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Lori Vanden Berghe, M.Ed.
West Texas A&M University
Spring 2012
   Grammar Translation Method
   The Direct Method
   The Natural Approach
   Audio-Lingual Method
   Total Physical Response
   The Silent Way
   Desuggestopedia
   Community Language Learning
   Communicative Language Teaching
   Participatory Approaches
   Content Based
   Task Based
   Learning Strategy
   Cooperative Learning
   Multiple Intelligences
    The Grammar Translation              The Direct Method:
     Method:                          1.   Avoids close association
1.      Maintains close                    between the second or
        association between the            foreign language and the
        foreign language and the           mother tongue
        mother tongue                 2.   Lays emphasis on speech
2.      Lays emphasis on speech       3.   Follows the child‟s natural
3.      Follows the adult‟s natural        way of learning a
        way of learning a                  language
        language                      4.   Teaches the language by
4.      Teaches the language by            „use‟ and not by „rule‟
        „rule‟ and not by „use        5.   Does not favor the
5.      Teaches formal grammar             teaching of formal
        from the very beginning            grammar at the early
                                           stage
 HOME
 Krashen and Terrell
        Emphasis on exposure rather than
         practice
        Designed to develop basic
         communication skills - both oral and
         written
           1. Basic personal communication skills: oral
              (e.g., listening to announce-ments in public
              places)
           2. Basic personal communication skills:
              written (e.g., reading and writing personal
              letters)
           3. Academic learning skills: oral
              (e.g., listening to a lecture)
           4. Academic learning skills: written
HOME          (e.g., taking notes in class)
•Develop basic
 communication skills
•Students listen to
teacher
•Teacher uses pictures
and occasional native
language
•Just above current level
of proficiency
•Low affective filter
 Stresses the mechanistic aspects of
         language learning and language
         use
        Drills in the use of grammatical
         sentence patterns
        Repetition and imitation
        Teacher directs and controls the
         language behavior of students
        Vocabulary kept to a minimum


                                   Click image to
                                   view
                                   demonstration


HOME
 Teaches language through physical (motor)
         activity.
        Reduces learner stress and creates a positive
         mood by involving game-like movements
        Establishes a memory connection
        Grammar is taught inductively
        Learners primary role is listener and performer




                                             Click image to
                                             view
                                             demonstration




HOME
   Caleb Gattegno: “to teach means to serve the learning
           process rather than to dominate it.”
          Teacher begins with something the students already
           know.
          Teacher points and gestures
          Silence is a tool: the teacher only speaks when
           necessary
          Students develop their own criteria for correctness
          The elements of the language are introduced logically




                                                   Click image to
                                                   view
                                                   demonstration




HOME
   Created by Georgi Lozanov

          Features classroom decoration, furniture, arrangement of
           classroom so that students feel comfortable and confident.
          Use of music,
          Teacher is authoritative figure: “People remember best and are
           most influenced by information coming from an authoritative
           source.”
          Varying tone and rhythm of material presented; dramatizing
           and emotionalizing gives meaning to linguistic material.
           1.   Introduction: The teacher teaches the material in “a playful
                manner” instead of analyzing lexis and grammar of the text
                in a directive manner.
           2.   Concert session (active and passive): in the active session,
                the teacher reads with special intonation as selected
                music is played. Occasionally, the students read the text
                together with the teacher, and listen only to the music as
                the teacher pauses in particular moments. The passive
                session is done more calmly.
           3.   Elaboration: The students sing classical songs and play
                games while “the teacher acts more like a consultant
HOME       4.   Production: The students spontaneously speak and interact
                in the target language without interruption or correction.
   EXPLANATION:
                                            › Students (8 to 12 maximum) sit in a circle.
                                            › There is a small portable tape recorder inside
      Charles Curran                          the circle.
      The students determine what is to › The teacher (who is termed the „Knower‟ )
       be learned                              stands outside the circle.
      The role of the teacher is that of a › When a student has decided on something they
       facilitator and support                 want to say in the foreign language, they call
                                               the Knower over and whisper what they want to
                                               say, in their mother tongue.
                                            › The teacher, also in a whisper, then offers the
                 KNOWER                        equivalent utterance in English (or the target
                                               language).
                                            ›   The student attempts to repeat the utterance,
                                                with encouragement and shaping from the
                                                Knower, with the rest of the group
                                                eavesdropping.
                                            ›   When the Knower is satisfied, the utterance is
                                                recorded by the student.
                                            ›   Another student then repeats the process, till
                                                there is a kind of dialogue recorded.
                          Tape
                        recorder
                                            ›   The Knower then replays the recording, and
                                                transcribes it on the board.
                                            ›   This is followed by analysis, and questions from
                                                students. In a subsequent session, the Knower
                                                may suggest activities springing from the
                                                dialogue.
HOME                                        ›   Gradually, the students spin a web of language.
   Emphasizes fluency and meaning in concrete terms
          Learners are introduced to a variety of conversational
           contexts
          Target language is the vehicle for communication
          Students express opinions and ideas
          Social context provided for communication in
           cooperative groups or pairs
          Teacher is facilitator
          Listening part of authentic communication
          Grammar and vocabulary learned in situational context




HOME
 Paulo Freire
        Content is based on issues of concern
         to students
        Goal to help students understand
         forces in their lives:
           › Social
           › Historical
           › Cultural
        Empower decision making
        Language taught in
       service to action,
       experience-centered
HOME
Language      Content
       objectives   objectives




HOME
 Learners are completing a task with
         others
        Work to understand each other and
         the task at hand
        Problem-solving tasks provide critical
         thinking and meaningful interaction
         through authentic learning
         opportunities



HOME
   Strategies not taught in isolation
          Metacognition
           › Plan
           › Monitor
           › Evaluate
          Hands-on experiences:
           › Interactive
           › Manipulative
          Social/Affective
           › Interact with others
          Use:
           › Self-talk
           › Cooperation with others

          Goal: transfer strategies
HOME
Language for both academic and social purposes

HOME
 Howard Gardner
        Create activities that draw on all eight
         intelligences
        Enable each student to reach their
         potential over time




HOME
Galloway, Anne. Communicative Language Teaching: An Introduction And Sample

     Activities.Center For Applied Linguistics. June 1993. Web.

Johnson, Roger T. and David W. “An Overview of Cooperative Learning.” Creativity and

     Collaborative Learning; Brookes Press, Baltimore, 1994. Print.

Lakota Lesson 1: The Silent Way. YouTube. 2009. Video.

Larsen-Freeman, Diane. Techniques and Priciples in Language Teaching, 2nd Ed. Oxford University

     Press, 2000. Print.

The Audio Lingual Method. YouTube. 2011. Video.

TPR.Teacher Training Video. Cambridge UPELT.Youtube. 2010. Video

Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching, 2nd

     Ed. Cambridge University Press, 2001. Print.

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Approaches and Methods for Language Teaching

  • 1. Lori Vanden Berghe, M.Ed. West Texas A&M University Spring 2012
  • 2. Grammar Translation Method  The Direct Method  The Natural Approach  Audio-Lingual Method  Total Physical Response  The Silent Way  Desuggestopedia  Community Language Learning  Communicative Language Teaching  Participatory Approaches  Content Based  Task Based  Learning Strategy  Cooperative Learning  Multiple Intelligences
  • 3. The Grammar Translation  The Direct Method: Method: 1. Avoids close association 1. Maintains close between the second or association between the foreign language and the foreign language and the mother tongue mother tongue 2. Lays emphasis on speech 2. Lays emphasis on speech 3. Follows the child‟s natural 3. Follows the adult‟s natural way of learning a way of learning a language language 4. Teaches the language by 4. Teaches the language by „use‟ and not by „rule‟ „rule‟ and not by „use 5. Does not favor the 5. Teaches formal grammar teaching of formal from the very beginning grammar at the early stage HOME
  • 4.  Krashen and Terrell  Emphasis on exposure rather than practice  Designed to develop basic communication skills - both oral and written 1. Basic personal communication skills: oral (e.g., listening to announce-ments in public places) 2. Basic personal communication skills: written (e.g., reading and writing personal letters) 3. Academic learning skills: oral (e.g., listening to a lecture) 4. Academic learning skills: written HOME (e.g., taking notes in class)
  • 5. •Develop basic communication skills •Students listen to teacher •Teacher uses pictures and occasional native language •Just above current level of proficiency •Low affective filter
  • 6.  Stresses the mechanistic aspects of language learning and language use  Drills in the use of grammatical sentence patterns  Repetition and imitation  Teacher directs and controls the language behavior of students  Vocabulary kept to a minimum Click image to view demonstration HOME
  • 7.  Teaches language through physical (motor) activity.  Reduces learner stress and creates a positive mood by involving game-like movements  Establishes a memory connection  Grammar is taught inductively  Learners primary role is listener and performer Click image to view demonstration HOME
  • 8. Caleb Gattegno: “to teach means to serve the learning process rather than to dominate it.”  Teacher begins with something the students already know.  Teacher points and gestures  Silence is a tool: the teacher only speaks when necessary  Students develop their own criteria for correctness  The elements of the language are introduced logically Click image to view demonstration HOME
  • 9. Created by Georgi Lozanov  Features classroom decoration, furniture, arrangement of classroom so that students feel comfortable and confident.  Use of music,  Teacher is authoritative figure: “People remember best and are most influenced by information coming from an authoritative source.”  Varying tone and rhythm of material presented; dramatizing and emotionalizing gives meaning to linguistic material. 1. Introduction: The teacher teaches the material in “a playful manner” instead of analyzing lexis and grammar of the text in a directive manner. 2. Concert session (active and passive): in the active session, the teacher reads with special intonation as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly. 3. Elaboration: The students sing classical songs and play games while “the teacher acts more like a consultant HOME 4. Production: The students spontaneously speak and interact in the target language without interruption or correction.
  • 10. EXPLANATION: › Students (8 to 12 maximum) sit in a circle. › There is a small portable tape recorder inside  Charles Curran the circle.  The students determine what is to › The teacher (who is termed the „Knower‟ ) be learned stands outside the circle.  The role of the teacher is that of a › When a student has decided on something they facilitator and support want to say in the foreign language, they call the Knower over and whisper what they want to say, in their mother tongue. › The teacher, also in a whisper, then offers the KNOWER equivalent utterance in English (or the target language). › The student attempts to repeat the utterance, with encouragement and shaping from the Knower, with the rest of the group eavesdropping. › When the Knower is satisfied, the utterance is recorded by the student. › Another student then repeats the process, till there is a kind of dialogue recorded. Tape recorder › The Knower then replays the recording, and transcribes it on the board. › This is followed by analysis, and questions from students. In a subsequent session, the Knower may suggest activities springing from the dialogue. HOME › Gradually, the students spin a web of language.
  • 11. Emphasizes fluency and meaning in concrete terms  Learners are introduced to a variety of conversational contexts  Target language is the vehicle for communication  Students express opinions and ideas  Social context provided for communication in cooperative groups or pairs  Teacher is facilitator  Listening part of authentic communication  Grammar and vocabulary learned in situational context HOME
  • 12.  Paulo Freire  Content is based on issues of concern to students  Goal to help students understand forces in their lives: › Social › Historical › Cultural  Empower decision making  Language taught in service to action, experience-centered HOME
  • 13. Language Content objectives objectives HOME
  • 14.  Learners are completing a task with others  Work to understand each other and the task at hand  Problem-solving tasks provide critical thinking and meaningful interaction through authentic learning opportunities HOME
  • 15. Strategies not taught in isolation  Metacognition › Plan › Monitor › Evaluate  Hands-on experiences: › Interactive › Manipulative  Social/Affective › Interact with others  Use: › Self-talk › Cooperation with others  Goal: transfer strategies HOME
  • 16. Language for both academic and social purposes HOME
  • 17.  Howard Gardner  Create activities that draw on all eight intelligences  Enable each student to reach their potential over time HOME
  • 18. Galloway, Anne. Communicative Language Teaching: An Introduction And Sample Activities.Center For Applied Linguistics. June 1993. Web. Johnson, Roger T. and David W. “An Overview of Cooperative Learning.” Creativity and Collaborative Learning; Brookes Press, Baltimore, 1994. Print. Lakota Lesson 1: The Silent Way. YouTube. 2009. Video. Larsen-Freeman, Diane. Techniques and Priciples in Language Teaching, 2nd Ed. Oxford University Press, 2000. Print. The Audio Lingual Method. YouTube. 2011. Video. TPR.Teacher Training Video. Cambridge UPELT.Youtube. 2010. Video Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching, 2nd Ed. Cambridge University Press, 2001. Print.