Elt Module 2 Unit 7 W5

Gov. Alfonso D.
Tan College
Maloro, Tangub City
ENGLISH LANGUAGE TEACHING APPROACHES AND

METHODS
MODULE 2
ENGLISH LANGUAGE TEACHING APPROACHES AND METHODS
- Humanistic Approaches
- Methods in Language Teaching
MODULE OUTCOMES
 Introduce students to the current teaching methods and approaches (genre based, task based, and
content based);
 Develop a reflective approach to teaching through classroom observations.
 Articulate the rationale, purpose, and strength of various methodological approaches to
English teaching
Module II deals with different approaches and methods. This section describes approaches and
methods that have attracted support at different times and in different places throughout the last 30 or so years,
but have generally not been widely accepted or, in some cases, have not maintained substantial followings.
The chapters on Total Physical Response, the Silent Way, Community Language Learning, and Suggestopedia
are shorter versions of chapters from the first edition. Additional and more recent references have been added
to these chapters. Because these methods are no longer widely used, a shorter treatment seemed appropriate .
HUMANISTIC APPROACHES
Language learning is an anxiety-causing and provoking activity so learners need to be relaxed and
confident enough to exploit the learning opportunities available to them. Teachers should work on
developing the students’ trust and regard them as their clients. Great care should be given to interpersonal
relationships and to the social dynamics of the group. Four methods, developed in the 1970s and 1980s,
have had a considerable impact upon language teaching even if they are rarely used exclusively in
‘mainstream’ teaching. They are frequently described, together, as humanistic approaches because in
three out of four cases at least, the designers are primarily concerned to lower the student’s affective
filters and so remove a psychological barrier to learning (Harmer 2001:88).
Unit 7: AUDIO-LINGUAL APPROACH

Week 5
UNIT OUTCOMES
At the end of this unit, you should be able to:
 Demonstrate understanding that learning a language means acquiring habits

 Develop principled awareness and understanding of English language teaching
approach
 Apply the method studied in class to the teaching of both oral and written
skills in a language classroom
INTRODUCTION
The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-based
approach. However, it is very different, in that rather than emphasizing vocabulary acquisition through
exposure to its use in situations, the Audio-Lingual Method drills students in the use of grammatical
sentence patterns. Also, unlike the Direct Method, it has a strong theoretical base in linguistics and
psychology. Charles Fries (1945) of the University of Michigan led the way in applying principles from
structural linguistics in developing the method, and for this reason, it has sometimes been referred to as
the ‘Michigan Method.’ Later in its development, principles from behavioral psychology (Skinner 1957)
were incorporated. It was thought that the way to acquire the sentence patterns of the target language was
through conditioning— helping learners to respond correctly to stimuli through shaping and
reinforcement, so that the learners could overcome the habits of their native language and form the new
habits required to be target language speakers.
EXPLAIN
Let us explore various resources to have a clear understanding of this lesson. Let us unpack some
concepts and terms related to AUDIO-LINGUAL APPROACH. Read Approaches and Methods in
Language Teaching (3rd edition)by Richards. J.C. & T. Rodgers; and Techniques & Principles in Language
Teaching by Freeman and take down notes about the information on the book. You may look for an
additional source to further discuss the terms and concepts related to Audio-Lingual Approach
Topics Reference Use Page Other Links

ELT Methods Richards. J.C. & T. Rodgers; (2014)
Approaches and Methods in Language https://www.slideshare.net/
Teaching (3rd edition) vblori/approaches-and-
R1 methods-for-language-
R1 p50 teaching
Larsen-Freeman, D. (2002) Techniques
R5 Chapter 4
& Principles in Language Teaching.(3rd
Unit 7: Audio-lingual edition). OUP https://youtu.be/905Lgz-
Approach R5 K00U
ELABORATE
Key Themes and Concept
AUDIO LINGUAL APPROACH (ALA)
1. Background: ALA had its origins during World War II when it became known as "The Army Method"
because it was developed through a USA Army program called ASTP (Army Specialized Training
Program). From about 1947-1967 the ALA was the dominant foreign language teaching method in the
USA.
2. The goal is to develop in students the same ability as that of native speakers.
3. Language is an oral phenomenon and speech: thus major focus is on phonology and morphology and
pronunciation.
4. Based on structural linguistics which involves the study of recurring patterns of language and language
is perceived as a set of habits. A language is what native speakers say, not what they ought to say.
5. Based on Behavioural psychology where students learn best through stimulus-response and
reinforcement. The more frequently a response is practiced, the better it is learned and the longer it is
remembered.
6. L1 should be banned from the classroom.
7. Pattern drills are taught without explanation. Discussion of grammar should be very brief.
8. In developing the 4 skills, teachers should follow the natural sequence of L1 learning.
9. Textbooks have 3 basic parts: dialogue, pattern drills and application activities.
EVALUATION
ACTIVITY 1: Apply what you have understood about the Audio-Lingual Method.
 Which of the techniques below follows from the principles of the Audio-Lingual
Method, and which ones do not? Explain the reasons for your answer.
a. The teacher asks beginning-level students to write a composition about the
system of transportation in their home countries. If they need a vocabulary
word that they do not know, they are told to look in a bilingual dictionary for a
translation.
b. Toward the end of the third week of the course, the teacher gives students a
reading passage. The teacher asks the students to read the passage and to
answer certain questions based upon it. The passage contains words and
structures introduced during the first three weeks of the course.
c. The teacher tells the students that they must add an ‘s’ to third person singular
verbs in the present tense in English. She then gives the students a list of verbs
and asks them to change the verbs into the third person singular present tense
form.
Note: In making this activity you students will only write your analysis inside the box.
Basis for scoring:

Content – 20 points
Clarity of idea – 15 points
Comprehensiveness – 15 points
50 points
Minimum no. of words: 500

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Gov. Alfonso D.

ENGLISH LANGUAGE TEACHING APPROACHES AND

ENGLISH LANGUAGE TEACHING APPROACHES AND METHODS

Unit 7: AUDIO-LINGUAL APPROACH

At the end of this unit, you should be able to:

 Demonstrate understanding that learning a language means acquiring habits

Topics Reference Use Page Other Links

Key Themes and Concept

AUDIO LINGUAL APPROACH (ALA)

Basis for scoring:

Minimum no. of words: 500

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