For over forty years this style reflected a compromise between the academic and audiolingual styles, MAINSTREAM, In this style, analogy is preferred over analysis, AUDIOLINGUALISM, It is mostly suitable for academic students, ACADEMIC, Its distinctive ingredient is focus on form, TBLT, Its emphasis is on teaching spoken language, AUDIOLINGUALISM, Its goals are a modern version of those of audiolingual, MAINSTREAM, Its main techniques are drilling exercises, AUDILINGUAL, Its most typical technique is information gap exercises, COMMUNICATIVE, Its version of learning is a compromise among understanding, practice and use, MAINSTREAM, Learning is seen as happening automatically when the students interact, COMMUNICATIVE, Learning should always preceed speaking, AUDIOLINGUALISM, Other techniques in this style are guided role play and tasks, COMMUNICATIVE, Substitution tables are used to display sentence structure, specially for grammar reference, MAINSTREAM, The focus is on the meaning of what is said, TASK BASED, The language must come from the learners themselves, TASK BASED, The learner progresses from controlled conscious understanding of language to automatic processing of speech, ACADEMIC, The goal is to develop student´s linguistic competence, ACADEMIC, The main point of the lesson is explicit grammar, ACADEMIC, The teacher stands aside and most responsibility lies in the students hand, COMMUNICATIVE, This style draws and ecclectic array of sources for support, specially classroom based research studies, TASK BASED, This style is also known as the grammar translation method, ACADEMIC, This style is the most closely related to a theory of SLA, AUDIOLINGUALISM, This style related the idea of interlanguage, COMMUNICATIVE, With this style analysis became once more preferred over analogy, TASK BASED, With this style if the student does no benefit from one tipe of lesson, he will benefit from another, MAINSTREAM

TEACHING STYLES

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