One of the most important critics to this system is that the teacher doesn't talk in class so the
listening and understanding skills of the students are absolutely neglected. It is necessary to correct
the pronunciation of the students and as they are all talking at once it is practically impossible for
the teacher to be able to isolate each student's mistakes.
In this case the teacher is also an authoritative figure as he is standing in front of the class gesturing
what he/she wants the students to say so there is no place the student's natural speech. Even if this
method was thought to be the solution for the grammar translation method, the teacher still doesn't
guide the students in a natural way on the self-discovery of the language being taught.
Secondly, the Total Physical Response is a method developed by Dr. James J. Asher. It is based in
the idea that the process that humans do when learning a new language is similar to the process
done when as babies we learn our mother tongue. The students decode the new language by
responding physically to the teacher's verbal orders.
How is this applied to the classrooms? The students have to physically respond to the teacher's
words, there are different games and activities that can be used with this method as “Simon says”.
One of the main advantages is that students approach the language orally, as they first listen and
then repeat what the teacher has said. This means that the grammar is already taught without
needing to go through the classic Grammar Method so the students acquire it in a natural way. It is
also a very interesting method for children as they can move around the class and this makes the
process of learning less boring than the traditional methods.
However even if the language is acquired in a natural way there is still no room in this approach for
the communicative skill, all the talking done in this lessons is based in the repetition of the teacher's
words or the signs related to this words. Again, the student's talking skills are being neglected
because they are not using the language as they would use it in a natural environment.
So, as we can see, the teacher in this approach is, again, an authoritative figure standing in front of
the students and telling them what to say, how to say it and when to say it. He relates some words
with some gestures which is a good method for kids in the lower levels but as soon as the level
improves the student should be able to talk with freedom allowing the mistakes as this is a natural
way of learning. So again, here we can see how a method, also created as a response to the grammar
translation method is still missing the main point to acquire a language in a natural way: The
development of the communicative skills.
Suggestopaedia is the third teaching method we will be studying, it was created by Georgi Lozanov
in the 1970s and it is based in six principle components: “Authority of the teacher so that he/she
becomes a reliable source for the students, infantilization of the student relation towards the
teacher, the importance of the environment in the learning process, the variation in the intonation
helps to avoid boredom, the materials presented with a varying rhythm are more interesting and,
finally, the activities should be accompanied by music.”2
This is quite a controversial method as there are many studies that prove that students have acquired
a good level of english by using it but, on the other hand, it is sometimes compared to a placebo as
it will only work if the students believe in its effect. Also, is mainly based in listening and reading
skills while other communicative parts of the language are not being developed.
As the previous methods, in this case the teacher is an authoritative figure not only because he/she
stands in front of the students but mainly due to their infantilization. The relation between teacher
and student and the other characteristics explained previously are not the appropriate ones to create