International Journal of Economy, Management and Social Sciences, 2(5) May 2013, Pages: 207-211

TI Journals

International Journal of Economy, Management and Social Sciences

ISSN
2306-7276

www.waprogramming.com

Investigation of Language Teaching Methodologies in

Second Language Learning
Masoud Nosrati *1, Ronak Karimi 2, Kamran Malekian 3, Mehdi Hariri 4
1

Eslamabad-E-Gharb branch, Islamic Azad University, Eslamabad-E-Gharb, Iran.

Eslamabad-E-Gharb branch, Islamic Azad University, Eslamabad-E-Gharb, Iran.
3
Eslamabad-E-Gharb branch, Islamic Azad University, Eslamabad-E-Gharb, Iran.
4
Eslamabad-E-Gharb branch, Islamic Azad University, Eslamabad-E-Gharb, Iran.
2

AR TIC LE INF O

AB STR AC T

Keywords:

Learning and teaching the second language is always been concerned. This paper will have a short
look to different methods of teaching a second language. A short introduction to most popular
methods are presented. Methods include: The direct method, Grammar-translation, Audio-lingual,
Suggestopedia (or Desuggestopedia), Total physical response, Communicative language teaching,
The silent way, Community language learning, Immersion, Task-based language learning, and The
natural approach.

Languages
Language teaching
Language learning
Second language

2013 Int. j. econ. manag. soc. sci. All rights reserved for TI Journals.

1.

Introduction

Learning a new language is always been concerned all over the history. Many initial methods were introduced in primitive states. But the
general studies on languages teaching were began after 2nd world war at 1950 and then. Nowadays, there are many methods for teaching a
new language to learners. We aim to introduce some of the methods shortly and investigate its features. Methods include: The direct
method, Grammar-translation, Audio-lingual, Suggestopedia (or Desuggestopedia), Total physical response, Communicative language
teaching, The silent way, Community language learning, Immersion, Task-based language learning, and The natural approach [1].

2.

Methodologies for teaching a language

Many methods are introduced for teaching a language. In the follow, we will discuss some of most important methods and investigate them.
2.1 The Direct Method
In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her mother tongue. Grammar
rules are avoided and there is emphasis on good pronunciation [1].
In short, the principles of the Direct Method are as follows [2]:
o
o
o
o
o
o
o
o
o
o
o
o

Classroom instruction is conducted in the target language.

There is an inductive approach to grammar
Only everyday vocabulary is taught
Concrete vocabulary is taught through pictures and objects, while abstract is taught by association of ideas
The learner is actively involved in using the language in realistic everyday situations
Students are encouraged to think in the target language
Speaking is taught first before reading or writing
This method states that the printed word should be kept away from the second language learner for as long as possible
Translation is completely banished from any classroom activity. Classroom activities are carried out only in the target language
Use of chain activities accompanied by verbal comments like: I go to the door. I open the door. I close the door. I return to my
place. I sit down. (called the Gouin series)
Grammar is taught inductively (i.e. having learners find out rules through the presentation of adequate linguistic forms in the
target language)
Emphasis is put on correct pronunciation and grammar

The teaching techniques rely mostly on [2]:

o
o

Reading aloud
Question answer exercise

* Corresponding author.
Email address: [email protected]

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Inter nat ional Journal of Economy, Manage ment and Social Scie nces , 2(5) May 2013

o
o
o
o
o

Self correction
Conversation practice
Fill-in-the-blank exercise
Dictation
And paragraph writing

Clearly the Direct Method is a shift away from the Grammar Translation Method. One of its positive points is that it promises to teach the
language and Not about the language. More advantages can be listed as follows [2]:
1.
2.
3.

It is a natural method.
There is no gap between active and passive vocabulary.
This method is based on sound principles of education.

Also, following disadvantages are counted for it [2]:

1. Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired
by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his
mother tongue.
2. Is first language learning process really applicable to second foreign language learning at later stage
3. First language learning is essential part of childs total growth of awareness of world around him. He starts off with blank sheet,
then starts collecting/selecting organizing the experience of a totally new world, perceived through his senses, by formulating a
variety of pre-verbal concepts.
4. Subsequently part of the process of learning how to live is the acquisition of skills to verbalize his desires and aversions and to
label his concepts, so as to make living more sufficient and secure.
5. Effectiveness of these verbalizing skills depends on maturation level of the child / on type of environment on intelligence.
6. Language is part of an intrinsic process through which child learns to recognize/ deal with new situations.
7. Compare learning of second language

2.2 Grammar-translation
The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. It was the
predominant method in Europe in the 19th century. Most instructors now acknowledge that this method is ineffective by itself. It is now
most commonly used in the traditional instruction of the classical languages.
At school, the teaching of grammar consists of a process of training in the rules of a language which must make it possible to all the
students to correctly express their opinion, to understand the remarks which are addressed to them and to analyze the texts which they read.
The objective is that by the time they leave college, the pupil controls the tools of the language which are the vocabulary, grammar and the
orthography, to be able to read, understand and write texts in various contexts. The teaching of grammar examines the texts, and develops
awareness that language constitutes a system which can be analyzed. This knowledge is acquired gradually, by traversing the facts of
language and the syntactic mechanisms, going from simplest to the most complex. The exercises according to the program of the course
must untiringly be practiced to allow the assimilation of the rules stated in the course. That supposes that the teacher corrects the exercises.
The pupil can follow his progress in practicing the language by comparing his results. Thus can he adapt the grammatical rules and control
little by little the internal logic of the syntactic system. The grammatical analysis of sentences constitutes the objective of the teaching of
grammar at the school. Its practice makes it possible to recognize a text as a coherent whole and conditions the training of a foreign
language. Grammatical terminology serves this objective. Grammar makes it possible for each one to understand how the mother tongue
functions, in order to give him the capacity to communicate its thought [3].
Advantages of GTM is listed below [4]:
1. The target language is quickly explained in GTM.
2. Teacher and students are easy to communicate/It does not need native language
3. The students easy to understand because of grammatical lessons.
Also, it has some disadvantages [4]:
1.
2.
3.
4.

No Scope for Effective Communication and Very Tedious for Learners

Ineffective Method
More Importance on Grammar Rules than on Meaning
Slow Learning Rate and Making Learners Think in L1

2.3 Audio-lingual
The audio-lingual method, Army Method, or New Key [8], is a style of teaching used in teaching foreign languages. It is based on
behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of
reinforcementcorrect use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.
This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audiolingual method advised that students be taught a language directly, without using the students' native language to explain new words or

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grammar in the target language. However, unlike the direct method, the audio-lingual method didnt focus on teaching vocabulary. Rather,
the teacher drilled students in the use of grammar.
Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct
model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to
sample in the same structure. In audio-lingualism, there is no explicit grammar instructioneverything is simply memorized in form. The
idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static
drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing
that will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct
opposition with communicative language teaching [9].

2.4 Suggestopedia
The theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By
various methods it is suggested to the student that the language is easy - and in this way the mental blocks to learning are removed [1].
Suggestion is at the heart of Suggestopedia. Lozanov claims that his method is different from hypnosis and other forms of mind control
because they lack a desuggestive-suggestive sense and fail to create a constant set up to reserves through concentrative psychorelaxation (1978:267). (Reserves are like human memory banks) There are some principal theoretical components through which
desuggestion and suggestion operate and that set up access to reserves [5].
Key Features of Suggestopedia are [5]:
1.Comfortable environment
2.The use of music
3.Peripheral Learning
4.Free Errors
5.Homework is limited
6.Music, drama and art are integrated in the learning process
Advantages of Suggestopedia [5]:
1. A comprehesible input based on dessugestion and suggestion principle: By using this suggestopedia method, students can lower
their affective filter. Suggestopedia classes, in addition, are held in ordinary rooms with comfortable chairs, a practice that may
also help them relaxed. Teacher can do numerous other things to lower the affective filter.
2. Authority concept: Students remember best and are most influenced by information coming from an authoritative source,
teachers.
3. Double-planedness theory: It refers to the learning from two aspects. They are the conscious aspect and the subconscious one.
Students can acquire the aim of teaching instruction from both direct instruction and environment in which the teaching takes
place.
4. Peripheral learning: Suggestopedia encourages the students to apply language more independently, takes more personal
responsibility for their own learning and get more confidence. Peripheral information can also help encourage students to be
more experimental, and look to sources other than the teacher for language input. For example, the students can make some
sentences using the grammatical structure placed on the classrooms wall, describe a particular place in an English speaking
country by looking at the poster on the wall, etc. When the students are successful in doing such self-activities, they will be more
confident.
Disadvantages of Suggestopedia:
1. 1.Environment limitation
2. 2.The use of hypnosis
3. 3.Infantilization learning

2.5 Communicative language teaching (CLT)

The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely
to find herself in. The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of
time, quantity, location [1].
The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual
and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole
language. They did not know how to communicate using appropriate social language, gestures, or expressions. In brief, they were at a loss
to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the
1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite
popular [7].
The communicative approach is the theory that language is communication. Therefore the final aim of CLT (Communicative Language
Teaching) is communicative competence. Communicative language teaching makes use of real-life situations that necessitate
communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audio-lingual method of

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language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a
class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students
motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics [7].
There are several principles of the communicative approach. The first, authentic and meaningful communication should be the goal of
classroom activities. Second, learners learn through using it to communicate. Third, fluency is an important dimension of communication.
Then, communication involves the integration of different language skills. The last, learning is a process of creative construction and
involves trial and error [7].

2.6 Community Language Learning

In this method attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning.
There is much talk in the mother tongue which is translated by the teacher for repetition by the student. [More]
Language Skills Focused are [6]:
1.
2.
3.
4.

In the early stages, typically the students generate the material since they decide what they want to be able to say in the target
language.
Later on, after students feel more secure, the teacher might prepare specific materials or work with published textbooks.
Particular grammar points, pronunciation patterns, and vocabulary are worked with, based on the language the students have
generated.
The most important skills are understanding and speaking the language at the beginning, with reinforcement through reading and
writing.

Advantages of this method are stated as [6]:

1.
2.

Creating a supportive community to lower student anxiety

Help them overcome threatening affective factors, such as making errors or competing with peers.

Also, disadvantages are [6]:

1.
2.

The procedure does not ensure that a variety of contexts necessary for copying in the target culture is included since the content is
determined by the participants.
Students may feel uncomfortable with the apparent lack of structure or sequence in the introduction of grammatical and lexical
items; that is too much reliance on an inductive strategy of learning. Besides, there is no syllabus for CLL, a posteriori approach
to syllabus specification. The teacher is too nondirective. Finally, the success of CLL depended largely on the translation
expertise of the counselor.

2.7 Immersion
This corresponds to a great extent to the situation we have at our school. ESL students are immersed in the English language for the whole
of the school day and expected to learn math, science, humanities etc. through the medium of the target language, English.
Immigrant students who attend local schools find themselves in an immersion situation; for example refugee children from Bosnia
attending German schools, or Puerto Ricans in American schools. Click here for many links to information about bilingual/immersion
programs.

2.8 Task-based language learning

The focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the language they already
have to complete the task and there is little correction of errors.
(This is the predominant method in middle school ESL teaching at Frankfurt International School. The tasks are subsumed in a major topic
that is studied for a number of weeks. In the topic of ecology, for example, students are engaged in a number of tasks culminating in a
poster presentation to the rest of the class. The tasks include reading, searching the internet, listening to taped material, selecting important
vocabulary to teach other students etc.)

2.9 The Silent Way

This is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to
say. No use is made of the mother tongue [1].

2.10 Total Physical Response (TPR)

TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go to the window and open it."
The method stresses the importance of aural comprehension [1].

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2.11 The Natural Approach

This approach, propounded by Professor S. Krashen, stresses the similarities between learning the first and second languages. There is no
correction of mistakes. Learning takes place by the students being exposed to language that is comprehensible or made comprehensible to
them [1].

3.

Conclusion

In this survey, we had a brief look to different methods of language teaching. Most important methods were investigated which include:
The direct method, Grammar-translation, Audio-lingual, Suggestopedia (or Desuggestopedia), Total physical response, Communicative
language teaching, The silent way, Community language learning, Immersion, Task-based language learning, and The natural approach.

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