metode za glotodidaktiku (ukratko)

The Audio-lingual Method

Background It was necessary to set up a special language training program in order to supply
the US government with personnel who were fluent in foreign languages. The objective was only
to attain conversational proficiency.
Approach

Theory of language: Language is a system of structurally related elements for the

encoding meaning, the elements being phonemes, morphemes, words, structures and sentence
types. Speech is language.

Theory of learning: Language mastery is represented as acquiring a set of appropriate

language stimulus-response chains. Foreign language learning is a process of mechanical habit
formation. Language skills are learned more effectively if the items to be learned are presented in
spoken form before they are seen in written form. Analogy provides a better foundation for
language learning than analysis. The meaning that the words of a language have for the native
speaker can be learned only in a linguistic and cultural context and not in isolation.
Design

objectives short-range (training in listening comprehension, accurate pronunciation,

recognition of speech symbols) and long-range (other skills)
syllabus linguistic syllabus
types of learning and teaching activities dialogs and drills (repetition, inflection,
replacement, restatement, completion, transposition, expansion, contraction, transformation,
integration, rejoinder, restoration)

learners role passive

teachers role central and active

materials teacher-oriented; tape recorders and audiovisual equipment

Procedure extensive oral instruction, speech, and translation is discouraged

Total Physical Response (TPR)

Background language teaching method built around the coordination of speech and action,
developed by James Asher
Approach

Theory of language: a grammar-based view of language

Theory of learning: There exists a specific innate bio-program for language learning,
which defines an optimal path for first and second language development. Brain
lateralization defines different learning functions in the left- and right-brain
hemisphere. Stress intervenes between the act of learning and what is to be learned; the lower
the stress, the greater the learning.
Design

objectives to teach oral proficiency at a beginning level, to teach basic speaking skills

syllabus sentence-based syllabus with grammatical and lexical criteria

types of learning and teaching activities imperative drills, conversational dialogues and
role play

learners role listener and performer

teachers role active and direct, decides everything

materials no basic text, just objects

Procedure

The Silent Way

Background developed by Caleb Gattegno; the teacher should be silent as much as possible
in the classroom but the learner should be encouraged to produce as much language as possible.
Learning is facilitated: if the learner discovers or creates rather than remembers and repeats what
is to be learned; by accompanying physical objects; by problem solving involving the material to
be learned.
Approach

Theory of language structural approach

Theory of learning vocabulary is a central dimension of language learning and the
choice of vocabulary is crucial. Awareness is educable.
Design

objectives to give beginning-level students oral and aural facility in basic elements of the
target language

syllabus structural syllabus with lessons planned around grammatical items and related
vocabulary

types of learning and teaching activities encourage student oral response without direct
oral instruction from the teacher

learners role they are expected to develop independence, autonomy and responsibility,
to work cooperatively rather than competitively

teachers role teacher uses gestures, charts in order to elicit student responses

materials set of colored rods, color-coded pronunciations and vocabulary wall charts, a
pointer and reading/writing exercises
Procedure -

Community Language Learning (CLL)

Background developed by Charles A. Curran and his associates. It is the use of CounselingLearning theory to teach languages. Counseling is one person giving advice, assistance and
support to another. A message/lesson/class is presented first in native language and then again
in the second language.
Approach

Theory of language language is people, language is persons in contact, language is

person in response

Theory of learning holistic since true human learning is both cognitive and affective
whole-person learning. The process of learning is a new language, then is like being reborn and
developing a new persona, with all the trials and challenges that are associated with birth and
maturation.
Design

objectives not defined

syllabus no conventional language syllabus, topic-based

types of learning and teaching activities translation, group work, recording, transcription,
analysis, reflection and observation, listening, free conversation

learners role members of community, typically grouped in a circle of six to twelve

learners

teachers role to respond calmly and no judgmentally, and help to understand problems

materials textbooks are not necessary; summaries on the blackboard or projectors

Procedure each course is a unique experience

Suggestopedia
Background developed by Georgi Lozanov; characteristics are decoration, furniture, and
arrangement of the classroom, the use of music and the authoritative behavior of the teacher
Approach
Theory of language lexis is central and stressed, memorization of vocabulary pairs

Theory of learning suggestion; six principal components: authority, infantilization (parent

to child relation), double-planedness (learner learn from direct instruction and from environment),
intonation, rhythm and concert pseudo-passiveness
Design
objectives to deliver advanced conversational proficiency quickly

syllabus course lasts 30 days and consists of ten units of study; classes are held 4
hours a day, 6 days a week

types of learning and teaching activities imitation, question and answer, and role play

learners role mental state is critical to success, they must maintain a pseudo-passive
state

teachers role authority of the teacher, teacher must create situations

materials direct support materials (text and tape) and indirect support materials
(classroom fixtures and music)
Procedure

Multiple Intelligences (MI)

Background developed by Howard Gardner; human intelligence has multiple dimensions that
must be developed in education; intelligence is culture-free: linguistic, logical/mathematical,
spatial, musical, bodily/kinesthetic, interpersonal, intrapersonal and naturalist; learning goes
beyond traditional books, pens and pencils
Approach

Theory of language language is held to be integrated with music, bodily activity, and
interpersonal relationships and so on.

Theory of learning there are aspects of language such as rhythm, tone, volume that are
closely linked to the theory of music than to a theory of linguistics. Language has its ties to life
through the senses
Design

objectives no goals

syllabus no syllabus as such, it consists of four stages: 1. awaken the intelligence

(senses), 2. amplify the intelligence (describing), 3. teach with/for the intelligence, 4. transfer to
the intelligence (real life). Projects: multiple intelligence, curriculum-based, thematic-based,
resource-based, student-choice

types of learning and teaching activities play to strength, variety is the spice, pick a tool
to suit the job, all sizes fit one, me and my people

learners role personality development of the whole person

teachers role not just teacher, but they have role to help developing learners
intelligence
materials - all
Procedure

Neurolinguistic Programming (NLP)

Background developed by John Grindler and Richard Bandler in the mid 1970s as an
alternative form of therapy; set of general communication techniques; it is not a language
teaching method
Approach

Theory of language neuro (beliefs about brain and how it functions), linguistic (theory of
communication), programming (observable patterns of thought and behavior)
Theory of learning modeling
Design

objectives outcomes (goals or ends), rapport, sensory acuity, flexibility

syllabus - no

types of learning and teaching activities - no

learners role expected to find successful models

teachers role expected to model their teaching on expert teachers they most admire

materials
Procedure NLP principles can be applied to the teaching of all aspect of language

Communicative Language Teaching (CLT)

Background origins in the changes in the British language teaching tradition dating from the
late 1960s, the work of Council of Europe; it can be interpret in different ways; notion of direct
rather than delayed practice of communicative acts is central to most CLT interpretations;
language should be studied in the broader socio-cultural context of its use.
Approach

Theory of language a theory of language as communication; language is a system for

the expression of meaning; the primary role of language is to allow interaction and
communication; the structure of language reflects its functional and communicative uses; the
primary units of language are not merely its grammatical and structural features, but categories of
functional and communicative meaning as exemplified in discourse.

Theory of learning activities that involve real communication promote learning; activities
in which language is used for carrying out meaningful tasks promote learning; language that is
meaningful to the learner supports the learning process
Design

objectives levels: 1. integrative and content; 2. linguistic and instrumental; 3. affective

level of interpersonal relationships and conduct; 4. individual learning needs; 5. general
educational level of extra-linguistic goals
syllabus discussion of syllabus models continues
types of learning and teaching activities range is unlimited; functional communication
activities and social interaction activities
learners role interact primarily with each other rather than with the teacher

teachers role facilitate communication between all participants; act as an independent

participant; researcher and learner; needs analyst, counselor, group process manager

materials primary role of promoting communicative language use; text-based, taskbased and realia
Procedure

Cooperative Language Learning (CLL)

Background approach to teaching that makes maximum use of cooperative activities involving
pairs and small groups of learners in the classroom; developed by John Dewey; it is learnercentered approach
Approach

Theory of language interactive/cooperative nature of language

Theory of learning central role of social interaction in learning

Design

objectives to foster cooperation rather than competition, to develop critical thinking skills,
to develop communicative competence through socially structured interaction activities
syllabus - no
types of learning and teaching activities groups: formal cooperative learning group,
informal cooperative learning group, cooperative base group; key elements of successful groupbased learning: positive interdependence, group formation, individual accountability, social skills,
structuring and structures
learners role member of a group
teachers role must create well-organized learning environment, etc.; teacher is
facilitator of learning; speaks less
materials important part in creating opportunities for students to work cooperatively
Procedure

Content-Based Instruction (CBI)

Background refers to an approach to second language teaching in which teaching is organized
around the content or information that students will acquire, rather than around a linguistic or
other type of syllabus
Approach CBI is grounded on the following two central principles: 1. People learn a second
language more successfully when they use the language as a means of acquiring information,
rather than as an end in itself. 2. CBI better reflects learners needs for learning second language.

Theory of language Language is text- and discourse-based; language use draws on

integrated skills; language is purposeful

Theory of learning People learn a second language more successfully when they use
the language as a means of acquiring information, rather than as an end in itself. People learn a

second language most successfully when the information they are acquiring is perceived as
interesting, useful, and leading to desired goal. Some content areas are more useful as a basis
for language learning than others. Students learn best when instruction addresses students
needs. Teaching builds on the previous experience of the learners.
Design

objectives objectives of the content course

syllabus derived from the content area; macro- and micro-structuring of the yearlong
syllabus

types of learning and teaching activities language skills improvement, vocabulary

building, discourse organization, communicative interaction, study skills, synthesis of content
materials and grammar

learners role to become autonomous so that they can understand their own learning
process

teachers role not a typical role of language teacher

materials used typically with the subject matter of the content course (tourist
guidebooks, technical journalist, railway timetables, newspaper ads, radio and TV broadcasts )
Procedure the principles of CBI can be applied to the design of courses for learners at any
level of language learning

Task-Based Language Teaching (TBLT)

Background refers to an approach based on the use of tasks as the core unit of planning and
instruction in language teaching
Approach

Theory of language language is primarily a means of making meaning; multiple models

of language inform TBI; lexical units are central in language use and language learning;
conversation is the central focus of language and the keystone of language acquisition

Theory of learning tasks provide both the input and output processing necessary for
language acquisition; task activity and achievement are motivational; learning difficulty can be
negotiated and fine-tuned for particular pedagogical purposes
Design

objectives the ability to communicate accurately and effectively

syllabus - task-based communicative syllabus (real world tasks, pedagogical tasks)

types of learning and teaching activities listing, ordering and sorting, comparing,
problem solving, sharing personal experience, creative tasks, jigsaw tasks, information-gap task,
decision-making tasks, opinion exchange
learners role group participant, monitor, risk-taker and innovator
teachers role selector and sequencer of tasks, preparing learners for tasks,
consciousness-raising
materials pedagogic materials, realia
Procedure pre-task activities, task activity, post-task activities