tests, which would threaten relaxed environment.
 Errors are not immediately corrected. Teacher models correct
forms later during class
 Grammar is taught by situation and through inductive process.
 The syllabus is based on situation and related to everyday
vocabulary and structure.
 Grammar and vocabulary is taught orally
 Concrete meaning are made clear by presenting physical objects
and abstract ones through association of ideas, not through
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 Session 17 / Part 2
Handout 6 out of 1
translation.
 Repetition of new materials is encouraged to make language
learner acquire the language naturally.
 Listening and imitating sounds are drilled so that language
learners become automatic in producing the sounds.
 Language learners learn the target language in the class most of
the time
 Sounds of the language are essential and presented at the
beginning of the course.
 Reading follows listening and speaking, and the reading texts are
based on the materials of the two skills
 Many new items are presented in the same lesson in order to
make the language natural.
 Classroom instruction is conducted exclusively in the Target
 Language.
 Only everyday vocabulary and sentences are taught.
 Oral communication skills are built up in a carefully graded
 progression organized around question-and-answer
 Exchanges between teachers and students in small, intensive
classes.
 Grammar is taught inductively.
 New teaching points are introduced orally.
 . Concrete vocabulary is taught through demonstration,
 Objects, pictures; abstract vocabulary is taught by association of
ideas.
 Both speech and listening comprehension are taught.
 Correct pronunciation and grammar are emphasised.7

It was thought that the way to 

Audiolingual method acquire the sentence patterns of the  New material is presented in dialogue form
target language was through  There is dependence on mimicry, memorization of set phrases,
conditioning –helping learners to and over-learning
respond correctly to stimuli through  Structures are sequenced by means of contrastive analysis and
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shaping and reinforcement. This
method, like the Direct Method, is
also an oral-based approach.
However, it is very different in that,
instead of emphasizing vocabulary
acquisition through exposure to its
use in situations, the Audio-Lingual
Method drills students in the use of
grammatical sentence patterns.
Being able to communicate required
Community Language more than linguistic competence; it
Learning required communicative
competence: knowing when and
how to say what to whom.
Communicative Language Teaching
aims broadly to apply the theoretical
perspective of the Communicative
Approach by making communicative
competence the goal of language
teaching and by acknowledging the
interdependence of language and
communication.
Click to Launch
By now, you should have a pretty good idea of the different methods and approaches in ELt and some of their principles and techniques.
However, to understand the approach, we should also see then in practice, right?
For this task, you will watch a number of videos for each different method or approach. Go to:
Session 17 / Part 2
Handout 7 out of 1
taught one at the time
 Structural patterns are taught using repetitive drills
 There is little or no grammatical explanation. Grammar is taught
by inductive analogy rather than by deductive explanation
 Vocabulary is strictly limited and learned in the context
 There is much use of tapes, language labs, and visual aids
 Great importance is attached to pronunciation
 Very little use of the mother tongue by teachers is permitted
 Successful responses are immediately reinforced
 There is a great effort to get students to produce error-free
utterances
 Here is a tendency to manipulate language and disregard
content.
 Enabling students to acquire the ability not only to apply te
grammatical rules of a language in order to form grammatically
correct sentences
 But also to know when and where to use the sentences and to
whom.
 Focuses on meaning not Form notions ,functions , language is
used to communicate
 Authentic and meaning full communication should be the goal of
classroom activities
7
 Session 17 / Part 2
Handout 8 out of 1
1) Resources on the left menu
2) Videos - MEthods and approaches
3) Select the video you want to watch.

INSTRUCTIONS:
1) Watch the videos and see which of the principles introduced in the previous task are present, demoed or not.
2) Share your ideas on the forum. Did you find all the principles mentioned in the previous task in the video? If so, how? If not, what was
missing? which principles?
Post your ideas on the forums and elaborate. Again, if you are the first to write create a new thread (Crear sequencia), if not, then just
reply back to the first one.
Engage in conversation and ask questions and find simil