2. working with variety of approaches

3. This chapter examines ten different approaches or methods, and identifies the choices offered
by each of these ten. The approaches or methods are divided into:
Traditional language teaching
Grammar Translation Method
Direct Method
Audio-lingual Method
Communicative language teaching
Communicative Approach
Total Physical Response
Natural Approach
Competency-Based Approach
Innovative language teaching
Silent Way
Community Language Learning
Suggestopedia

4. TRADITIONAL LANGUAGE TEACHING
GRAMMAR TRANSLATION METHOD
The Grammar Translation Method looks upon language learning as an intellectual activity.
Until twenty years ago, this method was commonly used in Europe to teach Latin in schools.
The main focus Little attention to

5. DIRECT METHOD
The Direct Method insists on thinking and communicating directly in the target language
and does not allow translation

6. AUDIOLINGUAL METHOD
Audiolingual method developed from army program. This method was also influenced
by behavioral psychologists who believed that foreign language learning is basically
a process of mechanical habit formation.
Listening
Speaking
Reading
Writing

7. COMMUNICATIVE LANGUAGE TEACHING
COMMUNICATIVE APPROACH
The emphasis is placed on using the target language to accomplish a function such as
complaining, advising, or asking for information
Taught from the
beginning In speaking, the aim
is to be
understood, not to
speak like a native

8. TOTAL PHYSICAL RESPONSE AND THE NATURAL APPROACH
TPR is a language teaching method built around the coordination of speech and action.
It attempts to teach language through physical activity. The Natural Approach shares with TPR
an emphasis on exposing the learner to hearing and understanding the language before requiring
the learner to speak.
Language
Both approaches believe taught through
Taught in
that language is unconcsious
natural order
ACQUIRED, not LEARNED process
of acquisition
using
meaningful
communication

9. COMPETENCY BASED APPROACH
This approach is based on theories of adult learning which state that for effective learning
to take place, adults need to know that what they are studying will improve their lives
Language skills
Sequenced
according
vocabulary to learner’s
need Translation is
used only if
Grammar necessary
communication

10. INNOVATIVE LANGUAGE TEACHING
SILENT WAY
A basic premise of the Silent Way is that the teacher should talk as little as possible and should
encourage the learner to speak as much as possible. Mistakes are considered part of the process
of discovering the rules, and the teacher should not interfere in this process by correcting the
learner's mistakes.
Listening
Speaking
Reading
Writing

11. COMMUNICATIVE LANGUAGE TEACHING (CLL)
In Community Language Learning, the aim is to involve the learner's whole personality
Grammar rules
Explained
when
The
Listening necessary
focus is
and
initially
speaking
on Used
when
Translation

12. SUGGESTOPEDIA
In order to make better use of learners' capabilities, Lozanov has developed a process of
"desuggestion," which he has applied to language learning. This process is designed to promote
a relaxed frame of mind and to convert learners' fears into positive energy and enthusiasm for
language learning.
In
The seating is
suggestopedia, great
as comfortable
attention is paid to
as possible
the environment

13. SUGGESTION FOR USING SELECTED TEACHING TECHNIQUES
If your students feel that they must know the rule for a certain feature of grammar, try this adaptation
of the Grammar Translation and Audiolingual Methods. Tell your students that they are going to
discover the rules themselves. Then have them work through a set of audiolingual pattern drills
which illustrate the feature. After they have done the drills, ask for volunteers to try to state the rule.
If they have trouble expressing the rule, ask leading questions to guide them.
Conversations, dialogues, or short narratives can be used to exercise the students' abilityto guess
meaning from context. Ask your students to listen for one or two specific words,play a tape recording
of a short passage (two to three minutes at most), and ask for guesses about the meaning of the words.
Have your students justify their guesses byT elling what clues they used. Conversations and dialogues
are also an excellent way to practice conversational formulas such as greetings and leavetakings,
simple requests, invitations, apologies, compliments, and the like. Such materials are particularly useful in
oneon-one tutoring situations.

14. One of the distinguishing features of the various types of communicative language teaching is that
they emphasize the use of language in realistic ways. As you go about your daily routines, be on the
alert for ways in which you use English to carry out simple tasks: for example, taking a phone message
for a friend, or interpreting for someone who speaks English but doesn't know the local language.
Adapt these tasks for classroom activities which will motivate your students and allow them to
demonstrate their use of English in real life tasks.
You can introduce new vocabulary to students using this method. It is especially effective with young
learners but also useful in action sequences with adults. For example, any time you teach directions,
have your students act them out, both with and without repetition of the directions. This will improve
both comprehension and retention. TPR activities are also a good way to break up a session in which
students have been sitting a long time

15. Borrow some techniques from the Natural Approach for the teaching of vocabulary. Decide on key
vocabulary terms to be taught during the presentation phase of the lesson and plan how you will put
across the meaning of each of the words. Is it a verb whose meaning you can act out? Can you show
a picture to illustrate the meaning? (Many teachers accumulate files of pictures specifically for this
purpose.) Can you use stick figures drawn on the blackboard? Can you contrast or compare the
meaning of the new word to that of words which the students already know?
To help your students see how much they are learning, introduce real tasks or competencies and
ask them to complete these. For example, see if they can read a bus schedule and choose the best
bus to take. Have them order a piece of equipment from a catalogue.

16. Adapt techniques from the Silent Way for teaching pronunciation and basic literacy skills.
If there is no sound-color chart available, make your own. Ask students to pronounce key words
or to repeat sentences from the words that you or one of your students points to.
If you want to encourage more of a team spirit in your class, you can borrow some of the activities
from Community Language Learning. These will also promote real conversation.
Suggestopedia techniques can be used to lower the anxieties of your students and to increase
their ability to be ready to take in language, especially vocabulary. You might also try such a session
during review before exam time to show learners how much they actually know.

17. For further reading:
THANK YOU FOR
YOUR ATTENTION