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SECOND LANGUAGE TEACHING METHODS & APPROACHES

COMPARATIVE CHART

Main
features Theories of Classroom
Role of L1 &
Methods or language & Role of Role of procedures &
Aim Syllabus model Materials attitude to
approaches language learning teachers learners techniques
errors
Learn a language Books with
to read its Corrects academic and Learning vocab lists Serves as reference
It sequenced
literature or in mistakes. No student unreal language. by heart. to contrast L2.
grammar points
GRAMMAR- order to benefit
throughout a text.
Demands centred. The sentence is Direct and inverse Medium of
from the mental Structural accuracy. Absorbs info the basic unit of accurate translations instruction.
TRANSLATION discipline and
It attempted to
Covers all and reproduces teaching and performance. Errors are not
present grammar in
METHOD intellectual
an organized and
lessons it to satisfy the language Lots of testing. accepted and
development comprised in a teacher. practice. Reading & writing corrected with
systematic way
resulting from L2 book. L1/L2 vocab. are the focus. punishment.
study lists
INNOVATIONS Child language learning
The most basic
Sequences of
New teaching items
(This is part of some structural patterns are presented in
Learn a language as a model. sentences
individual efforts, not occurring in the contexts.
for communication Meaning is important in related to
properly called methods language are to be Speaking proficiency
learning activities.
or approaches) taught over reading
THE REFORM
MOVEMENT Change views on They are graded Phonetics must be
Translation should
(as a consequence of language There must be from simple to used.
Speech, rather than the be avoided.
some changes. It’s teaching. careful selection, complex. Grammar must be
written word is the Although L1 could
neither a method nor an Improve the grading and limit on Words should be taught inductively.
primary form of be used to explain
approach. This provided teaching of what is to be presented in More emphasis on
language. new words or check
the theoretical modern taught. sentences in speaking than on
comprehension.
foundations for an languages. context. reading.
approach)
Functional
(Innatist theory of
The teacher
learning) L2 can be Build up Infer meaning.
replaced the
learnt without communication Imitate
Speaking is textbook in the
translation or the use of skills by asking. patterns. L1 is not used at all.
Learn the presented first. early stages of Exercises to correct
L1 if meaning is Use resources to Learn words and Accurate
THE DIRECT language of Everyday vocab and learning. pronunciation (using
conveyed directly make meaning phrases for pronunciation and
METHOD everyday life to
through demonstration
sentences are
clear without L1. objects and
Objects, IPA) and grammar
grammar
speak. presented. pictures, inductively.
and action. Introduce new actions. emphasized.
sketches, etc. to
A language could be teaching points Get used to
relate meaning
best taught by using it orally sounds and
to word in L2.
actively in the intonation
classroom.
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THE READING Product-oriented. Structural. Reading text. Supervisors as Imitators Intensive and Question-answer No use of L1.
Read L2 with Study of grammar is Comprehension sts read. Understand extensive based on texts. Flaws corrected by
METHOD direct directed to the needs of questions. Evaluators of texts and the readings with Sts read texts the t in a correct-
apprehension of the reader. Linguistically comprehension. vocabulary in it questions. Writing was limited way repetition
meaning but Learner’s will use the focused. Identify the to structures and
without a same techniques they Pronunciation. learner’s needs vocabulary already
conscious effort to used when learning to to have him seen in texts.
translate read in L1. exercise and
excel there.
ORAL APPROACH Structural Linguistically
focused.
OR SITUATIONAL List of grammatical
APPROACH items and
constructions.
List of vocabulary
items
Situations
THE Product-oriented Structural Linguistically Seen as source Stimulus- Coloured rods Dialogue and pattern
Behaviourism focused of L2 and its response and special practice.
AUDIOLINGUAL List of grammatical learning mechanisms charts Interactive games for
METHOD items and motivation and to
constructions. provide a change of
List of vocabulary pace from pattern-
items. practice drills.
Structures
COGNITIVE
CODE LEARNING
OR COGNITIVE
APPROACH
TOTAL PHYSICAL Structural Lexico-grammatical

RESPONSE
SILENT WAY Structural Lexico-grammatical Depends on Problem-solving
Learners need to feel training and activities
LEARNING secure about learning methodological
and to assume initiation
conscious control of
learning
COMMUNITY
LANGUAGE
LEARNING
SUGGESTOPEDIA
THE NATURAL
APPROACH
LEXICAL
APPROACH
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TASK-BASED Interactional Task-based

LEARNING
COMMUNICATIVE Process oriented Functional Notional/Functional Information gap and
information transfer
LANGUAGE
TEACHING