Language Teaching Methods/ ApproachesEnglish Methodology IUCSC-2008Mg.Roxanna Correa

Grammar-Translation Method (early 19th century)

• Nature of Language• Systematic study of the

prescribed grammar of classical Latin and classical texts.

• Language Learning• Exercise mental abilities

•LANGUAGE TEACHING• Instruction given in

mother tongue

•Little use (of language) for communication in target language

Grammar-Translation Method (early 19th century)

Grammar-Translation Method (early 19th century)

•LANGUAGE TEACHING

•Teacher does not have to be able to speak target language

•Focus on appreciating literature of target language and translation

SOME PRINCIPLES

• Literary languare is superior to spoken language.

• If sts are able to translatae from L2 to L1 they are considered successful lg learners.

• Ability to communicate in the foreign lg is not a goal for teaching.

• Reading are writing are the skills developed

• Class are teacher centered

SOME PRINCIPLES• Native language equivalents

are found for ALL target words.

• Learning is emphasized through similarities between L1and L2.

• Sts learn about the form (grammar )of the target lg

• Deductive pedagogical technique is applied for grammar rules.

• LL provides good mental exercise ( use of memory is promoted)

Direct Approach

• 1886.The IPA is established Phonetics becomes an issue in language teaching. First true scientific contributions to language learning begins.

• Reaction to the Grammar Translation Method

Direct Approach

• Nature of Language• Everyday spoken

language. Culture, history, geography, everyday life of TL speakers.

• Language Learning• Associate meaning with

TL directly

Language Teaching•No use of mother

tongue allowed•Lesson begins with

dialogues and conversations

Direct Approach

Direct Approach

•Language Teaching•Grammar rules

learned inductively

•Teacher must speak the target language

Reading Approach

• Reaction to the Direct Approach

•Reading is viewed as the most appropriate skill to have in a foreign language since many people did not travel abroad (from U.S.)

•Not enough teachers could speak target language well enough to use it for teaching

•Only grammar is useful for teaching reading .

•Emphasis on translation

Reading Approach

AUDIO- LINGUAL APPROACH

• WWII (1939-1945 )breaks out and U.S. military requires people to speak and understand foreign languages

• The U.S. government hires linguists to help teach and develop materials

AUDIO- LINGUAL APPROACH

THEORETICAL BASE Linguistic and Psychology.Charles

Fries (1945) led the way in applying principles from sturctural linguistics in developing this approach.

In 1957 principles from behavioral psychology (Skinner) were incorporated.

AUDIO- LINGUAL APPROACH• NATURE OF LANGUAGE Sentence and sound

patterns LANGUAGE LEARNING Overcoming native

language habits; form new target language habits.

AUDIO- LINGUAL APPROACH

• LANGUAGE TEACHING Conduct oral/aural drills

and pattern practice.

• 1960 Chomsky argued the language acquisition could not take place through habit formation., but rather a rule formation

• This method shares certain principles with the Cognitive Approach

SILENT WAY

SILENT WAY

• Nature of Language• Unique since it is the

expression of a particular group of people.

• Language Learning• Develop inner criteria for

corrections by becoming aware of how TL works.

SILENT WAY

• Language Teaching• Remain silent in order to

subordinate teaching to learning. Focus student attention; provide meaningful practice.

Desuggestopedia/ Affective - Humanistic Approach

NATURE OF LANGUAGE Language is a process of

communication and the factors which influence the linguistic message.

Meaningful texts, vocabulary emphasized.

LANGUAGE LEARNINGOvercome psychological

barriers to learning

Desuggestopedia

• LANGUAGE TEACHING• Desuggest limitations:

teach lengthy dialogues through musical accompaniment, playful practice, and the arts.

Community Language Learning• Developed by Charles Curran

(1976). Influenced by humanistic psychology Carl Rogers (1951) and Brown (1994).

• Nature of language:• Student generated

• Language Learning:• Learn nondefensevely as

whole persons following development stages.

Community Language Learning• Language Teaching• Include the elements of

security, attention, aggression, reflection, retention, discrimination

NATURAL APPROACH• An outgrowth of second language

acquisition research, especially by Krashen (1981) and Terrell(1977)

– listening recognized as a very important skill

– listen and respond non-verbally

– learners progress by being exposed to meaningful input just one step beyond their level of competence

NATURAL APPROACH

Nature of language Vehicle for

communicating meaning; vocabulary emphasized

Language Learning:Listen; associate meaning

with target language directly.

NATURAL APPROACH

• Language Teaching• Delay speaking until

students are ready; make meaning clear through actions and visuals.

TOTAL PHYSICAL RESPONSE

• In the 60’s and 70’s research gave rise to the hypothesis that language Learning should start first with understanding and later proceed to production. (Winitz 1981)

TOTAL PHYSICAL RESPONSE

• NATURE OF LANGUAGE• The oral modality is

primary. Culture is the lifestyle of people who speak the language natively.

• Vocabulary and grammatical structures are emphasized

TOTAL PHYSICAL RESPONSE

• Language Learning• TPR is usually introduced

in the student’s native language.

• Meaning is made clear through body movements

• Main aim is to reduce the stress.

• Students speak when they are ready.

TOTAL PHYSICAL RESPONSE

• LANGUAGE TEACHING• Initially the teacher is the

director of all the students behaviour.

• In the second phase sts demonstrate they can understand the commands by performing them alone.

• After learning to respond to oral commands the sts learn to read and write

Communicative approach• Nature of Language• Communicative competence.

Notions/functions Authentic DiscourseLanguage Learning Interact with others in the

target language; negotiate meaning.

Ability to communicate in second language/TL

Communicative approach

• Language Teaching• Use information gaps,

role-plays, games • Group and pair work is

stressed• Authentic material use is

encouraged

Communicative approach

• Focus in on meaning, not form

• Teachers should be able to use the target language fluently and appropriately

CONTENT-BASED, TASK BASED, Participatory Approaches

• Nature of Language• Medium for doing learning• Language Learning• Attend to what is being

communicated, not the language itself, except when form-focused.

• Lear how to learn

CONTENT-BASED, TASK BASED, Participatory Approaches

• Language Teaching• Engage students in

learning others subject matter, tasks, or in problem-solving around issues in their lives.

Leaning Strategy Training, Cooperative Learning and Multiple Intelligences.• Language learning• Learn how to learn• Language Teaching• Teach learning

strategies ; use a variety of activities that appeal to different intelligences.