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Direct Approach focuses on oral language instead of language structure.

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Natural Approach / Direct Method of Language Teaching

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The Direct Approach recalls the traditional methods of teaching grammar, whereby new linguistic information is passed and practiced explicitly without having the translation step. As the use of the mother tongue was forbidden, the teachers must be native speakers or have a high proficiency in the target language. Language classes following this approach adapt various features of direct grammar instruction to the teaching of conversational skills. Teachers were helped by realia, pictures and actions.

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The Direct Approach recalls the traditional methods of teaching grammar, whereby new linguistic information is passed and practiced explicitly without having the translation step. As the use of the mother tongue was forbidden, the teachers must be native speakers or have a high proficiency in the target language. Language classes following this approach adapt various features of direct grammar instruction to the teaching of conversational skills. Teachers were helped by realia, pictures and actions.

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The Oral Approach or Situational Language Teaching is based on a structural view of language. Speech, structure and a focus on a set of basic vocabulary are seen as the basis of language teaching.  It gives  emphasis on the presentation of structures in situations. The teacher can convey meaning when there is no obvious support . So he/she can provide meaningful contexts for drill work in the form of pictures, dialogues and other forms of ‘situation’. For example, the ‘situation’ of opening a window could be used to characterize the contrasting meanings of verb forms in sequences like: ‘I’m going to open the window’ ... ‘I’m opening the window’ ...  ‘I’ve just opened the window’ — with all the appropriate moves and gestures . 

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The Oral Approach or Situational Language Teaching is based on a structural view of language. Speech, structure and a focus on a set of basic vocabulary are seen as the basis of language teaching.  It gives  emphasis on the presentation of structures in situations. The teacher can convey meaning when there is no obvious support . So he/she can provide meaningful contexts for drill work in the form of pictures, dialogues and other forms of ‘situation’. For example, the ‘situation’ of opening a window could be used to characterize the contrasting meanings of verb forms in sequences like: ‘I’m going to open the window’ ... ‘I’m opening the window’ ...  ‘I’ve just opened the window’ — with all the appropriate moves and gestures . 

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In the Audiolingual Method  the emphasis was on the acquisition of structures and patterns in common everyday dialogue. These patterns are elicited, repeated and tested until the responses given by the student in the foreign language are automatic, so drills are used to teach structural patterns. It says that skills are learned more effectively if oral precedes written. Then the teacher provides model, controls direction and pace using tapes and visuals, and language labs are often used.

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In the Audiolingual Method  the emphasis was on the acquisition of structures and patterns in common everyday dialogue. These patterns are elicited, repeated and tested until the responses given by the student in the foreign language are automatic, so drills are used to teach structural patterns. It says that skills are learned more effectively if oral precedes written. Then the teacher provides model, controls direction and pace using tapes and visuals, and language labs are often used.

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Drills, repetition, pronunciation

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Language teaching methods: Audio-lingual Method (part 2)

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The Total Physical Response  is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. According to it, learning a second language is the same as learning the mother tongue, so comprehension comes before the production. Imperative drills are given to elicit physical actions . Initially voice, action, and gestures are sufficient. Teachers do not use basic text, instead materials and media have an important role. 

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The Total Physical Response  is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. According to it, learning a second language is the same as learning the mother tongue, so comprehension comes before the production. Imperative drills are given to elicit physical actions . Initially voice, action, and gestures are sufficient. Teachers do not use basic text, instead materials and media have an important role. 

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A TPR sequence is demonstrated.

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Total Physical Response (TPR) - Teacher Training film no. 8

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Its is based on Language acquisition theory  and uses meaningful communication activities.

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Its is based on Language acquisition theory  and uses meaningful communication activities.

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The Communicative Approach sees language as a system for the expression of meaning. So, it is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.Teachers are facilitators of the communication process , engaging learners on it through task-based  activities using authentic materials. It means that students get to hear the language, from the teacher, from multimedia resources (TV,DVDs, video and audio tapes, radio, pictures, online, games, flashcards ), from other students, or any other authentic language discourse source.

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The Communicative Approach sees language as a system for the expression of meaning. So, it is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.Teachers are facilitators of the communication process , engaging learners on it through task-based  activities using authentic materials. It means that students get to hear the language, from the teacher, from multimedia resources (TV,DVDs, video and audio tapes, radio, pictures, online, games, flashcards ), from other students, or any other authentic language discourse source.

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The Socio-cognitive Approach argues that the language is crucially a form of social action and/or a tool for performing social action. It also claims that mind, body, and world function integratively in second language acquisition. Then,  a proper treatment of language acquisition requires inclusion of both cognitive and social aspects. The social is related to what is going on in the outside world; the cognitive is related to what is going on the inside world. From socio-cognitive perspective, human behavior is the result of integration of mediation into human activity. This activity might be either psychological or social. Interaction plays a central role in second language acquisition, both with other human beings  and environments, situations, tools, and affordances.

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The Socio-cognitive Approach argues that the language is crucially a form of social action and/or a tool for performing social action. It also claims that mind, body, and world function integratively in second language acquisition. Then,  a proper treatment of language acquisition requires inclusion of both cognitive and social aspects. The social is related to what is going on in the outside world; the cognitive is related to what is going on the inside world. From socio-cognitive perspective, human behavior is the result of integration of mediation into human activity. This activity might be either psychological or social. Interaction plays a central role in second language acquisition, both with other human beings  and environments, situations, tools, and affordances.

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The Natural Approach claims that language learning is a reproduction of the way humans naturally acquire their native language. It is based on the  Language acquisition theory , which is a natural subconscious process, in oposition to the learning conscious process. It argues that the essence of language is meaning. Vocabulary not grammar is the heart of language. Therefore, its activities involve meaningful communication topics derived from learners needs. The teacher must provide comprehensible input and a rich mixture of classroom activities. Materials come from realia (object lessons, pictures, mime) rather than textbooks.

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The Natural Approach claims that language learning is a reproduction of the way humans naturally acquire their native language. It is based on the  Language acquisition theory , which is a natural subconscious process, in oposition to the learning conscious process. It argues that the essence of language is meaning. Vocabulary not grammar is the heart of language. Therefore, its activities involve meaningful communication topics derived from learners needs. The teacher must provide comprehensible input and a rich mixture of classroom activities. Materials come from realia (object lessons, pictures, mime) rather than textbooks.

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Interaction plays a central role in Socio-cognitive approach.

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Interaction plays a central role in Socio-cognitive approach.

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Environmental factor , Personal factor and Behavior.

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Environmental factor , Personal factor and Behavior.

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The Silent Way  rested on cognitive rather than affective arguments, and was characterised by a problem-solving approach to learning. The teacher is supposed to be silent - hence the name of the method - and must disabuse himself of the tendency to explain everything to them. It also points out that each language is composed of elements that give it  a unique rhythm and spirit. Functional vocabulary and core structure are a key to the spirit of the language. Learners respond to commands, questions and visual cues. Activities encourage and shape oral responses without grammatical explanation or modelling by teacher. Learners are responsible  for their own learning and must develop independence, autonomy, and responsability. Teachers commonly use  materials such as colored rods, color coded pronunciation and vocabulary charts. 

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The Silent Way  rested on cognitive rather than affective arguments, and was characterised by a problem-solving approach to learning. The teacher is supposed to be silent - hence the name of the method - and must disabuse himself of the tendency to explain everything to them. It also points out that each language is composed of elements that give it  a unique rhythm and spirit. Functional vocabulary and core structure are a key to the spirit of the language. Learners respond to commands, questions and visual cues. Activities encourage and shape oral responses without grammatical explanation or modelling by teacher. Learners are responsible  for their own learning and must develop independence, autonomy, and responsability. Teachers commonly use  materials such as colored rods, color coded pronunciation and vocabulary charts. 

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Students must have commitment to his own learning process.

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Students must have commitment to his own learning process.