Approaches and Methods in English Language Teaching (ELT)

Approach – A general set of beliefs about language learning and teaching that
guides instructional methods.

Method – A structured way of teaching based on an approach, incorporating

techniques and classroom practices.

Technique – Specific activities or strategies used in the classroom to implement a

method.

Pedagogical Model – A framework for structuring teaching and learning

processes in a way that aligns with educational goals.

Reference:

● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
● Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Approaches and Methods in English Language Teaching (ELT)

Over time, different approaches and methods have emerged in English

Language Teaching (ELT), influenced by linguistic theories, cognitive
psychology, and educational research. Some methods focus on grammatical
accuracy, while others emphasize communication and interaction.

ELT Methods:

Grammar-Translation Method (GTM)

○ Rooted in classical language learning (Latin and Greek).

○ Focuses on reading and translating texts.
○ Heavy emphasis on grammar rules and vocabulary lists.
○ Criticism: Limited speaking and listening practice.
○ Example: Many traditional Asian schools still use GTM, requiring
students to translate English texts into their native language
before comprehension.

Direct Method (DM)

○ Rejects translation and focuses on spoken English.

○ Emphasizes conversation, pronunciation, and natural acquisition.
○ Uses real-life scenarios rather than explicit grammar instruction.
○ Example: Berlitz language schools use the Direct Method by
immersing learners in English without reliance on their native
language.
Reference:

● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
● Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Approaches and Methods in English Language Teaching (ELT)

Audio-Lingual Method (ALM)

● Developed during World War II to train military personnel in foreign

languages quickly.
● Uses drills, repetition, and pattern practice to develop automatic
responses.
● Criticism: Can be too mechanical and lacks critical thinking activities.
● Example: English language training for flight attendants often employs
ALM to reinforce key expressions and protocols.

Communicative Language Teaching (CLT)

● Prioritizes meaningful communication over grammatical perfection.

● Encourages student interaction through discussions, role-plays, and
group activities.
● Focuses on fluency and comprehension in real-world contexts.
● Example: Many European and Southeast Asian countries have adopted
CLT for ESL classrooms, using dialogues, interviews, and problem-solving
activities.

Reference:

● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
● Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Approaches and Methods in English Language Teaching (ELT)

Task-Based Learning (TBL)

a. Engages students in problem-solving tasks instead of direct

grammar instruction.
b. Promotes independent learning and real-world application.
c. Encourages collaborative learning through group tasks and
projects.
d. Example: Business English training uses TBL with email writing
tasks, job interview simulations, and negotiation role-plays.

Example:

● South Korea primarily uses Grammar-Translation Method (GTM) in public

schools, but private academies focus on CLT to improve speaking
proficiency.
● Scandinavian countries emphasize CLT and TBL, encouraging learners to
watch English media without subtitles to enhance natural language
acquisition.

Reference:

● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
● Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Communicative Language Teaching (CLT)

● Communicative Competence – The ability to use language effectively in

different contexts, balancing fluency and accuracy.
● Authentic Communication – Language use that reflects real-world
interactions rather than artificial exercises.
● Information Gap Activities – Exercises where students exchange
information to complete a task, simulating real communication.

Reference:

● Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge

University Press.
● Nunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL Quarterly.
Communicative Language Teaching (CLT)

Communicative Language Teaching (CLT) emerged in the 1970s and 1980s as a

response to traditional methods that focused heavily on grammar and
memorization. Instead of isolated grammar exercises, CLT encourages students
to communicate for meaningful purposes.

Characteristics of CLT:

Emphasis on Fluency over Accuracy

○ Mistakes are tolerated as part of the learning process.

○ Focuses on effective communication rather than perfect grammar.

Interaction-Based Learning

○ Lessons involve pair work, role-playing, discussions, and group

activities.
○ Encourages collaboration and peer correction.

Use of Real-World Scenarios

○ Tasks mimic daily communication needs (e.g., ordering food, asking

for directions).
○ Students learn functional language rather than abstract grammar
rules.

Teacher as a Facilitator

○ The teacher guides discussions rather than directly instructing.

○ Encourages student autonomy and confidence in language use.
Reference:

● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
● Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Communicative Language Teaching (CLT)

Classroom Strategies for CLT:

1. Role-Plays and Simulations

○ Example: "At a Restaurant" – Students act as customers and waiters,

using realistic conversations.
2. Problem-Solving Tasks

○ Example: "Survival Game" – Groups must negotiate and decide

which items to take to survive on a deserted island, using English
for discussion.
3. Interactive Storytelling

○ Example: "Chain Story" – One student starts a story, and others add
to it, promoting creativity and spontaneous speaking.
4. Task-Based Group Work

○ Example: "City Tour Project" – Students create a tour guide

presentation for tourists visiting their city.

Example:

● Philippine ESL Programs use CLT for call center training, helping trainees
improve spoken English fluency for international clients.
● In Scandinavian schools, CLT is combined with exposure to English media
(movies, music, YouTube content) to enhance language acquisition
naturally.
Reference:

● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
● Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Challenges of CLT Implementation

Large Class Sizes: In some countries, CLT is difficult in overcrowded classrooms,

where teachers struggle to give personalized attention.

Limited Exposure to English: In rural areas, students may have little real-life
exposure to English, making communication activities harder.

Teacher Training: Not all teachers are trained in CLT, leading to mixed
effectiveness in classroom implementation.

Reference:

● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
● Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Task-Based Learning

● Task-Based Learning (TBL) – An instructional method where students

complete meaningful tasks using the target language rather than focusing
solely on grammar and vocabulary.
● Task Cycle – The three stages of TBL: Pre-task, Task Performance, and
Post-task Reflection.
● Authentic Tasks – Activities that simulate real-life communication, such as
making reservations or writing emails.
● Scaffolding – Providing temporary support (e.g., teacher modeling, guided
practice) to help students successfully complete a task before they can do it
independently.

Reference:

● Willis, J. (1996). A Framework for Task-Based Learning. Longman.

● Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
● Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Task-Based Learning

Task-Based Learning (TBL) moves away from traditional grammar-based

instruction and instead encourages practical language use. Students learn by
completing meaningful, real-world tasks, which helps develop both fluency and
accuracy.

Features of TBL:

✅ Focus on Meaning Over Form – Students use English to accomplish a

goal rather than memorize grammar rules.
✅ Learner-Centered Approach – Students actively participate in
completing tasks, reducing teacher dominance.
✅ Encourages Interaction – Pair and group work promote
communication and problem-solving skills.
✅ Real-Life Application – Lessons resemble authentic situations rather
than artificial exercises.

Reference:

● Willis, J. (1996). A Framework for Task-Based Learning. Longman.

● Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
● Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Stages of Task-Based Learning

Pre-task Stage

● Teacher introduces the topic and provides relevant vocabulary or examples.

● Students are given instructions and necessary materials.

Task Stage

● Students complete the task in pairs or small groups using English.

● Teacher monitors but does not interfere unless necessary.

Post-task Reflection

● Students reflect on their performance and receive teacher feedback.

● Corrective focus is placed on language use and errors observed during the
task.

Reference:

● Willis, J. (1996). A Framework for Task-Based Learning. Longman.

● Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
● Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Stages of Task-Based Learning

Examples of TBL in ELT:

📌 Scenario 1: Learning Business English

● Task: Write and respond to a professional email.

● Pre-task: Teacher provides example emails and discusses email etiquette.
● Task: Students draft emails based on a given situation (e.g., job application).
● Post-task: Feedback is provided on grammar, formality, and tone.

📌 Scenario 2: English for Travel

● Task: Role-play a conversation at an airport check-in counter.

● Pre-task: Teacher introduces vocabulary (e.g., boarding pass, luggage,
customs).
● Task: Students practice as passengers and airline staff.
● Post-task: Review of pronunciation and key phrases.

📌 Scenario 3: Classroom-Based Task

● Task: Plan a class event and present it to the class.

● Pre-task: Discuss event planning vocabulary and structures (e.g., "We
should...").
● Task: Groups create an event proposal and present it.
● Post-task: Peers and teacher provide feedback.

Reference:

● Willis, J. (1996). A Framework for Task-Based Learning. Longman.

● Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
● Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Linguistic Diversity in ELT

● Linguistic Diversity – The presence of multiple languages spoken within a

learning environment.
● Code-Switching – Alternating between two or more languages in
conversation.
● Interlanguage – A transitional language system that learners develop as
they move toward fluency.
● Language Transfer (L1 Interference) – The influence of a learner’s first
language (L1) on their second language (L2), affecting pronunciation,
grammar, and vocabulary.
● Mother Tongue Influence (MTI) – The phonetic and syntactic impact of a
student’s native language on their English speech and writing.

Reference:

● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.

● Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course.
Routledge.
● Lightbown, P., & Spada, N. (2006). How Languages Are Learned. Oxford University Press.
Linguistic Diversity in ELT

● Linguistic diversity is both a strength and a challenge in English Language

Teaching (ELT). Students from different linguistic backgrounds may have
varying levels of proficiency, pronunciation difficulties, and grammatical
influences from their L1 (first language).
● In multilingual classrooms, teachers need to adapt their instruction to
accommodate learners with diverse language backgrounds.

Aspects of Linguistic Diversity in ELT:

● ✅ Pronunciation Challenges – Different L1s affect how students

pronounce English sounds.
✅ Grammar Differences – Word order and tenses may not exist in a
student’s L1.
✅ Vocabulary Borrowing – Some languages share English loanwords,
while others require new conceptual learning.
✅ Cultural Implications – Some phrases and expressions may not exist in
a learner’s culture, leading to misunderstandings.

Reference:

● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.

● Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course.
Routledge.
● Lightbown, P., & Spada, N. (2006). How Languages Are Learned. Oxford University Press.
Linguistic Diversity in ELT

Examples of Linguistic Diversity in ELT:

📌 Example 1: Phonetic Differences in Asian Learners

● Japanese learners struggle with /r/ and /l/ sounds, often confusing words
like "rice" and "lice."
● Filipino learners sometimes replace /f/ and /v/ with /p/ and /b/,
pronouncing "very" as "bery."

📌 Example 2: Grammar Structure Differences

● Chinese learners struggle with English tenses since Mandarin does not use
verb conjugations like past tense (-ed) or third-person singular (-s).
● Spanish learners tend to use double negatives because it is grammatically
correct in Spanish (No quiero nada = "I don’t want nothing").

📌 Example 3: Vocabulary Differences & False Cognates

● French speakers learning English often misuse false cognates like "actual"
(which means "current" in French, not "real").
● Arabic learners struggle with article use ("a" vs. "the") since Arabic does
not have an indefinite article.

Reference:

● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.

● Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course.
Routledge.
● Lightbown, P., & Spada, N. (2006). How Languages Are Learned. Oxford University Press.
Strategies to Address Linguistic Diversity in ELT

🔹 Contrastive Analysis:

● Compare L1 and English structures to highlight key differences.

🔹 Phonetic Training:

● Use minimal pairs (e.g., "ship" vs. "sheep") to help with pronunciation.

🔹 Scaffolding Techniques:

● Provide sentence frames for learners struggling with sentence structure.

🔹 Encourage Multilingualism:

● Allow strategic code-switching to facilitate comprehension.

Reference:

● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.

● Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course.
Routledge.
● Lightbown, P., & Spada, N. (2006). How Languages Are Learned. Oxford University Press.
Motivation in Language Learning

● Intrinsic Motivation – Learning a language for personal satisfaction,

enjoyment, or interest.
● Extrinsic Motivation – Learning a language for external rewards, such as
passing exams, job opportunities, or social pressure.
● Affective Filter Hypothesis – A theory by Krashen (1982) stating that high
stress, anxiety, or lack of confidence can block language acquisition.
● Self-Determination Theory (SDT) – A psychological theory suggesting that
learners are more motivated when they feel a sense of autonomy,
competence, and relatedness.

Reference:

● Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge

University Press.
● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
● Ushioda, E. (2011). Motivation, Language Identity, and the L2 Self. Multilingual Matters.
Types of Motivation in Language Learning

1⃣ Intrinsic Motivation (Internal)

● Learners enjoy the language learning process.

● Example: A student watches English movies because they love cinema.

2⃣ Extrinsic Motivation (External)

● Learners study English due to external rewards like grades or jobs.

● Example: A university student studies English to pass an international
exam.

3⃣ Instrumental Motivation (Practical Goals)

● Learners need English for a specific purpose (e.g., work, travel).

● Example: A call center agent improves spoken English for work.

4⃣ Integrative Motivation (Cultural Interest)

● Learners want to connect with English-speaking cultures.

● Example: A K-pop fan studies English to understand song lyrics and
interviews.

Reference:

● Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge

University Press.
● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
● Ushioda, E. (2011). Motivation, Language Identity, and the L2 Self. Multilingual Matters.
Examples of Motivation in ELT

📌 Example 1: High Motivation in Scandinavian Countries

● Scandinavian students are exposed to English-language media (TV, films,

music) without dubbing, leading to high intrinsic motivation.

📌 Example 2: Low Motivation in Rural EFL Classrooms

● Students in remote villages with limited job opportunities struggle with

motivation because they see no immediate need for English.

📌 Example 3: Gamified Learning to Increase Motivation

● Apps like Duolingo, Kahoot, and Quizlet use gamification (badges,

leaderboards) to keep learners motivated.

Reference:

● Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge

University Press.
● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
● Ushioda, E. (2011). Motivation, Language Identity, and the L2 Self. Multilingual Matters.
Strategies to Enhance Motivation in ELT

🔹 Use Authentic Materials:

● Incorporate movies, music, and real-world articles to make learning

engaging.

🔹 Personalized Learning Paths:

● Allow students to choose topics based on their interests and goals.

🔹 Gamification Techniques:

● Use competitions, challenges, and rewards to encourage participation.

🔹 Provide Real-World Applications:

● Connect lessons to students' daily lives (e.g., social media interactions,

travel situations).

Reference:

● Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge

University Press.
● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
● Ushioda, E. (2011). Motivation, Language Identity, and the L2 Self. Multilingual Matters.
References

● Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.

● Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
● Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
● Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. Routledge.
● Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
● Lightbown, P., & Spada, N. (2006). How Languages Are Learned. Oxford University Press.
● Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge University Press.
● Nunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL Quarterly.
● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
● Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
● Ushioda, E. (2011). Motivation, Language Identity, and the L2 Self. Multilingual Matters.
● Willis, J. (1996). A Framework for Task-Based Learning. Longman.