COMMUNICATIVE METHOD (1970-present)
-interactive activities are the hallmark of this approach
-communication is essentially rational for the language
-teachers give students opportunity to give and receive
meaningful communication (ex. self introduction)
-utilize target language (L2)
-goal is to have communicative competence
SITUATIONAL METHOD (1950-1970)
-also known as the Oral Approach
-teach language that occurs in the situation
-basis of learning are speech, structures, focus and set of basic
vocabulary items
-emphasizes presentation of structures
AUDIO-LINGUAL METHOD (1950-1970)
-also known as the Army Method
-learning is based on dialogue repetition and phrases of daily
situation utilizing the target language (L2)
-structural patterns, language reduced to basic sets of sound
-higher priority of spoken than written form
READING METHOD (1920-1970)
-very specific approach designed for specific type
of language learner
-purpose is vocabulary enhancement
-Students who employ this method have no
intention of speaking to native speakers of the
target language (L2)
STRUCTURAL METHOD (1930-1960)
-language can be reduced to learnable sets of building
blocks (grammar and syntax)
-learner masters pattern of sentence, structures and
different arrangement of words
-includes various modes (phrases, clauses might be used)
DIRECT METHOD (1890-1930)
-emphasizes spoken language
-lesson begins with dialogue, using modern
conversational style in L2
-grammar taught explicitly, learned inductively
-focus on speaking engagement and oral development
-only target language (L2) is used in class
GRAMMAR TRANSLATION METHOD (1800-1900)
-classes taught in student's mother tongue (L1) with little
active use of target language (L2)
-teaching language utilizes native language
-teacher let students scan books and she write on board
-memorization of grammar, vocabulary, written aspect
-goal is to let students read and write the target language