LANGUAGE TEACHING
METHODS
Suneeta singh
Mrp english
Gistc kapurthala
INDEX
1. GRAMMAR-TRANSLATION METHOD
2.COGNITIVE APPROACH
3.AUDIOLINGUAL METHOD
4. DIRECT METHOD
5. THE NATURAL/COMMUNICATIVE APPROACH
6.TOTAL PHYSICAL RESPONSE
7.THE SILENT METHOD
8.SUGGESTOPEDIA
9.COMMUNITY LANGUAGE LEARNING.
10. LANGUAGE IMMERSION
11. COMMUNICATIVE LANGUAGE TEACHING
12. STRUCTURAL APPROACH
13.NEURO LINGUISTIC PROGRAMMING
14 TASK BASED LEARNING
1. GRAMMAR - TRANSLATION
METHOD (I)
Originally used to teach 'dead' languages (and
literatures) such as Latin and Greek. (1890 – 1930)
Language = collection of isolated words.
• Principles:
oLiterary language is superior to the spoken language.
oTranslating is the goal.
oTeacher = authority.
oThe primary skills to be improved are reading and writing
no spoken communication or listening comprehension.
o Its focus is on accuracy and not fluency.
o Error correction: If a student’s answer is incorrect, the
teacher asks another student to answer no feedback
1. GRAMMAR - TRANSLATION
METHOD (II) Jelou shilrren,
hoy vamo’ a
• Typical exercises: ver el “ver-tu-
o Translation of a Literary Passage bi”
o Reading Comprehension Questions Ai am
Llu ar
o Antonym/synonyms Ji is…
o Fill-in-the-blanks
o Deductive Application of Rule
• Easier for the teacher.
• Students =bored.
2. COGNITIVE APPROACH
Origin1950ies psychology & applied linguistics ( J.B.
Carroll and K. Chastain)
Language = a set of skills the modern version of the
grammar-translation method
FL learning = the conscious study of grammatical rules
(deductive) only meaningful practice is effective.
FL teaching = the development of linguistic competence.
Careful with imitation and memorization.
Student’s mistakes = a necessary and natural
phenomenon.
The cognitive approach is essentially a theoretical
framework.
LAD is determining.
3. AUDIOLINGUAL METHOD
Origin WWII Behaviorist theory (stimulus-response-
reinforcement)
Language = a collection of habits.
FL learning = a mechanical process of habit formation.
FL teaching = manipulation of language elements that
occur in fixed relationships .
“Drill, drill, and more drill, and only enough vocabulary to
make such drills possible" (Hockett 1959)
Student’s mistakes = don´t help to develop the habits,
should be corrected immediately.
The child is moulded by regularities the
environment.
4.Direct Method (1970)
Developed by Maximilian Berlitz
No use of mother tongue=meaning
is connected with a target language
Grammar rules avoided
(don´t give rules:make them figure out the
rule)
Never translate= act and demonstrate
Teacher-student/student-student
activities(reading aloud,question-answer
exercises,fill-in-the-blank
Emphasis on good pronunciation/oral
transmission
Speech and listening comprehension are
taught(contextual/topical teaching)
5.The natural/communicative
approach
origin→Tracy Terrell and Stephen
Krashen
Focus on communicative
competence:aural
comprehension/ early speech
production/
speech activities
Comprehension precedes production
Small groups of students
Visualization activities:
slide presentations, word games,
dialogues, recreational
activities,realia
The classroom=student-centered
6. Total Physical Response
Developed by J.Asher,based on the
coordination of speech and action
Primarily designed for students in
early stages of language learning
Command forms used to convey info
Students not forced to speak
until ready
The importance of aural
comprehension
TOTAL PHYSICAL
RESPONSE
7. THE SILENT WAY
Originated in 1963 by Dr.Caleb Gattegno
(Egypt)
Teacher – silent , learners – speaking
Emphasis on PRONUNCIATION. Self-
correction.
Role of the teacher – observer
No use of the mother tongue. No translation.
Context
No formal evaluation just observation.
Use of CHARTS
Sound/ Colour
Word
Fidel chart
chart
chart
www.youtube.com/watch?v=CMLFI38_1cE/
watch?v=CMLFI38_1cE
http://www.youtube.com/watch?
v=85P7dmPHtso
8. SUGGESTOPEDIA
An avant garde method/ 1967/ Georgi
Lozanov
Small & intensive classes
Material presented in melodic and artistic
way
Relaxation is needed
Memory training
Language perceived
globally
9. COMMUNITY LANGUAGE
LEARNING
Elaborated by Charles Curran (USA)
It encourages personal growth, and self-development
Learning a language is viewed as collective
experience
Based on communication Oral proficiency
Use of the mother tongue.
Activities : translation, transcription, free
conversation, listening, reflection and observation,
repeating
Focus on fluency rather than accuracy
GoalsUnderstanding & Speaking
10. LANGUAGE IMMERSION
The regular school curriculum is taught through
the medium of the target language.
The second language is the vehicle for content
instruction
Focus on fluency
Main purposes: to promote bilingualism and
develop learner’s communicative competence
The first modern language immersion programs
appeared in Canada in the 1960’s
11. COMMUNICATIVE
LANGUAGE TEACHING (CLT)
Aim: to communicate effectively and
appropriately
Emphasis on interaction
Similar to the Communicative Approach
Different situations and functions: inviting,
suggesting, expression of time, visiting a
doctor…
More important to achieve the defined outcome
rather than have accuracy on language forms
Language use outside the classroom
Classroom activities
12. STRUCTURAL APPROACH
Language as a set of grammatical rules and
structures to be learned
Emphasis on speech rather than reading or
writing
Habit formation, repetitions and drill exercises
Mastery of structures is more important than the
acquisition of vocabulary
Pupil’s activity
This approach has some disadvantages
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FOR
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