Grammar

THE GRAMMAR TRANSLATION METHOD (GTM)

Error Correction: The teacher corrects the errors strictly. Errors are not tolerated. Accuracy is emphasised strictly. Accuracy means grammatical correctness.

THE DIRECT METHOD (DM)

Error Correction: Sts' self correction.

THE AUDIO-LINGUAL METHOD (ALM)

Error Correction: Errors are corrected by the teacher since errors may cause bad habitformation.

THE SILENT WAY (SW) (Caleb Gattegno)

Learning Theory: Cognitive Psychology is the basis. Language learning is not habit formation. It is rule formation. Language learning has a sequence from the known to the unknown. Students induce the rules from examples and the languages they are exposed to, therefore learning is inductive

Language Theory: Languages of the world share a number offeatures (e.g. every language uses subject, object; every language has adjective, adverb, verb ...etc.) However each language is unique. Language is for self expression (to express thoughts, perceptions, ideas and feelings). "Cognitive Coding" helps learners learn the language. "Colour rods" and "Fidel Chart" are used for cognitive coding.

Teachers' Role: The teacher is a technician or anengineer who facilitates learning. Only the learner can do learning. The teacher is aware of what the students already know and he/she can decide the next step. The teacher is silent. Silence is a tool because teacher's silence gives the responsibility to the student. Besides teacher's silence helps students monitor themselves and improve their own inner criteria.

Students' Role: Students shouldmake use of what they already know. They are responsible for
their own learning. They actively take part in exploring the language. The teacher works with the students and the students work on the language. St-st interaction is important. Sts can learn from each other.

Grammar Teaching: There is a focus on the structures of the language although explicit grammar rules are never given.

Goalsand Objectives: Students should be able to use the target language for self expression (to express their thoughts, feelings, ideas). To help students improve their inner criteria for correctness. Students should rely on themselves to be able to use the target language.

Error Correction: Errors are natural and inevitable. The teacher uses students' errors to decide where further work isnecessary. Self correction is necessary for the students to compare their own production with their developing inner criteria. If students cannot self-correct, the teacher supplies the correct language but only as a last resort. Peer correction is also very common, but it should be in a co-operative manner.

SUGGESTOPEDIA (Georgi Lazanov)

Learning Theory: People use 5-10% of their mental capacity. Inorder to make better use of our mental reserves, limitations need to be desuggested. Students should eliminate the feelings that they cannot be successful and thus, to help them overcome the barriers to learning. Psychological barriers should be removed.
There are six principle theoretical components through which desuggestion and suggestion
operate and that set up access toreserves.

1. Authority: People remember best when the new information comes from a reliable authoritative source.
2. Infantilization: Authority is also used to suggest a teacher-student relation like that of "parent-child" relationship. In the child's role the learner takes part in role playing, games, songs and gymnastic exercises that help the older student regain the selfconfidence, spontaneity and receptivity of the child.
3. Double-planedness: The learner learns not only from the instructions but also from the environment. Physical features of the classroom are important.
4. Intonation: Varying intonation of the presented material helps to avoid boredom. T should present the material with different intonation patterns. Correct intonation patterns should be...