10 October 2015, Budapest
Table 1 – Identify the different methods:
Method
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Main
Traits
Language
Focus
Students translate
from L2 to L1
Intellectual growth
No use of L1
Meaning directly
associated in L2
Listening and oral
drills to instil habit
of using L2
Cognitive approach
Teacher does not
speak
Positive suggestion
Musical reading
Learning is fun
Students are whole
persons and teacher
is a counsellor
Teacher uses
commands to direct
behaviour
Authentic language
Language is for
communication
Integrates language
& content or
academic subjects
Problem solving
Completing a task
Project work
Learning in order
to shape the world
and help students
Explicit instruction
of language
learning strategies
Explicit teaching of
collaborative and
social skills
Making use of
different learning
styles and aptitudes
Explicit grammar
Literary vocabulary
Reading and writing
No explicit teaching
of grammar
Conversation
Phonetics; no errors;
Sentence and sound
patterns; intonation
Constructing words
from sounds and
sentences from words
Vocabulary important
Errors are corrected
very gently
Teacher translates
chunks and student
dialogues are recorded
Errors tolerated
Vocabulary
Imperatives
Errors tolerated
Language functions
All instructions in L2
Language is a means
to an end not an end in
itself
Focus is not on form
or function, but on
completing task
Whatever the students
need in order to act in
the world
Outlining, skimming
scanning, summarising
self-talk, feedback
Any language
elements that foster
collaboration
Variety of language
activities to develop
various learning styles
Culture
Focus
Notes
Influence of classics
Literature
Fine arts
Everyday life of native
speakers
Practicing everyday
dialogues of native
speakers
Culture is viewed as
inseparable from
language
Integration of fine arts,
music and acting
The culture of the
language group
“learning is persons”
Lifestyle of native
speakers
Lifestyle of native
speakers
No mention
No mention
Understand social,
cultural & historical
influences on students
No mention
No mention
No mention
Jasmina Sazdovska
Head of Department of Languages
jassaz@ibs-b.hu
10 October 2015, Budapest
WORKSHEET
1. Match the 14 methods described in the Table 1 with their names listed below:
Language
Strategy
Training
AudioLingual
Task-Based
Instruction
Communicative
Language
Teaching
Desuggestopedia
Participatory
Approach
ContentBased
Instruction
Direct
Method
Multiple
Intelligences
Community
Language
Learning
Silent Way
GrammarTranslation
Total
Physical
Response
Cooperative
Learning
2. In the notes section of the table try to identify the following:
- Which of the methods would be used more typically or frequently in an EFL
setting and which in an ESL setting?
- Which methods do you think native English teachers prefer to use and which
ones do non-native English teachers prefer to use?
- Look at the components of communicative competence in Table 2 and make
notes on which methods focus on which aspects of communicative
components.
3. Do you think one method can be suitable for most situations? What does it
depend on?
4. What do you think of the eclectic approach (picking and combining various
elements of different methods)?
5. Which elements of which methods do you think would be suitable in view of the
spread of English as an international language?
Jasmina Sazdovska
Head of Department of Languages
jassaz@ibs-b.hu
10 October 2015, Budapest
Juhasz, A. (2015). The Conceptualization of Communicative Competence in Secondary EFL Classrooms in Hungary. Unpublished
Doctoral Dissertation. Budapest: ELTE.
Jasmina Sazdovska
Head of Department of Languages
jassaz@ibs-b.hu