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(1) Emphasized on accuracy, explicit grammar rules, vocabulary lists, translations from L1 to L2, (2) Content focused on reading and writing rather than oral language, (3) Focused on analyzing language rather than ability to use it, (4) Teacher-fronted pedagogy based on behaviorism.
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(1) Emphasized oral language with listening and speaking as primary skills, (2) Translation and explicit grammar downplayed, (3) Focused on L2 immersion with little or no L1 integration.
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(1) Emphasized language learning by reading through vocabulary management, (2) Low-frequency literary words substituted with more common vocabulary to increase readability of texts, (3) Championed by Michael West in the UK.
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(1) Emphasized language learning as a result of habit formation or behaviorism, (2) Focused on intensive oral drills, sentence patterns and memorization.
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(1) Spearheaded by Noam Chomsky, (2) Children born with innate language abilities for their L1, (3) Behaviorist thinking de-emphasized.
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(1) Championed by Michael Halliday, (2) Language not something exclusively internal to a learner, but rather a means of functioning in society, (3) Highlighted communicative and dynamic nature
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(1) Developed by Stephen Krashen, (2) L2 acquisition based on comprehensible input unconsciously attained and not through explicit exercises, (3) Focused on meaning rather than form, (4) Affective filter or learner's emotional state affects language acquisition, (5) Language exposure included elements beyond the current level of learners' ability (i+1).
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(1) Emphasized learner's message and fluency rather than grammatical accuracy, (2) Problem-solving activities and tasks encouraged to transact information (3) Total immersion in L2 encouraged.
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(1) Started post-WWII, but became more prominent in 1990s, (2) Individualized learning, (3) Interactive audio and video input, (4) Can serve an supplement to classroom instruction.
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Emphasized social interaction with others to develop language and cognition
