#methods #language #teaching

1. Methods in
Language
Teaching

2. 1.
Grammar-Translation
Method

3. Grammar-Translation Method
> Classes are taught in the mother tongue with
little active use of the target language.
> Much vocabulary is taught in the form of lists of
isolated words.
> Long elaborate explanations of the intricacies of
grammar are given.
3

4. Grammar-Translation Method
> Grammar provides the rules for putting words
together and instruction often focuses on the
form and inflection of words.
> Reading of difficult classical texts is begun
early.
> Little or no attention is given to pronunciation.
4

5. Grammar-Translation Method
> Little attention is paid to the content of texts
which are treated as exercises in grammatical
analysis.
> Often, the only drills are exercises in
translating disconnected sentences from the
target language into the mother tongue.
5

6. Requirements for Optimal Input
6
a. Comprehensible

b. Interesting/relevant

c. Not grammatically sequenced

d. Quantity

e. Affective filter level

f. Tools for conversational management


7. Learning
> Conscious control of grammar is necessary for
mastery.
> Learning needs to precede acquisition.
> The implicit assumption that all students will be
able to use all the rules all the time.
7

8. Summary
> Results in a very low amounts of acquired
competence
> High affective filter comprehensible input
> Learning is vastly overemphasized.
8

9. 2.
Direct Method

10. Direct Method
> Second language learning should be more like
first language learning – lots of oral interaction,
no translation and no analysis of grammatical
rules.
> Classroom instruction was conducted in the
target language.
10

11. Direct Method
> Only everyday vocabulary and sentences were
taught.
> Oral communication classes were built up in a
carefully trades progression organized around
Q&A exchanges between teachers and students in
small, intensive classes.
11

12. Direct Method
> Grammar was taught inductively.
> New teaching points were taught through
modeling and practice.
> Concrete vocabulary was taught through
modeling and practice.
12

13. Direct Method
> Concrete vocabulary was taught through
demonstration, objects and pictures. Abstract
vocabulary was taught through association of
ideas.
> Both speech and listening were taught.
> Correct pronunciation and grammar were
emphasized.
13

14. Requirements for Optimal Input
14
a. Comprehensible

b. Interesting/relevant

c. Not grammatically sequenced

d. Quantity

e. Affective filter level

f. Tools for conversational management


15. Learning
> Conscious control is necessary for acquisition
> Encourages overuse of grammar
15

16. Summary
> Provides greater amounts of comprehensible
input but grammar-based
> Successful, according to other reports
> Teacher-centered
16

17. 3.
Audio-Lingual Method

18. Audio-Lingual Method
> Advocated conditioning and habit-formation
models of learning (mimicry drills and pattern
practices)
> New material is presented in dialogue form.
> There is dependence on mimicry, memorization
of set phrases and overlearning.
18

19. Audio-Lingual Method
> Structures are sequenced by means of
contrastive analysis and taught at one time.
> Structural patterns are taught using repetitive
drills.
> There is little or no grammatical explanations.
> Vocabulary is strictly limited and learned in
context.
19

20. Audio-Lingual Method
> Great importance is attached to pronunciation.
> Very little use of the mother tongue by teachers
is permitted.
> Successful responses are immediately
reinforced.
> There is great effort to get students to produce
error-free utterances.
20

21. Audio-Lingual Method
> It didn’t teach long-term communicative
proficiency.
21

22. Requirements for Optimal Input
22
a. Comprehensible

b. Interesting/relevant

c. Not grammatically sequenced

d. Quantity

e. Affective filter level

f. Tools for conversational management


23. Learning
> Students have to overlearn a variety of patterns
to be used directly in performance.
> Results in inductive learning
> Encourages monitor use at all times
23

24. Summary
> May cause some acquisition
> A stock of sentences and patterns that will be of
occasional use in real contexts
> Inductive learning is implicitly encouraged.
24

25. 4.
Cognitive-Code
Method

26. Cognitive-Code Method
> Quite similar to grammar-translation
> Attempts to help in the development of the four
macroskills
> Posits that competence precedes performance
> Learning becomes acquisition.
26

27. Cognitive-Code Method
> Grammar lessons
> Active use of the “monitor”
> The presence of meaningful activities
27

28. Requirements for Optimal Input
28
a. Comprehensible

b. Interesting/relevant

c. Not grammatically sequenced

d. Quantity

e. Affective filter level

f. Tools for conversational management


29. Learning
> Conscious control can be accomplished by
everyone.
> All rules are learnable.
> Conscious knowledge should be available at all
times.
> Encourages overuse of the monitor
29

30. Summary
> Should provide greater quantities of
comprehensible input and more acquisition
> Learning is overemphasized.
30

31. 5.
The Natural Approach

32. The Natural Approach
> Developed by Tracy Terrell
> Class time is devoted primarily to providing
input for acquisition.
> The teacher speaks only the target language in
the classroom. Students may use either the first
or second language.
32

33. The Natural Approach
> Homework may include formal grammar work.
> The goals of the lessons are semantic.
33

34. The Natural Approach
> Believes that learners would be benefited if
production is delayed until speech emerges.
> Learners should be relaxed as possible.
> Focus on a great amount of communication and
acquisition
34

35. The Natural Approach
> Three stages:
• Preproduction stage
• Early production stage
• Extending production
35

36. The Natural Approach
> Most question aspect is on the delay of oral
production (silent period)
> It reminds language teachers not to insist on
students’ speaking right away.
36

37. Requirements for Optimal Input
37
a. Comprehensible

b. Interesting/relevant

c. Not grammatically sequenced

d. Quantity

e. Affective filter level

f. Tools for conversational management


38. Learning
> The absence of error correction in the classroom
> Can be adapted for variations in monitor use,
with varying amounts of homework, or different
types of homework assignments
38

39. Summary
> Makes a deliberate effort to fit all requirements
for both learning and acquisition
> Remains a classroom method (weakness)
> Prohibits the communication of interesting and
relevant topics
39

40. 6.
Total Physical
Response

41. Total Physical Response
> Developed by James Asher
> Consists of obeying commands from the
instructor that involve an overt physical
response
> Anchored on “Trace Theory” of learning which
claims that memory is increased if it is
stimulated with physical activity
41

42. Total Physical Response
> Demands listening and acting
> Embed vast amounts of syntax into the form of a
command.
> No verbal response is necessary.
> The commands progress in complexity.
42

43. Total Physical Response
> Three principles:
• Delay speech from students until
understanding of spoken language has been
extensively internalized.
• Achieve understanding of spoken language
through utterances by the instructor in the
imperative.
43

44. Total Physical Response
> Three principles:
• At some point, students will indicate a
readiness to talk.
44

45. Total Physical Response
> Effective only at the beginning levels of
language proficiency (weakness)
> Theatrical and dramatic appeal to language
learning (strength)
45

46. Requirements for Optimal Input
46
a. Comprehensible

b. Interesting/relevant

c. Not grammatically sequenced

d. Quantity

e. Affective filter level

f. Tools for conversational management


47. Learning
> Grammar will be learned inductively.
> The emphasis on listening comprehension and
the delay of speech will prevent misuse of
conscious learning.
47

48. Summary
> Substantial language acquisition
> Should not encourage overuse of the conscious
monitor
> Active learning
48

49. 7.
Suggestopedia

50. Suggestopedia
> Developed by Georgi Lozanov
> Believes that the human brain could process
great quantities of material if given the right
conditions for learning
> Courses are given to small groups.
> Intensive classes
50

51. Suggestopedia
> Three parts:
• Review
• Presentation of new material
• Active and passive séance
> Baroque music – increases alpha brain waves and
decreases blood pressure and pulse rate
51

52. Suggestopedia
> Three elements:
• An attractive classroom and a pleasant
classroom atmosphere
• A teacher with a dynamic personality
• A state of relaxed alertness in the students
52

53. Suggestopedia
> Named as such because students become
“suggestible” – encouraged to be “childlike” as
possible
> Each member of the class is given a new name
and role to play – to overcome inhibitions.
> Impractical for an educational system where
there is scarcity of comfortable chairs and music
53

54. Requirements for Optimal Input
54
a. Comprehensible

b. Interesting/relevant

c. Not grammatically sequenced

d. Quantity

e. Affective filter level

f. Tools for conversational management


55. Learning
> Content precedes form.
> Accurate pronunciation and grammar are to
come in due course.
> Grammar use does not interfere with
communication.
55

56. Summary
> Comes very close to completely matching the
requirement for optimal input
> Conditions that lower the affective filter
> Allows the subconscious language acquisition
system to operate at full or near full capacity
and efficiency
> Seems to put grammar in its proper place
56

57. 8.
Communicative
Language Teaching

58. Communicative Language Teaching
> Aims for students to acquire proficiency through
pragmatic uses of the target language
> Aims to make communicative competence the
goal of language teaching
58

59. Communicative Language Teaching
> Five features:
• Emphasis on learning to communicate
through interaction in the target language
• The introduction of authentic texts into the
learning situation
• The provision of opportunities for learners
to focus on the language and on the process
59

60. Communicative Language Teaching
> Five features:
• Enhancement of the learner’s own personal
experiences
• Attempts to link classroom language
learning to real world situations
60

61. Communicative Language Teaching
> Students need knowledge of the linguistic forms,
meanings, and functions.
> Teacher facilitates communication in the
classroom.
> Activities are carried out by students in small
groups.
> The use of authentic materials
61

62. Communicative Language Teaching
> Lacks closely prescribed classroom techniques
> Uses functional syllabus
62

63. Communicative Language Teaching
> Three features of communicative activities:
• Information gap
• Choice
• Feedback
63

64. Communicative Language Teaching
> Related principles:
• Learner-centered teaching
• Cooperative learning
• Interactive learning
• Whole language education
• Content-centered education
• Task-based learning
64

65. 9.
The Silent Way

66. The Silent Way
> Capitalized on discovery learning
> Assumes that learning is facilitated if the
learner discovers or creates what is to be learned
> Assumes that learning is facilitated by
accompanying physical objects
> Assumes that learning is facilitated by problem
solving involving the materials to be learned
66

67. The Silent Way
> Use language for self-expression
> Students become independent by relying on
themselves.
> The teacher provides minimal corrective
feedback.
> The teacher works with the student; the student
works on the language.
67

68. The Silent Way
> Uses a language-specific sound-colored chart
and colored rods
> Attention is on the structures of the language
(pronunciation and vocabulary)
> Uses students’ errors for improvements
68

69. The Silent Way
69

70. 10.
Community Language
Learning

71. Community Language Learning
> Developed by Charles Curran
> Focuses on whole-person learning
> Adults feel threatened by a new learning
situation.
> Teachers become language counselors.
> Learners are regarded as a “group”.
71

72. Community Language Learning
> How to use the target language communicatively
> Learn about their own learning, take increasing
responsibility for it, and learn from one another
> Focus on both accuracy and fluency
72

73. Community Language Learning
> Students have a conversation in their native
tongue and teacher helps them by giving them
the target language translation in chunks.
73

74. Community Language Learning
> Six elements:
• Security
• Aggression
• Attention
• Reflection
• Retention
• discrimination
74

75. Community Language Learning
> At first, students generate the material.
> Then, teachers prepare materials like published
textbooks.
> Particular grammar points, pronunciation
patterns and vocabulary are worked with.
75

76. Community Language Learning
> Threat of making mistakes in foreign language
learning is removed.
> Demands translation expertise on the teacher’s
part
76

77. 11.
Content-Based
Instruction

78. Content-Based Instruction
> Content learning is integrated in language
learning.
> The study of language and subject matter at the
same time
> The form and sequence of language presentation
depends on content materials
> The content can be themes of general interest.
78

79. Content-Based Instruction
> Delay of students’ academic study or language
study is avoided.
> Teachers need to set clear objective for both
content and language.
> Scaffold the language needed for study of the
content.
79

80. Content-Based Instruction
> Understand authentic texts
> Use of realias and lots of examples
> Activities highlighting how language is used in a
particular subject
> Student interaction and the development of
thinking skills
80

81. Content-Based Instruction
> Specifies the target language form to work on
> How do the different language aspects contribute
to discourse organization of texts
> Macroskills are integrated in authentic contexts.
81

82. 12.
Task-Based Language
Teaching

83. Task-Based Language Teaching
> Learning is focused on tasks.
> A set of communicative tasks
> Provides clear outcomes – relevant and
meaningful
> Interaction and checking own understanding is
emphasized.
83

84. Task-Based Language Teaching
> The teacher chooses the tasks.
> Students’ needs and differences are considered..
> The teacher monitors student performance, and
intervenes when necessary.
> Macroskills are developed and utilized.
84