Language Teaching Methods

THE DIFFERENCE BETWEEN AN APPROACH AND A METHOD (AND A TECHNIQUE):An approach to language teaching is

something that reflects a certain model or theory. This term is the broadest of the three. By method we mean a system that spells out a set of procedures or activities that have been chosen by the teacher in order to reach the course objectives. A technique is a classroom device or activity and thus represents the narrowest term of the three. Some techniques are widely used and found in many methods (imitation, repetition) and others are specific to a given method.

In other words if there is a way to do something, you need to consider how to do it. This is your approach – consideration of how it should be done. When you have decided on how to do it, your method or means is what you use to do it.

1 )The Grammar Translation :Method A number of methods and techniques have

evolved for the teaching of English and also other foreign languages in the recent past, yet this method is still in use. It maintains the mother tongue of the learner as the reference particularly in the process of learning the second/foreign languages.

In applied linguistics, the grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.

Method: Classes were conducted in the native language. A chapter in a distinctive textbook of this method would begin

with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be

presented contextually in the textbook, to be explained elaborately by the instructor. Grammar thus provided the rules for assembling words into sentences. The method emphasizes the study of grammar through deduction that is through the study of the rules of grammar.

Tedious translation and grammar drills would be used to exercise and strengthen the knowledge without much attention to content. Sentences would be deconstructed and translated. Eventually, entire texts would be translated from the target language into the native language and tests would often ask students to replicate classical texts in the target language.

Very little attention was placed on pronunciation or any communicative aspects of the language.

The skill exercised was reading, and then only in the context of translation.

2 .The Direct method:

The direct method was an answer to the dissatisfaction with the older grammar translation method. There was an attempt to set up conditions that imitate mother tongue acquisition, which is why the beginnings of these attempts were called the natural method.

The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900 .

:Principles of the direct method are• teaching vocabulary through

pantomiming, real-life objects and other visual materials.

teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language).

centrality of spoken language (including a native-like pronunciation)

focus on question-answer patterns teacher-centering.

Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase.

Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.

Both speech and listening comprehensions are taught.

Correct pronunciation and grammar are emphasized.

Student should be speaking at least 80% of the time during the lesson.

3 )The Audio-lingual method

The audio-lingual method was widely used in the United States and other countries in the 1950's and 1960's. It is still used in some programs today.

Principles of this method:

language learning is habit-formation mistakes are bad and should be avoided, as they

make bad habits language skills are learned more effectively if they

are presented orally first, then in written form analogy (similarity) is a better foundation for

language learning than analysisthe meanings of words can be learned only in a

linguistic and cultural context Students should 'over learn,' i.e. learn to answer

automatically without stopping to think. The learning of a foreign language should be the

same as the acquisition of the native language.

Drills and pattern practice are typical of the Audio-lingual method. Some of these include:1. Repetition: Students are asked to listen

carefully to the teacher's model, and then they have to repeat and attempt to mimic the model as accurately and as quickly as possible.

2. Inflection: Where one word in a sentence appears in another form when repeated e.g. Teacher: I ate the sandwich. Student: I ate the sandwiches

3. Replacement: Where one word is replaced by another, e.g. Teacher: He bought the car for half-price. Student: He bought it for half-price.

4. Restatement: The student re-phrases an utterance, e.g. Teacher: Tell me not to smoke so often. Student: Don't smoke so often!

4 )Suggestopedia

Often considered to be the strangest of the so-called "humanistic approaches". Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. It was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov. The term 'Suggestopedia', is derived from suggestion and pedagogy. Suggestopedia was originally applied mainly in foreign language teaching, and it is often claimed that it can teach languages approximately three times as quickly as conventional methods.

Four Stages of Suggestopedia:

  Presentation

A preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun.

First Concert - "Active Concert"This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music.

Second Concert - "Passive Review"The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material.

PracticeThe use of a range of games, puzzles, etc. to review and consolidate the learning.

5 )The Silent WayThe Silent Way is a

language teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching technique. It was first introduced in Gattegno's book Teaching Foreign Languages in Schools: The Silent Way in 1972.

:Aims and goalsThe general goal of the Silent Way is to

help beginning-level students gain basic fluency in the target language, with the ultimate aim being near-native language proficiency and good pronunciation. An important part of this ability is being able to use the language for self-expression; students should be able to express their thoughts, feelings, and needs in the target language. In order to help them achieve this, teachers emphasize self-reliance.

Principles of the Silent Way:

Teachers should concentrate on how students learn, not on how to teach

Imitation and drill are not the primary means by which students learn

Learning consists of trial and error, deliberate experimentation, and revising conclusions

In learning, learners draw on everything that they already know, especially their native language

The teacher must not interfere with the learning process

6 )Total Physical Response (TPR)

Total Physical Response is a language learning method based on the coordination of speech and action. It was developed by James Asher, a professor of psychology at San Jose State University, California.

The principles of TPR:

Second language learning is parallel to first language learning and should reflect the same naturalistic processes

Listening should develop before speaking Children respond physically to spoken

language, and adult learners learn better if they do that too

Once listening comprehension has been developed, speech develops naturally and effortlessly out of it.

Adults should use right-brain motor activities, while the left hemisphere watches and learns

Delaying speech reduces stress. 

Objectives of TPR:Teaching oral proficiency at a

beginning level Using comprehension as a means

to speaking Using action-based drills in the

imperative form

7 )The Natural Approach:

The Natural Approach was developed by Tracy Terrell and Stephen Krashen, starting in 1977. It came to have a wide influence in language teaching in the United States and around the world.

Principles of The Natural Approach:

  Language acquisition (an unconscious process developed through

using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs. (The acquisition/learning hypothesis)

Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (The monitor hypothesis)

Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order.(The natural order hypothesis).

People acquire language best from messages that are just slightly beyond their current competence. (The input hypothesis)

The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition. (The affective filter hypothesis)

8) Communicative Approach :Communicative language teaching (CLT) is an

approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or

simply the “communicative approach.”New syllabi took into account needs of different

pupils. Traditional academic syllabi had assumed learner's goal was in-depth mastery of target language. But for less academic pupil a more immediate 'pay-off' was necessary, in terms of usefulness for practical purposes.

Principles of CLT:

  A teacher’s main role is a facilitator and monitor rather

than leading the class. Lessons are usually topic or theme based, with the

target grammar “hidden” in the context e.g. a job interview (using the Present Perfect tense.)

Lessons are built round situations/functions practical and authentic in the real world e.g. asking for information, complaining, apologizing, job interviews, telephoning.

Activities set by the teacher have relevance and purpose to real life situations – students can see the direct benefit of learning

Emphasis on engaging learners in more useful and authentic language rather than repetitive phrases or grammar patterns

Emphasis on communication and meaning rather than accuracy. Being understood takes precedence over correct grammar. The fine tuning of grammar comes later.

Communicative competence is the desired goal. i.e. being able to survive, converse and be understood in the language.

Emphasis is put on correct pronunciation and choral (group) and individual drilling is used

Authentic listening and reading texts are used more often, rather than artificial texts simply produced to feature the target language

Use of songs and games are encouraged and provide a natural environment to promote language and enhance correct pronunciation

Feedback and correction is usually given by the teacher after tasks have been completed, rather than at the point of error, thus interrupting the flow