• Is a traditional method that emphasizes grammar rules and translation exercises.

• it's deductively, what means explicit (explanation of rules)

• the student's native language is used extensively in the classroom

• accuracy is highly emphasized

The Grammar - Translation Method: Is a way of studying a language that focuses on studying the grammatical rules of the first language and then applying this knowledge to translate into the target language.

Reading and writing are the major focus; little or no systematic attention is paid to speaking and listening.

• Didactics as a subject area for teacher education.

• Teaching and the art of instructing are the domain of didactics, which also is known as the science of teaching.

• General didactics deals with the theoretical aspects of teaching and reflects on the circumstances.

• method is central to any language teaching enterprise.

• Is a overall plan for orderly presentation of language material, no part of which contradicts and all of which is based upon, the selected approach.

• Teaching method is determined directly by the nature of the learning material, the method have to be chosen and planned in respinsible ways.

For example, a communicative approach emphasizes communication and interaction in the target language, while a grammar-translation approach focuses on learning the grammatical rules of the language.

• Approach as a set of correlative assumptions dealing with the nature of language and the nature of language teaching. It describes the nature of the subject matter to be taught.

  
  

PROCEDURES: Are the specific methods and strategies that teachers use in the classroom to put those principles into action. This principles can vary depending on the specific learning goals and context of the classroom.

• Is defined as a particular trick, strategem, or contrivance used to accomplish an immediate objective.

• The technique gives the impression that teaching activities can be understood as an abstraction separate from the context in which they occur, it obscures the fact that classroom practice is a dynamic interaction of diverse systems.

For example, a technique might involve asking students to repeat a sentence after the teacher, while the method (e.g., the audiolingual method) emphasizes the importance of oral practice.

• specifies the relationship of theories of language and learning to both the form and function of instructional materials and activities in instructional settings.

• The design consideration deal with assumption about the content and the context for teaching and learning.

• Comprise the classroom techniques and practice which are consequences of particular approaches and designs.

• Refers to the actual moment- to - moment classroom activity.

• Procedure as a classroom teacher/learner activity.

• The Audiolingual Method offers a structured approach to pronunciation and grammar, but it's important to balance it with activities that promote communication and real-world language use.

• The Audiolingual Method (ALM) emphasizes spoken language acquisition through drills and repetition. It shares some similarities with the Grammar-Translation Method (GTM) but focuses more on speaking fluency.

• In the ALM is based on behaviorism, which views language learning as a process of habits formation through stimulus - response reinforcement.

Through demonstrations, gestures - listen and do the movement (repeat), understand the meaning of the sentences - drawing on the board.

TPR is a language teaching approach developed by James Asher that emphasizes learning language through physical movement. It's particularly beneficial for beginners and young learners.

Here are the key ideas behind TPR:

• Learning by Doing: Students connect language with physical actions, making it more engaging and memorable.

• Focus on Comprehension: In early stages, students primarily listen and respond physically, building comprehension before speaking.

• Low Stress Environment: TPR encourages participation without the pressure to speak perfectly, reducing anxiety.

Oral Approach (OA):

• Focus on Spoken Language: Priority is given to speaking and listening skills, building a strong foundation for communication.

• Repetition and Drills: Similar to the Audiolingual Method (ALM), students practice pronunciation, intonation, and sentence patterns through controlled activities.

• Natural Language Acquisition: The OA aims to mimic how children learn their first language, with an emphasis on understanding spoken language before formal instruction.

Situational Language Teaching (SLT): This approach focuses on teaching language within specific contexts or situations.

Situational Language Teaching (SLT):

• Language in Context: Vocabulary and grammar are presented within realistic situations relevant to the learner's needs.

• Dialogues and Role-plays: Students practice using language in simulated situations like ordering food, asking for directions, or introducing themselves.

• Building Communication Skills: SLT aims to equip learners with the language needed for everyday interactions.

  
  

• grammar is taught through inductively, through observation and use

• vocabulary is taught through demonstration rather than translation

• both speaking and listening comprehension are emphasized

Community Language Learning offers a unique approach that fosters a collaborative and supportive environment for language acquisition. It prioritizes communication and empowers learners to take charge of their learning journey.

Community Language Learning (CLL) is a method that emphasizes collaboration and student-directed learning in language acquisition. It focuses on building proficiency in conversation through real-life situations. Here are some key characteristics of CLL:

• Students collaborate to determine what they want to learn.

• The teacher acts as a facilitator and resource person, not a traditional instructor.

• Learners use their native language initially to discuss and clarify concepts.

• The focus is on building spoken fluency through conversation and group activities.

• 6 necessary elements:

• Security: how secure the Ss could feel in the CR (non-threatening

• Aggresion: Ss should be given opportunities to their risks in the CR: making mistakes

• Attention: Having the necessary skills to pay attention to many factors at the same time (input/use) (stimule)

• Recall: meaningful learning making content memorable

• Retention: previous knowledge of Ss new knowledge (use of the mother tongue)

• Discrimination: making decisions on what to learn/ how to learn the content