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A.

1. Focus on collaboration through pair and group work.

2. Focus on establishing an inclusive classroom atmosphere.

3. Focus not only on language but also on broader cognitive, social, and psychological development.

4. Teaching strategies and critical thinking skills.

5. Frequent interaction in the target language.

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E

1. Learner differences impact learning and need to be taken into account in teaching.

2. Learners have multiple intelligences.

3. Learners are supported in becoming better designers of their own learning.

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G.

1. Centrality of lexis, particularly multi-word units or chunks.

2. The importance of strategies for learners to deal with chunks.

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B

1. Use of authentic spoken

and written texts in

social and cultural

contexts as the main

source of input

2. Explicit teaching

of structures and

grammatical features

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C.

1. Language learning combined with subject learning.

2. Focus on an exchange of information through communication.

3. Closely tied to learners' needs.

4. Importance of comprehension.

5. Development of intercultural awareness.

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D.

1. Use of tasks as core units planning and instruction.

2. Use of real-world outcomes.

3. Focus on lexis, speaking, and integration skills.

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H.

1. Focus on meaning.

2. Focus on functional aspects of language.

3. Emphasis on interaction.

4. Emphasis on authenticity of input.

5. Learning by doing through direct practice.

6. Learner-centered.

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F.

1. More scientific approach to vocabulary selection

2. Grammar seen as "sentence patters" systematically categorized to form the basis of teaching.

3. Target language is the language of instruction.

4. Emphasis on spoken language.

5. Language is introduced through situations.

6. Automatic use of sentence patterns.

7. Teacher control

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The oral approach/situational language teaching 

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The oral approach/situational language teaching 

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D.

1. This method was based on the premise that the teacher should be silent as much as possible in the classroom.

2. The learner should be encouraged to think through and verbally produce, independently, as many solicited language utterances as possible.

3. It was primarily aimed at the oral production of beginning second-language learners

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E.

An early lesson of this method consisted of

1. Deciphering: The teacher introduces the grammar and vocabulary of a target text, preferably in a playful manner.

2. Concert session (active and passive): In the active session, the teacher reads the text at a normal speed, sometimes intoning some words, and the students follow. In the passive session, the students relax and listen to the teacher reading the text calmly. Background music (‘Pre-Classical’) is played.

3. Elaboration: The students demonstrate what they have learned via original texts, dramas, songs, and games.

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C.

1.  Focus on providing a

stress-free environment

for learning.

2. Comprehension

precedes production.

3. Learning is supported

through body

movement.

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B.

1. Language is taught through speaking.

2. A focus on sentence patterns.

3. Repetitions and drills lead to habit formation.

4. Linguistic analysis and contrastive analysis inform syllabus content.

5. Little focus on writing.

6. Emphasis on grammatical accuracy.

7. Teacher control.

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A.

1. Classroom instruction is conducted exclusively in the target language.

2. Only everyday vocabulary and sentences are taught.

3. Oral communication skills are built up in a carefully graded progression.

4. Grammar is taught inductively.

5. New teaching points are introduced orally.

6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by the association of ideas.

7. Both speech and listening comprehension are focused on.

8. Correct pronunciation and grammar are emphasized.

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F.

1. The goal of foreign language study is to learn a language to read its literature.

2. Reading and writing are the major focus; little or no attention given to speaking or listening.

3. Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.

4. Much of the lesson is devoted to translating sentences into and out of the target language.

5. High standards of accuracy are emphasized.

6. Grammar is taught deductively

7. The student’s native language is the medium of instruction.