The principal approaches to tesl & teel teaching of the 20th century.

Grammar Translation Approach : a. Instruction is given in the native languages of the students; b. There is little use of the target language for communication; c.Focus is on the grammatical parsing; d. There is early reading of the texts; e. A typical exercise is to translate sentences from the target language for communication; f. The result of the approach is inability of the student to use the language for communication; g. The teacher does not have to be able to speak the target language. 2. Direct Approach a reaction to the GTA approach and its failure to produce learners able to communicate in the target language: a) No use of the mother tongue is permitted; b) Lessons begin with dialogues and anecdotes in modern conversational style; c) Actions and pictures are used to make meaning clear; d) Grammar is learned inductively; e) Literary texts are read for pleasure and are not analyzed grammatically; f) The target culture is also taught inductively. The teacher must be a native speaker or have native like proficiency in the target language. 3. Reading Approach: a. Only the grammar useful for reading comprehension is taught; b. Vocabulary is controlled at first and then expanded; c. Translation is once more a respectable classroom procedure. d. Reading Comprehension skill is the only language skill emphasized; e. The teacher does not need to have good oral proficiency in the target language. 4. Audiolingualism : a. Lessons begin with dialogues; b. Mimicry and memorization are used, based on the assumption that language is habit formation; c. Grammatical structures are sequenced and rules are taught inductively; d. Skills are sequenced: listening, speaking → reading and writing postponed; e. Pronunciation is stressed from the beginning; f. Vocabulary is severely limited in initial stages; g. A great effort is made to prevent learner errors; h. Language is often manipulated without regard to meaning or context; i. 5. Oral-Situational Approach : a. The spoken language is primary; b. All language material is practiced orally before being presented in written form; c. Only the target language should be used in the classroom; d. The most general and useful lexical items are presented; e. Grammatical structures are graded from simple to complex; f. New items are introduced and practiced situationally. 6. Cognitive Approach and Chomskyan linguistics Language is regarded as rule-governed cognitive behavior: a. Language learning is viewed as rule acquisition, not habit formation; b. Instruction is individualized; learners are responsible for their own learning; c. Grammar must be taught, but it can be taught deductively or inductively; d. Pronunciation is de-emphasized perfection is viewed as unrealistic and unattainable; e. Reading and writing are as important as listening and speaking. f. Vocabularu is important; g. Errors are viewed as inevitable, to be used constructively in the learning process; h. The teacher must have good general proficiency, an ability to analize the target language. 7. Affective – Humanistic Approach Learning : a. Respect is emphasized for the individual and for his feelings; b. Meaningful Communication is emphasized; c. Instruction involves much Pair and Group Work; d. Class atmosphere is important; e. Peer support and interaction are necessary for learning; f. Learning of FL is a self-realization experience; g. The teacher is a councelor or facilitator; h. The teacher is proficient in the target language and the students’ native language, since translation is used heavily in the initial stages to help students feel at ease; 8. Comprehension-based Approach Language acquisition occurs if and only if the learner comprehends meaningful input: a. Listening comprehension is viewed as basic skill; b. Learners should begin by listening to meaningful speech and by responding nonverbally before they produce any language themselves; c. Learners should not speak until they feel ready to do so; d. Learners progress by exposure to the higher level of their competence; e. Error corection is seen as unnecessary; f. Audiotapes, Videotapes must be available. 9. Communicative Approach. The purpose of language teaching is communication: a. The goal of LT is learner ability to communicate in the target language; b. The content of the language course includes semantic notions and social functions, not just linguistic structures; c. Regular pair and group work to negotiate meaning in sutuations; d. Role play and dramatization of different social contexts; e. Authentic classroom activities and materials; f. Integration of all skills; g. The teacher’s role is to facilitate communication and only secondarily to correct errors; h.The teacher uses the target the language fluently and appropriately.