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<h2>1.1 The Grammar Translation Method (GTM)Main features and techniques</h2>
<h4>1. Learning through memorization of the rules of traditional grammar and long lists of vocabulary items.</h4>
<h4>2. Main technique: translation from and into the target language.</h4>
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<h4>Nouseofthetargetlanguage; no emphasis on speaking the target language or listening to it.</h4>
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<h4>Use of literary passages as good models to analyze and translate.</h4>
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<h4>Grammar is taught deductively–that is, by presentation and study of grammar rules, which are then practiced through translation exercises. Example: a new structure is given (present continuous), explained in the students’ native language; then, students repeat and translate into their mother tongue.</h4>
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<h4>Teacher’s role: active. The teacher explains the rules, provides information on the pattern and corrects 100% of student errors.</h4>
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<h4>Students’role: passive. Students learn the patterns and vocabulary, repeat after the teacher and translate into their native language.</h4>
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<h2>1.2 The Direct Method (DM)Main features and techniques</h2>
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<h4>Classroom instruction was conducted exclusively in the target language.No translation into the students’ mother tongue allowed.</h4>
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<h4>Only everyday vocabulary and sentences were taught: What is this? This is the book./ What are you doing? I am writing.</h4>
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<h4>New teaching points were introduced orally. Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students. Grammar was taught inductively with a direct association of the target language to the situation. For example T: (Showing an object) ‘This is a book. What is this?’ S: ‘This is a book.’ Another example:T: (miming to teach the present continuous) ‘I am walking.’ T: (showing a picture of someone walking) ‘He is walking.’S: Repeat</h4>
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<h4>Use of gestures, miming and visuals to present the grammar topics and vocabulary.</h4>
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<h4>Focus on speaking and listening by repeating questions and answers as described above.</h4>
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<h4>Correct pronunciation and grammar were emphasized.</h4>
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<h4>Teacher’s role: active. The teacher shows the new language by using gestures, miming, visuals, definitions, synonyms, antonyms, etc, providing a good model of the new language and corrects 100% of student errors.</h4>
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<h4>8. Students’role:active.Studentslearnthepatternsandvocabularyinductively, and repeat after the teacher.</h4>
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<h2>1.3 Communicative Language Teaching</h2>
<h2>Main features and techniques</h2>
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<h4>Meaning is paramount.</h4>
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<h4>Dialogues, if used, enter around communicative function and are not normally memorized.</h4>
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<h4>Contextualization is a basic premise. (Meaning cannot be understood out of context. Teachers using this approach will present a grammar topic in a meaningful context. Example: If the new topic to teach is Present Continuous, the teacher will not mime the action of ‘walking’ and ask: What am I doing? I am walking. Instead, the teacher will show, say, pictures of her last trip and tell the students something like: I have pictures of my vacation. Look, in this picture, I am with my friends. We are having lunch at a very expensive restaurant. In this other picture, we are swimming at the beach.</h4>
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<h4>Language learning is learning to communicate and effective communication is sought. (When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.)</h4>
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<h4>Drilling may occur, but peripherally.</h4>
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<h4>Comprehensible pronunciation is sought.</h4>
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<h4>The translation may be used where students need or benefit from it.</h4>
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<h4>Reading and writing can start on the first day.</h4>
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<h4>Communicative competence is the desired goal(i.e., the ability to use the linguistic system effectively and appropriately).</h4>
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<h4>Teachers help learners in any way that motivates them to work with the language.</h4>
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<h4>Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.</h4>
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<h1>The folowing Material is a Self Study Material</h1>
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<h1> WHY THE COMMUNICATIVE APPROACH?</h1>
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