Methods and approaches in ELT from the book Approaches and methods n elt by jack and Theodore

Grammar translation method:- Translation sentences and texts- Not systematic attention is paid to speaking or listening- Dictionary study- Memorization- Grammar is taught deductively

Direct method:- Target language- Instructions with target language- Only every day and sentences were taught- Question-and-answer exchanges between teacher and students - Oral communication skills were built up in a careful graded progression- Vocabulary was taught trough demonstration, objects, and pictures- Vocabulary was taught trough associating idea- Correct pronunciation and grammar was emphasized

Individualized approach by Johnson and - Learners evaluates and monitor their own progress- Learners are members of a group and learn by interacting with other.- Learners tutor other learners- Learners learn from the teacher.

Oral approach:- It begins with the spoken language- Materials are taught orally before is presented in written form- New language points are introduced and practiced situationally- Vocabulary is taught to ensure they have learned it- Simple forms before complex forms- Drills- 1. Pronunciation 2. Revision 3.presentation 4. Oral practice (drilling) 5. Reading of

material. Audiolingual:

- Demands memorization of structured-based dialogs. Communicative Language Teaching

- Use of tasks that involve “information gaps” and “information transfer”. That is, learners work on the same task, but each learners has different information needed to complete the task . Games may be used to transfer and introduce games or provide particular types of interactions.

- Meaning is paramount- Dialogs if used, center around communicative functions and are not normally

memorized.

- Contextualization is a basic premise- Language learning is to communicate- Effective communication is sought- Drilling may occur, but peripherally - Communicative competence ( the ability to use the linguistic system effectively

and appropriately)

TPR- Language with action, based on motor skills- Speech and action- Children respond to physically before they begin to produce verbal responses.- Involves movement games like commands- Developing comprehension skills before the learner is taught to speak.- Drills, role plays, slide presentation, or with a poster

Silent wayg-

Activities

- To focus on grammatical accuracy- To focus on communicative skills- Audiolingualism: To practice dialogue and patter practice- CLT: To work on the same task , but each learner has different information needed

to complete the task.- CLT: To use games to introduce or provide practice for particular types of

interactive exchanges.- Silent way: to involve students in problem-solving activities- To dialogue- To respond to commands- Role play- Solving problems- Conversation- How to draw a picture or shape - Discovering missing features in a map or picture and note similarities or

differences.- More humanistic

TPR- Language with action based on motor skills

Materials- To provide opportunities for self-evaluation and progress in learning- To provide opportunities for independent study and use.- To progress at their own rates of learning- To allow different styales of learning in class.