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Emotional reactions such as self-consciousness or negative feelings that may influence learning
Affective factors
explanation of grammar rules (by the teacher, in the L1) and translation of texts from and to the target language. It focuses on the written form of the language and more formal registers, and does not include very much communicative work
The grammar–translation method
This method is based in the idea that language is a set of habits and involves a lot of teacher-led drilling, learning by heart and repetition.
The audiolingual method
This method is based on is based on the assumption that language is for communication and that we lean it best through naturalistic acquisition processes.
Communicative approaches
Any forms that do not match the target language, and seem not to be progressing any further, their interlanguage
fossilization
the desire of the learner to learn the language in order to integrate into the community of speakers of that language.
Integrative motivation
refers to the need to learn the language for material or educational benefits: to get a better job, or to progress to advanced study.
Instrumental motivation
Using activities involving information exchange and problem solving as a way of developing ability in language
Task-based learning
The general ability to use language accurately, appropriately and flexibly
Communicative competence
the accurate use of words and structures
grammatical competence
