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Arrived at the end of the nineteenth century, was product of the reform movement which was reacting to the restrictions of grammar-translation. This connections between meanings or objects in the student's native language and English, without translation. teachers and students use English exclusively in class, with new material demonstrated through actions or images. -
The material is presented in dialogues, it depends on memorizing phrases, the structures are taught one by one, repetition is used and recordings are used. -
Created by Caleb Gattego.
It is a language teaching methodology based on the idea that teachers should be as quiet as possible during a class, but students should be encouraged to produce as much language as possible -
This method implements the teaching of the second language through the combination of speech (oral language) and action; proposes to generate language learning through physical activities. -
Created by Michael Halliday. It constitutes the predominant approach to teaching second languages, the fundamental merit of the communicative approach lies in seeing the language as a means of communication for which it is necessary for students to be able to express themselves fluently and appropriately outside the classroom, that is, focuses on the development of communicative competence. -
It arose in the 70s by Georgi Lozanoz, this method focuses on the student, respects the learning rhythms and offers different teaching alternatives -
In the nineteenth century moves were made to bring foreing lenguages.
this gave rise to the grammar- Translation method, It consists of learning grammar rules, memorizing vocabulary, verb conjugations, translation of texts and written exercises. -
Developed by. N. Prabhu. Seeks to solve or do an activity which involves a certain problem to be solved. Written or oral reports of the activity are made. -
Created by Michael Lewis. This approach makes a distinction between vocabulary - traditionally conceived as individual words - and lexis that includes not only isolated words but also combinations of words that we store in our lexicon.