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Grammar was taught as a set of rules. Vocabulary was learnt via translated list. Written texts was seen as the "real" language, superior to the spoken version; speaking and listening were seen as less important
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Speaking and listening were the most important skills. Students learnt grammatical phrases by listening and repetition. Grammar rules were avoided and replaced by phrases and vocabulary was learnt as a part of the phrases being taught.
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Language presentation and practice was always given social meaning. Speaking and listening were the most important skills; this gave rise to the idea of PPP (PRESENTATION, PRACTICE AND PRODUCTION). The techniques of audio-lingual method were used and the "situation" was added (mimes, pictures, sounds). PPP has been rubbished by proponenst of task-based methodology.
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"Scientificied" version of the direct method: language was a set of structures. Grammar rules were an illusion, it was more important to focus on these stuctures. Speaking and listening were the most important skills. The leaning method was based on behaviourist psychology-stimulus-response. Language exercise for speaking were listen and repeat and language exercises for writing were multiple choice and gapfil.
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It was based ont he idea of grouping bits of languages according to communicative functions like apologising, requesting and advertising. The communication was more important than grammar.
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The second tranche of the communicative "revolution". The key principle was the separation of classroom work into "accuracy" and "fluency" work. Accuracy work was for concentrating on learning new bits of language (grammar patterns, functionalk exponents, vocabulary, etc); fleucny work was for getting the students to speak freely (say in discussions).
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TEST-TEACH-TEST was an inventive variation of traditional PPP. The students are given a task without any prior teaching of the relevenat langage points, and this is the first TEST phase; if the students have problems and mae mistakes, the teacher knows that they have to teach the biggest errors, and this teaching (also known as "Presentation") is the TEACH phase; this is followed by the students doing further practice exercises of these target items, which is the second TEST phase.
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It is a methodological idea which attempts to get away from PPP altogether; students are not taught language points in advance, but rather are given communicative "tasks" to prepare for; these tasks require them to ask the teacher to "give" them whatever language bits they might need in order to fulfill the task. What language they need by the teacher (as they ask for it); in the final phase, the students actually do the complete task and they use the language they have asked for and been given.
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Phrases are actually part of a memorised store of pre-fabricated "chunks" which, once learnt, each native speaker has automatically at their disposal. Lexical chunks rather than single items of vacabulary, e.g. make an appointment. Lexical chunks in place of grammar, e.g. should + infinitive is seen by some as a lexical chunk not as a piece of grammar.
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Raising the noticeability of language in the mind of the students; in other words helping the student to notice. The concept of “reformulation” (reflective correction) is connected with the idea of raising noticeability. The fluency work (free role-pay) has two functions: to provide free-speaking scenarios in which we can assess the students’ current state of progress and assimilation, and practice via reformulation.
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Attitude of mind, based on the idea of communication from which useful language focus the arises. Feedback is one form of language focus. Reformulated output lightly but often (ROLO) the teacher listens to the students, notes the problems and then goes through a sequence involving eliciting and questions so that the students come to a reformulated version of the selected language errors.
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Translation: quick and efficient to get across meaning. Grammar: as a reference point not as a start point. Drilling (listen and repeat): efficient way for students to get their mouths round the sound and rhythm. Practice exercises (gap fills): to raise student’s awareness of common lexical expressions. Functional expressions: when students listen to a tape model of a phone call. Information gaps. Personalisation. Task-based approach: asking for language help from the teacher, etc.