DEFINITION CHARACTERISTICS

● Appropriate for beginners thus the learner has a passive role and
Method, developed by James J. Asher, based the Natural Method. Its
determines when to produce or perform in the L2 as he evaluates
general objective to teach oral proficiency at a beginners level.
his progress.
Focuses on listening competence linked to actions (physical
● Teacher-centered environment, controls the input given to the
response). The learner must develop a listening competence before
learner.
oral reproduction. (Universidad IEXPRO, n.d., p.41, p.43) Asher
● The teacher is well prepared and organized to provide
compared the way a child a learns L1 with the way an adult learns an
opportunities for learning (Universidad IEXPRO, n.d., p.46).
L2, trying to make the learning process an acquisition process which
● Grammar is taught inductively.
will allow the learner to focus on meaning rather than grammar, it
● Resources at the begin is body gestures and other material is
will make the learner feel stress free.
incorporated as the course develops.

Total Physical
Response (TPR)
EXAMPLES NON-EXAMPLES

● Role plays centered on everyday specific situations in order to

create more confidence thus the learner reproduces, along with ● Grammar structures are not as important but yet learnt
supporting material. For example to be in the supermarket and inductively.
make a conversation based on a situation. ● Student-centered: in this method learners have little influence
● Visual Aids: the use of slide presentations are used as visual over the topic taught, the teacher plays an active role and well
support for teacher narration for example storytelling, or when a organized.
word is difficult to mime (e.g. slide) ● Translation: no use of the L1, students listen first and produce as
● Songs: Miming the connection between words and actions will the learning of L2 improves.
make the new knowledge to internalize more naturally. For
example when learning body parts the teacher can use the chant
Head, Shoulders, Knees & Toes while pointing to the parts.
DEFINITION CHARACTERISTICS
● The teacher should be quiet in the classroom, as the teacher, he
Method developed by Caleb Gattegno. It consists on the teacher to models and elicits learner’s response but he is not the source of
be as silent as possible in the class, providing minimum input and information.
minimal modeling in order to have the learner producing language. In ● The learner is up to discover ways to how the target language
this method, language learning is not learnt by repeating but the works and to achieve native fluency.
learner is to discover how the L2 works by putting together old and ● Physical objects are used to elicit interaction and discover how
new information along the learner’s creativity in order for the learner language is formed.
to become independent. ● The teacher monitors the interaction between learners. When
error occur, the teacher hardly corrects, it is expected that the
correction occurs cooperatively from other learners.
Silent Way
Learning (SWL)
EXAMPLES NON-EXAMPLES
● Sound-Color Chart: The language is introduced through a
language sound-color chart, a sound represents a sound.
● Cuisenaire rods: Rods are used to separate the classification of
words related to grammar in context. The teachers explains the
● Teacher-centered classroom, the teacher is the instructor and
classification of words and star making sentences with every type gives all the knowledge.
of tense. ● Learner is passive in the classroom.
● Colored word charts contain the vocabulary to be acquired. They ● Language is taught under a social context to give meaning.
are color-coded in accordance with the sound-color charts to aid in ● The teacher gives constant feedback and error correction.
ease of pronunciation. For example, if students read the word
green on the word chart, they will be automatically clued in, due to
their knowledge of the sound-color chart “Approaches and
Principles in English as a Foreign Language (EFL) Education”
(İLknur & Mustafa, n. d., pg.48)
DEFINITION CHARACTERISTICS
● Learners are encouraged to use the language to discuss a topic
Method developed by Charles A. Currant along with his student La of interest, which the learner decides, making the language
Forge. The idea of this method is that the learner determines what learning process more natural.
he is going to learn and the teacher is a facilitator and provides ● Language -learning process consists of five stages, going from
support. In this method the teacher’s role is to be counsellor and the the dependant stage (childhood) to fully independent
learner is a client. Learners use conversations to achieve oral and (adulthood) (Universidad IEXPRO, n.d., p.52).
communicative competence. For the learner to initiate a ● The teacher counsels the learners, he listens to the learner and
conversation, he requires the teacher to engage emotions and understands what the learner is saying. sometimes translates
feelings to the learning progress, making the learner feel confident, into the target language and explanations.
understood to break the struggle to learn. This method works more ● The learner unifies with other learners, learning is not seen as a
effectively with adult learners. competition.
Community Language
Learning
EXAMPLES NON-EXAMPLES

● Translation: : Learners form a small circle. A learner starts a

conversation but can’t say it in the target language so the teacher
translates or interprets it in the target language, and the learner
repeats the teacher’s translation. ● No use of native language from the teacher nor the learner.
● Analysis: The teacher records conversations and make ● The learning process is individual for the learner.
transcriptions of these. The learners study the transcripts and ● The learner is to produce and memorize grammar rules to satisfy
focus on grammar rules, lexical usage, etc. (Universidad IEXPRO, the teacher.
n.d., p.51).
● Free conversation: Students engage in free conversation with the
teacher or other learners (Universidad IEXPRO, n.d., p.51).
DEFINITION CHARACTERISTICS
Method also know as Desuggestopedia, was proposed by Giorgi
Lozanov in search for more effective means to increase learning.
Lozanov believed that fear of incompetence and mistakes constrain ● It is used in small homogeneous groups.
learning and his method aims to neutralize learning inhibitions ● Extended dialogues accompanied by vocabulary lists and
(Universidad IEXPRO, n.d., p.52-53). This method aims for students to observations on grammatical points.
reach oral skills with the help of vocabulary lists, as for the teacher, ● Learning environment must be comfortable and relaxing.
he is the source of knowledge, and he is responsible comfortable ● Musical background to reduce learner’s stress.
learning situations. This method consist on dialogues accompanied ● Teacher is authoritative and the source of knowledge.
by vocabulary list, lexis and grammar, and encouraging participation ● Performance of the target language is encouraged.
face-to-face (Universidad IEXPRO, n.d., p.54).
Suggestology
or
EXAMPLES Suggestopedia NON-EXAMPLES
● Classroom set-up: The classroom must be comfortable and
relaxing for the student with soft music, encouraging a positive
reception by the learner. ● Error correction from the teacher is constant and immediate as
● Role plays: Learners are given a new identity and name to the learner produces.
encourage inhibition, and a context and the learner is free to ● Best works in numerous groups.
reproduce his own dialogues. ● The teacher has no authority in the learning process.
● Dialogues: Reading and translating dialogues are part of the ● Substitution drills are essential for the learners development of
course and the teacher rereads those dialogues at different written, oral, and speaking skills.
speeds and intonations
● Circle: Learners are encouraged to face to face participation
DEFINITION CHARACTERISTICS
Method proposed and created by Tracy Terrell and Stephen Krashen.
This method focuses on second language learning and developing
communicative skills based, on the attempt to imitate the process of ● Provide the learner with comprehensible input and an
the first language acquisition to learn a second language. The goal is environment that helps with the comprehension, meaning is
for the learner to gain personal oral and written communication skills more important than grammar.
as well as oral and written learning skills to develop the language for ● View of L2 learning as a natural process similar to L1 acquisition
everyday use, the learner is not forced to use produce the language ● The teacher is the source of input and selects resources and
until he feels ready. activities according to the learner’s needs.
The Natural approach is based on Krashen’s Monitor theory: ● Use of realia in order for the learner to respond to simple and
Acquisition vs Learning hypothesis, Monitor hypothesis, Natural specific tasks.
order hypothesis, Input hypothesis and Affective Filter Hypothesis.
The Natural
Approach
EXAMPLES NON-EXAMPLES
● Visual Aids: charts, pictures, magazines, etc. to introduce new
vocabulary to the learner.
● Body Language: just as in TPR method, mime, body language,
gestures to generate output from the learner {e.g. What is your
● Learning is by translation to and from the target language.
name? (selecting a student), the teacher says Class, look at Maria.
She has short, black hair.} ● Reading ability is prioritized in the target language.
● Group techniques: lies in the emphasis to comprehensible and ● The teacher models an utterance while creating a visual
meaningful communication (Universidad IEXPRO, n.d., p.60). realization of it with the colored rods.
Production of responses are in groups, the learners respond
voluntarily, there is no demand for individual production allowing
the use of the target language.