Goals

The Grammar-Translation
Method

The Direct Method

1. To read literature written in

the target language

To communicate in the target

To use the target language
language by learning to think in the communicatively by forming
target language
new habits in the target language
and overcoming the old habits of
their L1

To enable students to communicate

in the target language based on the
knowledge of the linguistic forms,
meanings, and functions

2.

To develop students mind

The Audio-lingual Method

Communicative Language
Teaching

The role of the

teacher

Authority

Director and partners

An orchestra leader/modeler

Facilitator, advisor, cocommunicator

The role of the

students

Passive listeners

partners

imitator

Communicator to negotiate meaning

1. dialogues learned through

imitation and repetition

1. Communicative activities that

have features of information gap,
choice, and feedback

Characteristics of Translation, deductive learning of 1. T demonstrates word meanings

the
grammar, memorization of words through the use of realita, pictures,
teaching/learning and equivalents
or pantomime
processes
2. Situation or topic-based
syllabus
3.

2.

drills are conducted

3. induce grammar from

examples

Inductive learning of grammar

4. positive reinforcement for

4. Practice vocabulary in complete correct responses
sentences
5. cultural information is
5. St-St speak a lot
contextualized in the dialogues

2.

communication is purposeful

3.

the use of authentic materials

4.

group/pair work

6. reading and written work

based on the oral work
St-Tc or St-St
interaction

Mostly Tc->St

Both

Teacher-directed S-S interaction; S-S in pairs or groups

mostly T to S

The feelings of
the students

No

No

no

1. learning to communicate
motivates students
2.

allow students to express their

individuality
3. cooperative activities to
enhance student security
View of culture & 1. Literary language is superior 1. language is primarily spoken
language
to spoken language
2. Culture consists of the history
2. Culture consists of literature of the target culture, the geography
and fine arts
of the country, and information
about the daily lives of the speakers

1. every language is seen as

1. language is for communication;
having its own unique system
linguistic competence+
which is comprised of
communicative competence
phonological, morphological, and
2. culture is the everyday lifestyle
syntactic levels
of the target population, including
2. Everyday speech is
verbal and nonverbal behaviors
emphasized
3. the complexity of speech is
graded
4. culture consists of everyday
behavior and lifestyle of the
target language speakers

Emphasis of skills Reading and writing; vocabulary 1. vocabulary over grammar

& areas
and grammar
2. pronunciation teaching in the
beginning
3.

oral communication as basic

1.

Minimum of vocabulary

1.

a functional syllabus

2. practice the sound system

and grammatical patterns

2. language at the suprasentential

level (cohesion and coherence)

3. oral skills over receptive

skills

3.

The role

Mostly used in class for

translation

No

Evaluation

Written tests (translation) and

practice of grammatical rules

Oral interviews or paragraph writing Discrete-point tests

(not to demonstrate the knowledge
about the language but how to use
the language)

Error correction

T provides the correct answer; the Self-correction

correct answer should be got

integration of the four skills

interference by the Contrastive No except for explaining activities

Analysis
or assignments

Should be avoided

Evaluation of both fluency and

accuracy in students performance or
integrative tests such as writing to a
friend
Tolerance of errors during fluencybased activities

techniques

Translation of a literary passage,

reading comprehension questions,
antonyms/synonyms, cognates,
deductive application of rule, fillin-the-blanks, memorization, use
words in sentences, composition

Reading aloud, question and answer

exercise, getting students to selfcorrect, conversation practice, fillin-the-blank exercise in the target
language, dictation, map drawing,
paragraph writing

Dialogue memorization,
Scrambled sentences, language
backward build-up drill,
games, picture strip story, role play
repetition drill, chain drill,
substitution drill, transformation
drill, question-and-answer drill,
use of minimal pairs, complete
the dialogue, grammar game