# data[].attributes.body
• Prussian Method (1840-1940)

• Lasted longer; • Dead languages/literatures (Latin and Greek);

• Uses L1 to teach L2 (explanation in L1);

• Memorization of vocabulary (word lists);

• Get to know the basic rules to join the words;

• Translation exercises;

• Grammar is taught deductively;

• Teaches the language by ‘rule’;

• Focuses on written language (morphology and syntax);

• Teacher-centered;

• Appreciation of the culture (literature).
Their main supporting technologies or resources :

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• Montaigne learned Latin (1530);

• Came from France, Belgium and Germany;

• No translation, no L1 (gestures, illustrations);

• Only the target language is allowed;

• Students are encouraged to think in the target language;

• Lays emphasis on the oral language (speech);

• Situational dialogues (vocabulary through realias);

• Integration of the 4 skills;

• Grammar is taught inductively;

• Teaches the language by ‘use’;

• Repetition (to learn L2 authomatically).

Their main supporting technologies or resources :
textbook.

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• Second World War: 6-9 months, 9h a day (American army);

Based on the psychological theory of Behaviorism (stimulus -

response - reinforcement);

• L1 is not allowed (to avoid interference);

• Oral-based approach;

• Perfect pronounciation (repetition drill);

• No mistakes allowed;

• Use of minimal pairs;

• Contrastive analysis.

Their main supporting technologies

or resources :
recorders and audio players

overhead projectors and / or image projectors,

which added visual and audible support.

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1970

• Focuses on Semantics;

• Lays emphasis on communication (real communicative situation

= noises, accents, language functions and grammar structures);

• Authentic material;

• The primary goal of language teaching is enabling students to

use the language to communicate;

• L1 (native tongue) is allowed;

• Students’ needs and interests (affective aspect);

• English for Specific Purposes (ESP);

• Student-centered (the teacher is a mediator);

• Group activities;

• Students should be given an opportunity to negotiate meaning,

to express their opinions and share their idea and feelings.

Their main supporting technologies

or resources :
games, group dynamics, games, roleplaying, flashcards, puppets.

# data[].attributes.headline
The Natural Approache-Krashen e Terrell •	In a second language in two ways: through acquisition (acquisition) or through learning. •	states that the acquisition order for a second language is not the same as the purchase order for the first language.A. the topics studied should be relevant, significantfor the student and, therefore, should be related to theirdaily life;B. the teaching of foreign languages is based oncommunication, prioritizing the interactive communication betweenthe subjects of the classroom

# data[].attributes.subject
The Natural Approache-Krashen e Terrell •	In a second language in two ways: through acquisition (acquisition) or through learning. •	states that the acquisition order for a second language is not the same as the purchase order for the first language.A. the topics studied should be relevant, significantfor the student and, therefore, should be related to theirdaily life;B. the teaching of foreign languages is based oncommunication, prioritizing the interactive communication betweenthe subjects of the classroom

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Complex functions begin as social interactions between individuals; gradually acquire meaning and are internalized by the learner. Speech and other symbols are first mastered as a form of communication. Zone of Proximal Development focuses on interactive problem solving. (Vygotsky)

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Total Physical Response(TPR)• Developed by James Asher – Comprehension Approach;• Teacher´s commandments;• Listening comprehension comes first. Students will speak whenthey are ready;• Focuses on listening comprehension;• Meaning in the target language can often be conveyed throughactions (meaning clarified through actions and visualssupporters);• Retention is enhanced when learners respond physically;

# data[].attributes.subject
Total Physical Response(TPR)• Developed by James Asher – Comprehension Approach;• Teacher´s commandments;• Listening comprehension comes first. Students will speak whenthey are ready;• Focuses on listening comprehension;• Meaning in the target language can often be conveyed throughactions (meaning clarified through actions and visualssupporters);• Retention is enhanced when learners respond physically;

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this methodology highlights the importance of the human apparatus for the practice of the same, while showing that the technologies were not part of their contexts and techniques in a prominent or direct way.

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The silent way (SWM)• Supporter: Caleb Gattegno;• Colorful graphics and guides for pronounciation;• No use of the learner’s native language (L1);• Teaching should be subordinate to learning;• It is the students who should be practicing the language, not theteacher. The teacher is supposed to be practically silent;• Focuses on student interaction rather than teacher interaction;• Language is not learned by repeating after a model;• Based on a problem-solving approach to learning, whereby the students’ learning becomes autonomous and co-operative;

# data[].attributes.subject
The silent way (SWM)• Supporter: Caleb Gattegno;• Colorful graphics and guides for pronounciation;• No use of the learner’s native language (L1);• Teaching should be subordinate to learning;• It is the students who should be practicing the language, not theteacher. The teacher is supposed to be practically silent;• Focuses on student interaction rather than teacher interaction;• Language is not learned by repeating after a model;• Based on a problem-solving approach to learning, whereby the students’ learning becomes autonomous and co-operative;

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Their main supporting technologies or resources:Use sticks, graphics and gestures in the instruction.