Approaches & Methods in Language Teaching
Approaches & Methods in Language Teaching
Teaching languages in general and teaching English as a foreign language (T.E.F.L) is a dynamic field. It is always in change in the sense that lots of approaches and methods developed lately.
In the pre 20th century, two main approaches dominated the field of language teaching: Analyzing language and using language.
I. Definition of “Approach” and “Method”
“Approach”: an approach refers to theories about the nature of language and language learning that serves as the source of practices and principles in language learning. It is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic.
“Method (design)”: an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. A method is procedural.
II. Approaches and Methods of foreign language teaching:
1. The Grammar Translation Method
1) Goals
To enable learners read literature in the target language; learn grammatical rules and vocabulary words. The main objective is to master the grammatical rules of the foreign language and practice translation.
2) Teachers’/ students’ Roles
Teacher has authority and controls the on going of the whole teaching process. Students follow instructions to learn what teachers present.
3) Teaching/Learning Process
Students learn by translating from one language to the other, often translating reading passages in the target language to the native language. Grammar is usually learned deductively on the basis of grammatical rules and examples. Students memorize the rules, and then apply them on other examples. They learn paradigms such as verb conjugations, and they learn the native language equivalents of vocabulary words.
4) Interaction
Most interaction is teacher-to-student; student-initiated interaction and student-student interaction is minimal.
5) Aspects of Language the Approach Emphasizes
Vocabulary, grammar emphasized; reading and writing are primary skills. Pronunciation and other speaking/listening skills are not emphasized.
6) Role of Native Language: Key to meanings of target language. It’s freely used in class.
7) Evaluation: Tests require translation, applying grammar rules.
8) Response to Students’ Errors: Teacher supplies correct answers.
2. The Direct Method
1) Goals
To emphasize the use instead of the analysis of language through focusing on speaking and listening
To enable learners think and communicate in the target language
2) Roles
The teachers direct and control class activities, yet students and teachers are partners in the process.
3) Teaching/Learning process
New target language words or phrases are introduced through the use or realia, pictures, or pantomime, but never in the native language. Students speak in the target language a great deal and communicate as if in real situations. Grammar rules are learned inductively by generalizing from examples.
4) Interaction
Both teacher and students initiate interaction in the classroom
5) Aspects of Language the Approach Emphasizes
Vocabulary words are emphasized over grammar; oral communication considered basic. Reading and writing are learned based on oral practice.
6) Role of Native Language: Not used in the classroom.
7) Evaluation: Students are tested through actual use, such as oral interviews.
8) Response to Students’ Errors: Self-correction techniques were encouraged.
3. The Audio-Lingual Method
1) Goals
Use the target language communicatively and over-lean it, so as to be able to use it automatically by forming new habits in the target language and overcoming native language habits.
2) Roles
Teacher directs, controls students’ language behavior, and provides good model for imitation.
Students repeat and respond as quickly/accurately as possible.
3) Teaching/Learning Process
New vocabulary/structures are presented through dialogues, and they are learned through imitation and repetition. Drills are based on patterns in dialogue. Grammar is induced from models. Cultural information is contextualized in the dialogues or presented by the teacher.
4) Interaction
Most interaction is between teacher and students and initiated by teacher.
5) Aspects of Language the Approach Emphasizes
Language structures are emphasized. Vocabulary contextualized in dialogues but is limited because syntactic patterns are foremost. Listening and speaking are emphasized as priority skills.
6) Role of Native Language: not used in the classroom. It’s considered as interfering.
7) Evaluation: Discrete-point tests in which students distinguish between words or provide an appropriate verb for a sentence…
8) Response to Students’ Errors: Teachers prevents students’ errors by predicting trouble spots and control what students will say.
4. The Communicative Approach (Communicative language teaching:CLT)
1) Goals
To become communicatively competent, able to use the language appropriate for a given social context; to manage the process of negotiating meaning with interlocutors.
2) Roles
Teacher facilitates students’ learning by managing classroom activities, setting up communicative situations. Students are communicators, actively engaged in negotiating meaning.
3) Teaching/Learning Process
Activities are communicative—they represent an information gap that needs to be filled. Speakers have a choice of what to say and how to say it, receive feedback from the listener that will verify that a purpose has been achieved. Authentic materials are used. Students usually work in small groups.
4) Interaction
Teacher initiates interactions between students and participates sometimes. Students interact a great deal with each other in many configurations.
5) Aspects of Language the Approach Emphasizes
Students work on speaking, listening, reading, and writing from the beginning. Consistent focus on negotiated meaning.
6) Role of Native Language: Native language usually plays no role.
7) Evaluation: Informal evaluation takes place when teacher advises/communicates. Formal evaluation is by means of an integrative test with a real communicative function.
8) Response to Students’ Errors: Errors are considered natural.
5. The Silent way
1) Goals
To use language for self-expression; to develop independence for the teacher and inner criteria for correctness.
2) Roles
Teaching should be subordinated to learning. Teachers should give students only what they absolutely need to promote their learning. Learners are responsible for their own learning.
3) Teaching/Learning Process
Students begin with sounds, introduced through association of sounds in native language to a sound-color chart. Teacher then sets up situations to focus students’ attention on structures. Students interact as the situation requires. Teacher sees students’ errors as clues to where the target language is unclear, and they adjust instruction accordingly. Students are urged to take responsibility for their learning.
4) Interaction
The teacher is silent much of the time, but very active setting up situations, listening to students, speaking only to give clues, not to model speech. Student-student interaction is encouraged.
5) Aspects of Language the Approach Emphasizes
All four skill areas worked on from the beginning (reading, writing, speaking and listening); especially pronunciation, because sounds are basic and carry the melody of the native language. Structural patterns are practiced in meaningful interactions. Reading and writing exercises reinforce oral learning.
6) Role of Native Language: Native language is considered a resource because of the overlap that is bound to exist between the two languages.
7) Evaluation: Teachers observe students’ ability to transfer what they have learned to new contexts. To encourage the development of inner criteria, neither praise nor criticism is offered. Students are expected to learn at different rates, and to make progress, not necessarily speak perfectly in the beginning.
8) Response to Students’ Errors: Errors are inevitable, a natural, indispensable part of learning.
6. Suggestopedia
1) Goals
To learn a foreign language for everyday communication by tapping mental powers and overcoming psychological barriers.
2) Roles
Teacher “desuggests” negative feelings and limits of learning the language.
3) Teaching/Learning Process
Students learn in a relaxing environment. They choose a new identity in the target language and culture. They use texts of dialogues accompanied by translations and notes in their native language.
4) Interaction
Teacher initiates all interaction and students respond only non-verbally or with a few words in target language that they have practiced. Eventually, students initiate interaction. Students interact with each other throughout as directed by the teacher.
5) Dealing with Feelings
Great importance is placed on students’ feelings, in making them feel confident and relaxed.
6) Role of Native Language: Translation clarifies dialogues’ meaning. Teacher uses native language more at first than later when necessary.
7) Evaluation: Students’ normal in-class performance is evaluated. There are no tests, which would threaten relaxed environment.
8) Response to Students’ Errors: Errors are not immediately corrected. Teacher corrects the form later during the class.
7. Total physical response method (TPR)
1) Goals
To provide an enjoyable learning experience, having a minimum of the stress that typically accompanies learning a foreign language.
2) Roles
At first, teacher gives commands and students follow them. Once students are ready to speak, they take on directing roles.
3) Teaching/Learning Process
Lessons begin with commands by the teacher, and students demonstrate their understanding by acting these out. Teachers recombine their instructions in novel and often humorous way. Activities include games and skits.
4) Interaction
Teacher interacts with individual students and with the group, starting with the teacher speaking and the students responding non-verbally. Later, this style reversed; students issue commands to teacher as well as each other.
5) Dealing with Feelings
The method is developed principally to reduce the stress associated with language learning. Students are not forced to speak before they are ready and learning Is made as enjoyable, stimulating feelings of success and low anxiety.
6) Role of Native Language: Method is introduced in students’ native language, but rarely used later in course. Meaning is made clear through actions.
7) Evaluation: Teachers can evaluate students through simple observation of their actions. Formal evaluation is achieved by commanding a student to perform a series of actions.
8) Response to Students’ Errors: Students are expected to make errors once they begin speaking. Teachers only correct major errors.
For more information…
Doggett, G. (1998). “Eight Approaches to Language Teaching”. Teaching and Learning Langauge.Soleil: Ontario. (p.185-196).
Richards, J. & Rodgers, T. (2001). Approaches and Methods in Langauge Teaching. Cambridge University Press: Cambridge.
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Community Language Learning
Natural Approach
Task-based instruction
Content-based instruction
Learner-centered instruction
Computer-assisted instruction
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