The Grammar Translation Method

Also known as the Classical Method or Prussian Method.

Adopts Traditional view: sözlü dil tamamen yozlaşmıştır bu sebeple de yazılı dil sözlü dile
göre daha üstündür. Hatalara yer yoktur.
Classes are taught in the mother tongue.
The goal of language is to learn the language to read its literature and benefit from mental
discipline and intellectual development.
Views learning language as a mental practice.
Reading and writing exercises are the main focus.
Grammar is quite important and taught deductively.
The teacher is the complete authority and the students are the passive receivers of
information.
Accuracy is important and errors are not tolerated and corrected immediately.
Techniques: translating a literary passage, deductive grammar teaching, fill-in-the-blank
activities, vocabulary and grammar memorization, writing compositions, reading
comprehension questions, vocabulary teaching with isolated lists, synonyms, antonyms, and
cognates.
Advantages
It is the most effective method, especially for teaching grammar and vocabulary items.
Conducting lessons in students’ L1 saves time.
Translation studies allow students to improve their vocabulary knowledge.
Does not need extremely qualified teachers.
Disadvantages
Unnatural and inaccurate pronunciation ignores spoken skills and therefore students cannot
communicate using the target language.
Students are less motivated and participate.
Culture is only limited to literary texts and fine arts, lacking real-life situations and real-life
contexts are ignored.

The Direct Method

The main purpose is to develop students’ oral skills, speaking, and pronunciation skills so that
they can interact with others. Oral language is superior to written language.
Students need to think directly in the target language without any translation.
Vocabulary and grammar rules are taught through illustrations, and demonstrations, while
concrete objects are taught with objects, realia, flashcards, and pictures, abstract objects are
taught with associations of ideas.
Language is best learned by using it in the classroom. There is no place for the mother tongue.
Teacher-based classroom. Topical/ Situational syllabus.
Only everyday vocabulary and sentences were taught.
Grammar is taught inductively. Errors are corrected by the student himself or his peers and
teacher correction is the last resort.
Techniques: realia, demonstrations, gestures, dictation activities, fill-in-the-blank, question-
answer exercises, conversation practices, reading aloud, map drawing, paragraph writing,
students’ self-correction, inductive grammar teaching.
Advantages: Follows the natural order, first oral then writing. Comprehensible input:
öğrencilerin kendi seviyesinden sadece artı 1 bilgi verme.
Disadvantages: Time-consuming because it does not allow the usage of the mother tongue.
Teachers must be native or have native-like proficiency in the target language. Vocabulary and
grammar abilities are not the focus.

The Oral Approach and Situational Language Teaching

Language teaching begins with the spoken language. Materials are taught orally before it
presented in written form.
There is no use of L1 in the classroom. Teaches the language through situations. Structural
syllabus. Essential general vocabulary is covered. Grammar is taught inductively and graded,
first simple forms then complex ones. Errors should be avoided at all costs. Accuracy in both
pronunciation and grammar is crucial.
The teacher sets up situations and models the new structure for students to repeat.
Learners are required to listen, repeat, and respond to commands at questions.
Adopts PPP method. Presentation: introduction of a new item in context, receiving the
knowledge, Practice: controlled practice of the item, fixing it in the memory by repetition,
Production: a freer practice phase, using it in actual practice until it becomes a personal skill.
Techniques: repetitions, substation activities, chorus repetition, dictation, drills, group works,
pair practices, controlled oral-based reading, and writing tasks.
Materials: textbooks, visual aids, wall charts, flashcards, pictures, stick figures.

The Audiolingual Method/ the Army Method

Based on behaviorism: a process of habit formation and structuralism.
The main focus is on the accuracy of pronunciation, vocabulary, and grammar skills.
The ability to communicate with others flawlessly in a short amount of time. Overlearning:
Answer the questions quickly, correctly with correct grammatical form and perfect
pronunciation.
Spoken language is more important than the written form. It is similar to children learning
their native language.
Language is taught through dialogues and contains cultural elements.
Errors are seen as bad habits and corrected immediately.
Contrastive analysis: error prediction, öğrencilerin ana dili ile hedef dil arasındaki benzer ve
farklı yapılar çıkarılır, öğretmen öğrencilerin yapabileceği hataarı önceden belirler.
It is teacher-centered and resembles to chorus leader.
Students mimic the teacher and practice the model(teacher).
Discrete-point (her bir bölümde tek bir beceri test edilir) tests are used to examine students.
Techniques: dialogue memorization, backward build-up drill, repetition drill, chain drill,
single-slot substation drill, multiple-slot substation drill, transformation drill, question-answer
drill, use of minimal pairs, complete the dialogue, grammar game.
Advantages: learners’ pronunciation, grammar, and vocabulary knowledge improve
significantly in a short time.
Disadvantages: Since it relies on too many mechanical drills and repetition, the learning
process might be boring. Learners are more passive imitators than active participants. There is
no room for creativity.

The Total Physical Response

Based on comprehension approach: anlam üretimden önce.
Trace theory: öğrenmeyi hareketle desteklemek daha kalıcı olur.
Innate Bioprogram: comprehension comes before product. Önce anla daha sonra hazır
hissettiğinde konuşmaya geç.
Brain Lateralization: uses both left(logical) and right(emotional) sides of the brain.
Stress: Stress should be kept at a minimum in order to provide the most effective learning
environment. So lessons should be conducted by taking the ‘fun factor’ into consideration.
Instructors give commands to students in the target language, and students respond with
whole-body actions which creates a fun and relaxing environment while reducing stress.
Commands are given in an imperative form: raise your hand.
Action sequence: The teacher provides 3 basic imperative sentences, then changes the order of
the sentences to ensure that the students understand him.
Sentence-based syllabus with grammatical and lexical criteria primary in selecting items.
Students are only required to respond physically until they are ready to speak. When they are
ready they are encouraged to speak. Role reversal: students take the role of the teacher and
provide instruction to their peers.
Errors are considered natural and corrected softly. Reinforcement is significant.
Techniques: commands, role reversal, action sequence, listen and do activities, imperative
drills, role plays, slide presentation.
Objectives: immersive learning, and communication skills, reducing learners’ anxiety,
contextual learning, and mimicking natural language acquisition.
The role of the teacher: decides what to teach, models and presents new materials, plays the
role of a parent and provides opportunities.
The role of student: listener, and performer, are encouraged to speak and respond physically to
commands.
Materials: teacher’s imagination, voice, actions, and gestures, pictures realia, slides, and word
charts.
Advantages: Easy to use. Students always understand the instructions provided by the teacher,
which boosts their confidence. Since it involves constant repetition, long-term retention of
language items is experienced.
Disadvantages: Suitable for only beginning levels. Students do not have the chance to express
themselves, they just imitate the commands. Teaching abstract words and complex
grammatical structures is not possible.

The Silent Way

Cognitive approach
Structural syllabus
Avoids repetitions through silence.
Teacher modeling is minimal.
If the students discover and create something rather than memorizing or repeating, the
learning process be much more efficient, also concrete objects and problem-solving supports
the learning.
The learning process goes from the known to the unknown and from simple to complex.
The teacher should be as silent as possible, allowing students to learn by themselves which
ensures students maximum participation. The role of the teacher is to teach, to test, to get out
of the way.
Students are autonomous learners: öğrenciler kendi öğrenmesinden sorumlu, independent, and
responsible. At the end of class, the teacher asks students to give feedback about the session.
Errors are self-corrected by the gestures of the teacher, peer correction, and as the last resort,
teacher correction.
Materials: Cuisenaire rods, Fidel charts(her bir ses farklı bir rankle gösterilir), word charts,
sound-colour charts, teacher’s silence, peer correction, self-correction gestures, structured
feedback.
Students must develop inner criteria (öğrenilen şeyi anlamdırma) for accuracy. Students are
dependent upon both themselves and their peers.
Lessons start with sounds and pronunciation is important.
Errors are considered natural and necessary for learning.
Advantages: student-centered, shaped according to students' needs. Humanistic. Saves time
and energy. Students are free to make mistakes. Engages students to be autonomous.
Disadvantages: Lacks of meaningful communication and context. Teacher’s silence create
anxiety in students. Wrong learning may occur. Needs more guidance.

Community Language Learning

Humanistic. Specially designed for adult learners. They are generally fear to appear foolish
and do not feel at ease. To avoid these concerns, the teacher plays the role of a language
counselor.
6 Principles of Non-defensive Learning (SARD)
SARD: Security, Attention (Aggression), Retention (Reflection), Discrimination.
Security: If students do not feel safe, it will be difficult for them to take part in a successful
learning experience.
Attention: Attention is of immense importance for the students to take part in the learning
process. In order to prevent students from losing their attention, teachers should utilize
various tasks.
Aggression: Just like the willingness of a child looking for opportunities to show what he /
she has learned, learners also look for opportunities to show their learnings.
Retention: If the 'whole person' is engaged in the learning process, then learning will become
permanent and become a part of the learner's identity.
Reflection: This is the part of the lesson in which students think silently about their learnings.
Students evaluate themselves in this part by focusing on the things they did and their
accomplishments.
Discrimination: When students learn a material, they become ready to organize them and
recognize their relations.
Learners take part in the learning process as whole person, not only cognitively, but also with
their emotions.
The role of the teacher: The main goal of the teacher is to create a supportive community in
which learners are likely to lower their defense mechanisms and learn from one another.
Teachers do not teach or provide suggestions to their students, they are responsible for
guiding their students throughout the learning process. Mother tongue use exists. Students ask
what is that they would like to say to the teacher in their L1 and the teacher provides the
information in L2. The existence of a teacher creates stress so the teacher is outside of the
circle, appearing only students ask for.
Transcribing students' conversations: There is a tape recorder in the middle of the circle,
recording the conversations, and at the end of the class, they listen to what they have learned
that day and the teacher writes these on the board allowing the students to write down which
helps the students with their writing and reading skills. The teacher also creates various
exercises from the transcription.
Learners choose what they want to learn. The syllabus and context are created by the students.
There is no evaluation, only integrative tests: tests more than more skill on one test.
Techniques: translation, tape recording of student conversation, transcription, reflection on
experience (dersin bir bölümünde öğretmen öğrencilere deneyimlerini sorar ve fikirleribi
alır.), reflective listening (öğrenciler ses kaydını sessiz bir şekilde gözleri kapalı bir şekilde
dinlerler ve öğrendikleri şeyleri düşünürler), human-computer (bir kelime yanlış
söylendiğinde öğretmen öğrenci doğru halin söyleyene kadar tekrar tekrar doğru halini
söylemeye devam eder.tıpkı bir bilgisayar gibi), small group tasks.
Advantages: reduces learners' stress by creating a supporting environment by removing the
teacher from the center of the classroom. It emphasizes cooperation rather than competition.
Disadvantages: Since syllabus and content are created by the learner there is no systematic
learning and it is impossible to integrate cultural values into lessons. The students who are
accustomed to the traditional learning methods might feel uneasy. Depends heavily on the
translation ability of the teacher.

(De)Suggestopedia
Suggestology: in the first phase: desuggestion: removing the psychological berries. In the
second phase: suggestion: loading with facilitating memories.
The classroom is bright, colorful, full of wall chats, and comfy chairs. Classroom decorations,
furniture, classroom set-up, the use of music, and the concept of authority are what
differentiates this method from others.
Humanistic approach and students feel comfortable and joyous. Translations of the materials
are provided next to them and teachers can use the narrative language of the students. Tests
are likely to increase the level of anxiety among students and prevent them from feeling
comfortable, so evaluation is carried out based on the in-class performances of the students.
The teacher has to be the authority inside the classroom which makes the students receive the
given information. The authority of the teacher is also important for infantilization: anne ile
çocuk arasındaki ilişki gibi
The dialogues and text given to the students are the linguistic items that students can
immediately put into use in their daily lives which creates a sense of accomplishment in the
students.
Fine arts and music trigger positive emotions, they provide positive suggestions to the
students.
Double-planedness theory: Learning occurs at two levels: conscious and paraconscious level.
The use of music appeals to the paraconscious mind. Also, this mind is best active early in the
morning and late at night which is believed that learning occurs best.
In order to appeal to the paraconscious minds of the students, peripheral learning (usage of the
posters on the walls of the classroom.) is utilized.
Techniques: classroom set-up, peripheral learning, positive suggestion, choosing a new
identity (seçtiğin yeni kimlik hata yaptı sen değil), role play, first concert (teacher draws the
attention of the students to some particular grammatical points and reads the dialogue in the
target language. Music is played. After a few minutes, the teacher begins a slow, dramatic
reading, synchronized in intonation with the music. The teacher's voice rises and falls with the
music.), In the second concert (the students are asked to put their script aside. They simply
listen as the teacher reads the dialogue at a normal rate of speed. The teacher is seated and
reads with musical accompaniment. Later class ends for the day.), primary activation (the
students playfully reread the target language dialogue out loud in groups or as individuals,
some happily, some angrily, some sadly, etc.), creative adaptation (öğrenciler öğrendiklerini
yaratıcı aktivitelerde kullanırlar, singing dancing, dramatization, and games. The activities do
not allow the students to focus on the form of the linguistic message, just the communicative
intent.).
Advantages: Affective filters of the students are low. With peripheral learning, students learn
much more than what is taught inside the classroom from the posters.
Disadvantages: It is not practical in application. Some students may not feel at ease due to
infantilization or its difference from other methods. Since it involves almost no mechanical
activities, it is unlikely for students to learn grammatical structures.

Whole Language
Sees the language holistically (parçalanamaz) rather than dividing it into various parts.
Based on constructivism. Students should obtain meaning without looking at the individual
parts, which is called top-down processing, which will be more effective for the learners.
The language can be learned much more efficiently if students and the teacher cooperate and
learn the language via top-down processing.
Errors are considered a quite natural part of the learning process and teachers ancourage their
students to experiment with the linguistic structures.
Student-centered and the thought of the students are valued. Content is shaped base on the
choice made by the students.
Authentic materials which are suitable for the level of students are utilized instead of
coursebooks.