Language Teaching Methods/ Approaches English Methodology I UCSC-2008 Mg.Roxanna Correa
Dec 22, 2015
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.
• 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.