WRITTEN REPORT

GROUP NO. 5
MEMBERS:
VELASCO, Lindsay Crystal S.
PARACALE, Kyla Marie V.
SALUGSUGAN, Juvi Lyn C.
MENDOZA, Alyana Jean A.
TAGUMPAY, Reymark T.
MADLANGBAYAN, Nicole Angela F.
SALMORIN, Angel Anne D.
TURCAL, Mikaela M.
RANARIO, Maarjoellana R.
MINK, Robbie Lou Bastian
OMAN, Ernestine Marie
MACHETE, Hannah Nhica A.

TOPIC: Approaches to Language Teaching

PRESENT-DAY TEACHING METHODS

GRAMMAR-TRANSLATION METHOD (Ms. Paracale)
The grammar translation method is a method of teaching foreign languages derived from the
classical method of teaching Greek and Latin.
In grammar-translation classes, students learn grammatical rules and then apply those rules by
translating sentences between the target language and the native language. Advanced students
may be required to translate whole texts word-for-word.
The method has two main goals: to enable students to read and translate literature written in the
target language, and to further students’ general intellectual development

Characteristics of Grammar-translation Method

1. FOCUSES ON READING AND WRITING
2. USES VOCABULARY WORDS
3. USES THE SENTENCE AS THE BASIC UNIT OF TEACHING
 4. ADOPTS A DEDUCTIVE APPROACH
5. NEW TERMS ARE EXPLAINED IN THE NATIVE LANGUAGE
6. EMPHASIZES ACCURACY

AUDIO-LINGUALISM (Ms. Salugsugan)

The audio-lingual approach encourages students to develop habits that support language
learning. Students learn primarily through pattern drills, particularly dialogues, which the
teacher uses to help students practice and memorize the language. These dialogues follow
standard configurations of communication.

There are four types of dialogues utilized in this method:

1. Repetition - the student repeats the teacher’s statement exactly.

Example 1:
T: I used to know him.
S: I used to know him.

Example 2:
T: I used to know him years ago.
S: I used to know him years ago when we were neighbors.

2. Inflection - where one of the words appears in a different form from the previous
sentence.

Example 1:
I bought the ticket.
I bought the tickets.

Example 2:
He bought the candy.
She bought the candy.

Example 3:
I called the young man.
I called the young men.

3. Replacement - which involves one word being replaced with another while the sentence
construction remains the same.

Example 1:
He bought this house cheap.
He bought it cheap.
 Example 2:
Miya slept early.
She slept early.

Example 3:
They surprised their mother.
They surprised her.

4. Restatement - where the learner rephrases an utterance and addresses it to someone

else, according to the instruction.

Example 1:
T: Tell him to wait for you.
S: Wait for me.

Example 2:
T: Ask her how old she is.
S: How old are you?

Example 3:
T: Ask Joshua when he began.
S: Joshua, when did you begin?

COGNITIVE CODE (Mr. Mink)

• It refers to a theory of second language teaching and learning rooted in cognitivist psychology
and structural applied linguistics developed in the 1960s.
• Cognitive-code learning theory was proposed and widely debated in the 1960s. Based on the
foundations of linguistic theories and the findings of psycholinguistic research, cognitive
psychologists and applied linguists, such as John B. Carroll and Kenneth Chastain, advocated
the cognitive-code approach to the study of a second language as an alternative.
• The cognitive approach considers the conscious study of language rules as central to the
learning of a foreign language. One of its most important concepts is meaningful practice.
2 QUOTES FROM CARROL REGARDING THIS APPROACH
1. The theory attaches more importance to the learner's understanding of the structure of
the foreign language than to the facility in using that structure, since it is believed that
provided the student has a proper degree of cognitive control over the structures of the
language, facility will develop automatically with use of the language in meaningful
situations.
2. Learning a language is a process of acquiring conscious control of the phonological,
grammatical, and lexical patterns of the second language, largely through study and
analysis of these patterns as a body of knowledge.
DIRECT METHOD (Mr. Tagumpay)
The direct method of teaching, which is sometimes called the natural method, and is often (but
not exclusively) used in teaching foreign languages, refrains from using the learners' native
language and uses only the target language. It was established in Germany and France around
1900 and contrasts with the Grammar Translation Method and other traditional approaches.

The basic idea of the Direct Method was that second language learning should be more like first
language learning (lots of oral interaction, spontaneous use of the language, no translation
between first and second languages, and little or no analysis of grammatical rules)

CHARACTERISTICS:
● Classroom instruction was conducted in the target language.
● Grammar was taught inductively.
● Correct pronunciation and grammar were emphasized.
● Both speaking and listening comprehension were taught.
● Only everyday vocabulary and sentences were taught.

NATURAL APPROACH (Ms. Madlangbayan and Ms. Velasco)

What Is the Natural Approach to Language Learning?
The Natural Approach is method of second language learning that focuses on communication
skills and language exposure before rules and grammar, similar to how you learn your first
language.

Who proposed the natural approach method?

Drs. Stephen Krashen of USC and Tracy Terrell of the University of California, San Diego.
Dr. Krashen is a linguist and researcher who focused his studies on the curious process of
language acquisition. Dr. Terrell, a fellow linguist, joined him in developing the highly-scrutinized
methodology known as the Natural Approach.

What does “natural” mean?

The theory is based on the radical notion that we all learn a language in the same way. And that
way can be seen in how we acquire our first languages as children.
By continuously exposing you to the language, to how it’s used in different situations and by
giving you meaningful and memorable inputs (like a child’s experiences with his or her parents),
a spontaneous emergence of speech happens.
What are the four basic principles of the Natural Approach?
1. Pre-production
The first stage in the Natural Approach is known as pre-production and is essentially a silent
phase, where nothing seems to be happening.
They’re listening. Picking up on meanings. Reading context clues. Interpreting and making
guesses on what is being said. Making mistakes and honing their guesses.

2. Early production
The next stage, early production, is when babies start uttering their first words, phrases and
simple sentences.
The focus is still on comprehension. But this time, the crux of the issue is “Are you being
understood by the other person?”
Example: When a child says, “I drinks,” mommy doesn’t give him a firm scolding. She finds it
cute and then hands him a drink. But that child is slowly getting fluent with his first language.

3. Speech emergence
Over time, the child’s singular words and short phrases will transform into lengthier ones. Thus
enters the speech emergence stage.
Moreover, it would seem that the child is inclined to actually work through and craft sentences
for the sake of communication. At this point, the child’s level of understanding others’ speech is
quite high.

4. Intermediate fluency
The (meaningful) linguistic experience stacks up so fast so that when that child sits waiting for
his first grammar class, he’s already chatting non-stop with his seatmates, with perfectly decent
grammar, even before the language teacher arrives.

And when the lessons do come, the child is just getting to peek behind the scenes to see the
specific rules (grammar) guiding his own language usage.

All that’s explained to him is the rationale, the nuances of communication, behind the groupings
of words he’s been using naturally all along. It’s all a review of what he already innately knows.
What Are the Characteristics of Natural Approach?
1. Input
Input refers to what’s being relayed to the language learner—the “packages” of language that
are delivered to and received by the listener.
Input is also known as “exposure.” For proper, meaningful language acquisition to occur, the
input should also be meaningful and comprehensible.

2. Comprehension
In the Natural Approach, the initial focus really is on comprehension. The crux of the issue is,
“Do you understand what is being said?”

3. Communication
When it comes to language acquisition, the Natural Approach places more significance on
communication than grammar.

In order for the child or learner to eventually produce their own sentences, it’s more crucial that
he or she is constantly exposed to meaningful communication than grammar lessons.

What Is the Theory of Learning?

The Natural Approach is a method of language teaching, but there’s also a theoretical model
behind it that gives a bit more detail about what can happen during the process of internalizing a
language.
This model consists of five major hypotheses.

a. Acquisition Learning Hypothesis

There are two distinct ways to learn a language.

One way is via acquisition and is akin to how children acquire their very first language.
The process is not conscious and happens without the learner knowing.

The second way is learning, the conscious method that involves the learner actively
studying and gaining formal instruction about the language and its rules.

b. Monitor Hypothesis
This hypothesis states that the language learner’s knowledge gained from conscious
learning is largely used to monitor output rather than enabling true communication.
 Meanwhile, the knowledge gained from acquisition does enable spontaneous speech
and language production.

Monitoring via the learned system requires the learner to essentially take a mental pause
before saying anything.

c. Input Hypothesis
In order for proper language acquisition to occur (and be maintained), the learner must
be exposed to input that’s slightly above their current level of understanding.

Essentially, the language exposure must be a step ahead in difficulty in order for the
learner to remain receptive and ready for improvement.

d. Natural Order Hypothesis

On the acquisition level, learning a language occurs in a natural and predictable
order.

The grammatical rules of a language are internalized in a set, predetermined sequence,

and this sequence isn’t affected by actual formal instruction.

e. Affective Filter Hypothesis

Language acquisition doesn’t occur in a vacuum. In fact, the learner’s emotions, or
affect, and attitude can either improve or impede the process.

“Affective filters” can thus play a large role in the overall success of language learning.

Negative emotions can put a noticeable hamper on language acquisition.

Conclusively, it’s important that a learner is relaxed and keen to improve. Having a
comfortable language-learning environment can thus be a great aid.

How to Learn a Language with the Natural Approach

1. Don’t Learn the Language, Acquire it.

“Learning the language” will get you good grades, but it won’t necessarily lead to
fluency.

Exposure to language is big when you want to acquire it rather than “learn” it.

As a language learner (or rather, “acquirer”), you have to put yourself in the way of
language that’s rife with action and understandable context.

Watch movies, listen to songs, enjoy some podcasts, read (children’s) books and talk
with native speakers.

2. Break the Rules Early. Make Mistakes Often.

 In the early stages of picking up a language, you have to be open to making plenty of
mistakes and looking foolish.

That means opening your mouth even when you’re not sure if you got the
pronunciation or accent right, or even when you’re not confident of the words you
wanted to say.

You’ll make mistakes. That’s for sure. And you’ll have to be indifferent to those
mistakes.

A practical thing you can do is to get some conversation practice online with a native
speaker.

3. Get Exposure to Different Situations with Different Senses

Going to a country to acquire its national language only works when you’re actually
exposing yourself to the myriad of available experiences in the country of choice.

You don’t even have to up and leave just to get exposure and immersion. Getting a
language learning partner is one method for doing this.

Another method is actively seeking out the native speakers who are living in your
area.

Remember that when you’re going for exposure and immersion, you should always
try to get it in different situations and have the experiences fully stimulate your
senses.

Contextual learning makes it easier to remember new vocabulary, sentence

constructions and grammar concepts. Expose yourself to authentic language as
soon as you can in your learning, to always give your learning context.

4. Work with Materials That Suit Your Level

One of the tragedies that befall many who try to acquire a language is that they use
the wrong materials for their level

The tragedy is that this person would’ve been perfectly able to acquire the language
had they been using materials that were more approachable for them.

Instead of challenging yourself with materials that ultimately overwhelm you,

strategically choose materials that you know you can master given enough time and
effort.

5. Make the Road to Fluency Stress-free

For a language to be successfully acquired, motivation must not only be high, but
anxiety must also be low.
 When a person is highly anxious, the immersive experience loses impact and no
amount of stimulation will be comprehensible input.

Language acquisition is about being so relaxed and so dialed into the conversation
that you forget you’re talking in a foreign language. You become engrossed with the
message or content, instead of the medium.

TOTAL PHYSICAL RESPONSE (Ms. Salmorin ang Ms. Ranario)

What is Total Physical Response OR TPR?

Total Physical Response is a strategy in which students make connections to words, phrases,
and sentences by creating physical movements to define them.

TPR method specially works for young learners.

Who developed Total Physical Response?

TPR was first developed by American psychologist Dr. James Asher in the 1970s. He is a
professor of psychology and former associate dean at San Jose State University.

Asher developed TPR as a result of his experiences observing young children learning their first
language.

THREE HYPOTHESES MADE BY ASHER

1. language is learned primarily by listening
2. language learning must engage the right hemisphere of the brain
3. learning language should not involve any stress.

He believed that as children we use both sides of our brain to acquire knowledge faster.
LEFT HEMISPHERE
- language learning

RIGHT HEMISPHERE
- motor responses and movements

In traditional method, students only use their left hemisphere of their brains while TPR method
enables students to simultaneously use both left and right hemisphere of their brain.

How to use Total Physical Response in a Classroom?

- Incorporate movement into lessons
- Actions before words

 Start by saying a word or a phrase and then demonstrating the action.

 You then say the word and encourage your students to do the action.
 Repeat this a few times.
 Then ask students to repeat the word as they do the action.

Example of an activity that we can use together with TPR is Simon Says.

BENEFITS OF TEACHING WITH TOTAL PHYSICAL RESPONSE

1. Promotes Listening
2. Boosts Engagement
3. Strengthens Comprehension

ADVANTAGES AND DISADVANTAGES OF TPR

Advantages:
 It is fun and easy
 It does not require a great deal of preparation on the part of the teacher.
 It is a good tool for learning vocabulary.

Disadvantages:
 It is not a very creative method. Students are not given the opportunity to express their own
views and thoughts in a creative way.
 It is easy to overuse TPR
 Challenging for shy students
 It is limited, since everything cannot be explained with this method. It must be combined
with other approaches.

SUGGESTOPEDIA AND DESUGGESTOPEDIA (Ms. Mendoza and Ms. Oman)

SUGGESTOPEDIA
Suggestopedia is a teaching method that is based on a modern understanding of how the
human brain works and how humans learn most effectively. It was developed by a Bulgarian
psychotherapist named Georgi Lozanov.
The term ‘Suggestopedia’ is derived from the words, suggestion, and pedagogy which are often
utilized to accelerate learning approaches. Lozanvo (1991) believed that language learning
could occur at a much faster rate than it ordinarily transpires.
Suggestopedia was originally applied mainly in foreign language teaching and it was often
claimed that students could learn languages approximately three times more quickly through
Suggestopedia than through conventional methods.

Typical features of a Suggestopedia lesson:

 target language/mother tongue

 teacher-centered
 bright, cheerful classrooms with comfortable chairs
 soothing background music
 positive suggestion and negative "de-suggestion" by the teacher
 new identities for learners with TL names and new occupations
 printed TL dialogues with MT translation, vocabulary, and grammar notes
  reading of dialogues by teacher, rhythm, and intonation matched to the music
 reading of dialogues by learners just before sleeping and on rising (homework)
 classroom activities based on dialogues, including Q&A, games, and song

Criticism
Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that
students develop in the method by simply believing that it works. Lozanov himself admits that
Suggestopedia can be compared to a placebo. He argues, however, that placebos are indeed
effective. Another point of criticism is brought forward by Baur who claims that the students only
receive input by listening, reading, and musical-emotional backing, while other important factors
of language acquisition are being neglected. Furthermore, several other features of the method,
like the 'nonconscious' acquisition of language, or bringing the learner into a child-like state are
questioned by critics.

Lukesch claims that Suggestopedia lacks in scientific backing and is criticized by psychologists
as being based on pseudoscience.

DESUGGESTOPEDIA
Desuggest is the opposite of suggest. This method is used to overcome some learning
problems as it puts importance on desuggesting limitations on learning.
Desuggestopedia has been called an affective-humanistic approach because there is respect
for students’ feelings. Students do not use their full powers of learning and they have some
limitations in learning. These limitations have to be desuggested using some specific teaching
techniques which stimulate them to use their reserved capacity for learning. An affective-
humanistic approach is derived from Suggestology.
Principles of Desuggestopedia:
• A great deal of attention to students’ feelings. The teacher is the authority in the classroom and
students should trust him/her.
• Learning is facilitated in a cheerful environment.
• If students trust and respect the teacher’s authority, they will accept and retain information
better.
• Assuming a new identity enhances students’ feeling of security and allows them to be more
open. They feel less inhibited since their performance is really that of a different person.
• Errors are corrected gently, not in a direct, confrontational manner.

What is the role of the teacher and the student in this method?
• The teacher’s role:
 - Authority. Being confident and trustable.
- Security. Affording a cheerful classroom atmosphere.
• The students’ role:
- Relaxed. Following the teacher’s instruction easily.
- Roleplay. Enjoying the new identity freely.

What are the goals of teachers who use Desuggestopedia?

• To accelerate the process of learning a foreign language for everyday communication
• To desuggest learners’ psychological barriers.

What are the advantages and disadvantages of Desuggestopedia?

• Advantages
- Authority concept
- Double-planeness theory
- Peripheral learning
• Disadvantages
- Environment limitation
- Infantilization learning

THE PRINCIPLES OF INTERACTIVE LANGUAGE TEACHING (Ms. Machete and Ms. Turcal)

Introduction

In the era of communicative language teaching, interaction is, in fact, the heart of
communication; it is what communication is all about. Interaction is the collaborative exchange
of thoughts, feelings, or ideas between two or more people resulting in a reciprocal effect on
each other.

INTERACTIVE PRINCIPLES

1. Automaticity: True human interaction is best accomplished when focal attention is on

meanings and messages and not on the grammar and other linguistic forms. Learners are
thus freed from keeping language in a controlled mode and can more easily proceed to
automatic modes of processing.
2. Intrinsic Motivation: As students become engaged with each other in speech acts of
fulfillment and self-actualization, their deepest drives are satisfied. And as they more fully
appreciate their own competence to use language, they can develop a system of self-
reward.
3. Strategic Investment: Interaction requires the use of strategic language competence to
both make certain decisions on how to say or write or interpret language, and to make
 repairs when communication pathways are blocked. The spontaneity of interactive
discourse requires judicious use of numerous strategies for production and
comprehension.
4. Risk-taking: Interaction requires a certain degree of risk-failing to produce intended
meaning, of being laughed at, of being shunned or rejected. The rewards of course are
great and worth the risks.
5. Language-Culture Connection: The cultural loading of interactive speech as well as
writing requires that interlocutors be thoroughly versed in the cultural nuances of
language.
6. Interlanguage: The complexity of interaction entails a long developmental process of
acquisition. Numerous errors of production and comprehension will be a part of this
development. And the role of teacher’s feedback is crucial to the developmental process.
7. Communicative Competence: All of the elements of communicative competence are
involved in human interaction. All aspects must work together for successful
communication to take place.

ROLES OF THE INTERACTIVE TEACHER

1. The Teacher as Controller: For interaction to take place, the teacher must create a
climate in which spontaneity can thrive, in which unrehearsed language can be
performed, and in which the freedom of expression given over students makes it possible
to predict everything that they will say and do.
2. The Teacher as Director: As students engage in either rehearsed or spontaneous
language performance, it is the job of the teacher to keep the process flowing smoothly
and efficiently. The ultimate motive of such direction must always be to enable students
eventually in the real-life drama of improvisation.
3. The Teacher as Manager: This metaphor captures the teacher’s role as one who plans
lessons and modules and courses, one who structures the larger, longer segments of
classroom time, but who then allows each individual player to be creative within those
parameters.
4. The Teacher as Facilitator: The facilitating role requires that the teacher steps away
from the managerial or directive role and allow students, with guidance and gentle
prodding here and there, to find their own pathways to success. A facilitator capitalizes on
the principle of intrinsic motivation by allowing students to discover language.
5. The Teacher as Resource: The implication of the resource role is that the student takes
the initiative to come to the teacher. The teacher is ‘there’ for advice and counsel when
the student seeks it.

Conclusions.
Interactive language teaching goes against the creation of an artificial and unnatural classroom
atmosphere of communication in the second language; rather, it takes a highly interactive
classroom mode to the communication interests of the learners.