Theoretical positions and beliefs about the nature of the Lg, the nature of Lg learning (psicholinguistical and cognitive processes involved) and the applicability of both to pedagogical settings (successful use of these processes)

It is easy to change

A generalized set of classroom specifications for accomplishing linguistics objectives focusing on the goals of the teaching/learning process, learner’s roles, tch’s roles and roles of instructional materials

Do not change a lot

Specific types of exercises, tasks or activities used in classes for reaching pedagogical goals

Depends on the aim of each class

Written literature= vocabulary and grammar

No culture Final goal: translation no

communication so little or no interaction among sts ot between sts and tch

Tch is authority and model; teacher-centered; no sts’ feelings, interests or diffferences

Reading and writing have emphasis, Lg learning involves mental exercise, critical analysis

Listening and speaking less important (pronunciation is not considered)

L1 equivalents when there is no literal translation

Grammar: deductive way (model) Grammar patterns or conjugations are

learned by heart

Translation of a literary passage Reading comprehension questions in a

sequence (scan / skim) Antonyms and synonyms Cognates are taught through

recognition or spelling or sound patterns

Fill in the blanks

Memorization Use of words in given contexts Composition based upon a speccific

aspecct of the reading passage of the lesson

One rule: NO TRANSLATION Lg is presented through demonstration

or visual aids to understand the meaning The teaccher should demonstrate not

explain or translate Sts should learn to think in the target

language ASAP Vocabulary is acquired not learned by

heart Communication is the main goal

Since the beginning of the class pronunciation through reading practice and oral production and writing through dictation should be taught from the very beginning of the Lg instrucction.

Tch should be a facilitator and provide full opportunities for sts to use the target Lg in real contexts.

Reading aloud must be encouraged and speak as much as possible.

Grammar should be taught inductively, no explicit explanations

Syllabus is based on situations or topics

Learning a Lg also involves learning the culture

Reading aloud Q’s and A’s Self or peer correction Teacher repeating the mistake till self

awareness Fill in the blanks( diff. Application

from GTM) for inferring the rule

Dictation Map drawing (follow directions) Paragraph writing (free writing)

No exposure to vocabulary but grammar patterns

It has some characteristics of behaviorism (conditioning)

Sts should geet rid of L1 habits and acquire L2 habits through repetition and chain drilling

Tch models the sentences using pictures and motivate the sts to generate their own Ss

Lg occurs in a context, naturally L1 and L2 have different linguistic

systems to avoid interference Errors should be corrected

immediately The purpose of Lg is to communicate Parts of the speech are replaced when

creating new sentences Correct habits are fixed with positive

reinforcement

Sts should receive and answer to both: verbal and non verbal stimuli

Sts should practice and practice till OVERLEARN the pattern (answer automatically without stopping to think)