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Module 4: The Methods of Teaching Language Arts

Grammar translation method

The grammar translation method is a method of teaching

foreign languages derived from the classical method of teaching
Greek and Latin. In grammar-translation classes, students learn
grammatical rules and then apply those rules by translating
sentences between the target language and the native language.
Advanced students may be required to translate whole texts word-
for-word. The method has two main goals: to enable students to read
and translate literature written in the target language, and to further
students’ general intellectual development.

Characteristics:
1. It helps to learn a foreign language and its correct sentence structure.
2. Allows the students to be able to read and write a new language.
3. To enable students to use interchangeable words and phrases.
4. They get to learn new vocabulary and new words.
5. It does not enable students’ skills in listening and speaking of foreign language.
6. GTM classes are primarily conducted in the mother tongue.
7. Focus on pronunciation and communication aspects is lesser than reading and
writing.

Why would I use this method?

1. GTM focuses on the application of grammar and correct sentence structure.

This is especially helpful in teaching students how to write and read in another
language, allowing them to explore interchangeable words and phrases (i.e.,
different words for different tenses) more effectively than a verbal teaching
method.
2. Tests of grammar rules and of translations are easy to construct.
3. Class activities or learning games are rarely necessary, as students are
translating text to another language directly. Teachers who are not fluent in
English (but fluent in the other language that the students primarily use) can
teach English using this approach, as the emphasis is not on the spoken word
but on translations.

The procedure of Grammar Translate Method

1. In the first step, a paragraph is read by a teacher, and some difficult words are
marked out of it.
2. Secondly, these marked words are converted into the native language of
students.
3. Then, a paragraph is read once again and is translated by a teacher, line by
line.
4. Then all the Grammatical items are taught about to students.
5. Students can also be asked to convert the passage of their native language into
a foreign language to make it more clear to them.

Merits of Grammar Translation Method

1. It makes the concept more clear and new words, phrases, and vocabulary is
introduced.
2. Learning gets easy as the conduction is done in the native language.
3. It promotes the skills of reading and writing effectively.
4. For class conduction, very less teacher material aid is needed and also, this
method can be taught in overcrowded classes.
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5. Students feel comfortable as the mother tongue is used to teach any foreign
language and they are free to ask the questions in between.

Demerits of Grammar Translation Method

1. One of the major disadvantages of GTM is that it restricts the skills of speaking
and listening to a foreign language.
2. The natural order of learning any language is listening, speaking, reading, and
writing. But, in GTM, reading is facilitated first.
3. Proper conversational skills in a foreign language still remain a hurdle.
4. GTM focuses on formal and bookish grammar rules. So it does not enhance
proper learning of the foreign language.
5. It takes time to translate each and every word under GTM as students are well
versed in their mother tongue and they need time to think to Translate.
Techniques of GTM

1. Filling the blanks

The teacher gives the exercises of some sentences or passages where some
blanks will be there and students are asked to fill that missing words as per their
own knowledge of translation or vocabulary of the foreign language.
These blanks can be out of the literary texts or the chapter which has been
taught by the teacher previously.

2. Use words in sentences

This is a very common technique where the teacher gives some new words
from the vocabulary to the students and students will be asked to make new
sentences by using that word in their sentence. It is generally called make the
sentences.

In this, the students are judged whether they have understood the new word
correctly or whether they use the word in the sentence correctly or not.

3. Topic composition
In this technique, students are asked to write any passage on the given topic
by the teacher. They will be expected to write a few lines about the topic.

4. Passage translation
In contrary to the previous point, a passage or a piece of text will be provided
to the students and they will be asked to translate that whole passage, word to
word, in their notebooks via writing or speaking.

The main aim of passage translation is to make them understand that the
grammar of the native language and foreign language is different and the word
usage should be accurately done.

5. Comprehension questions
This technique is generally used in teaching any foreign language. In this, an
unseen passage will be given to the students out of which they will be asked some
questions and they are expected to answer that questions in their native language
or the foreign language whatever they want.

The main purpose of this technique is to find out that whether the students
are able to translate the passage in their language and able to find out the answers.

6. Word meanings
The grammar translation method can never be complete without the
knowledge of proper vocabulary and some important words of the foreign language.
So this is one of the techniques where the teacher makes the students memorize all
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the difficult vocabulary on their own and students are expected to learn those words
in order to translate them if they are found out in the lines anywhere in the texts of
foreign language.

7. Inference building
This is again, one of the common and widely used practice by the teachers to
teach grammar translation method to the students. In this technique, again, a
literary text will be provided to the students out of their books. They will be asked to
write the central idea of the passage in their own words.

In this way, they will be able to translate the passage and they can write
something in foreign language in their own words too.

8. Summary writing
Similar to the previous point, a chapter will be discussed among the students
in the mother tongue. At the end of the chapter, students will be given the exercise
of writing a summary of that story or chapter. It is one of the common techniques to
teach GTM to the students and it is widely accepted.
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The Direct method

The direct method is a set of foreign language teaching techniques based on the
centrality of the spoken language. The mantra of the direct method is "demonstrate,
don't translate".‍In the direct method, the teacher must transfer meanings directly in the
target language through demonstrations and visual aids. In other words, this method
involves teaching a foreign language without translations and grammar studying. The
latter is learned through induction: from particular situations the learner draws general
rules about the target language.‍It is identified as a direct method because students are
immersed in the learning environment without filters, precisely, directly.

The direct method focuses on full immersion in the classroom environment where
not one word of the students’ native language is spoken. The focus is not on grammar
but instead on learning through listening and speaking. When using the natural
approach, we don’t focus on the rules, we allow for mistakes, and we aim for excellent
oral communication with our target words and language.

The basic principles of the direct method approach are:

1. Teach language inductively: In this method, we don’t explain the rules to the
students; we let them figure it out for themselves. We challenge them and guide
them to the correct use of the language, but we also force them to think through
things as they learn. We can do this by showing them objects .

2. Only use the target language: Our goal is to not have the students
translating from their mother tongue but to learn instead to think in the
foreign language. When a person learned their first language, there was no
translation from another language; they had nothing to base it on. The direct
method approach believes in trying to mimic first language acquisition.

3. Oral communication is the main objective: The direct approach focuses on

speaking far more than the importance of reading and writing. This practice is
the complete opposite of the grammar-translation approach, where students learn
all of the rules of a language but often cannot speak or communicate effectively in
the second language. Using the direct method, we encourage our students to
speak, even to make grammatical mistakes, so they can get their point across and
put into practice what they are learning in their classrooms.

Example
The teacher explains new vocabulary using realia, visual aids or demonstrations.
In the classroom

Aspects of the Direct Method are still evident in many ELT classrooms, such as the
emphasis on listening and speaking, the use of the target language for all class
instructions, and the use of visuals and realia to illustrate meaning.

The core idea behind DM—to replicate this natural language learning process.

1. Uses Only the Target Language. The first principle of DM is that we only ever
use the language we’re teaching. The teacher never translates for students or lets
them use a language other than English in the classroom.

2. Students Figure Out Rules Themselves. Because we aren’t translating for our
students, we’re introducing language in context through action and interaction.
We’re pushing students to think in English and to develop their own understanding
of the rules of the language.For example, by hearing the teacher say “he is a
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student” to Ricardo, and “they are students” to Chris and Natalia, students start
learning verb conjugations without creating diagrams or having patterns laid out for
them.

3. Highly Active. Because DM doesn’t allow anyone in the classroom to fall back
on their first language, it demands that teachers and students alike are active—
acting, moving, drawing, pointing and touching—as they explore and learn English.
This is also part of what makes it a natural process—think of how much listening
and acting small children engage in before they begin speaking and using
language.

4. Focuses on Speaking. Again, because it’s a natural method, DM typically

focuses more on speaking and listening than on reading and writing.

Why should we use it?

The following list of strengths should give you a good sense of why it’s worth using,
and when it’s most appropriate to use it:

1. Natural Learning. The first strength of DM comes from the fact that it’s a
natural method; because it replicates how we learned our native language, it
feels more intuitive to our students and allows them to learn English more
deeply than other methods.

2. Improved Pronunciation. Because of its focus on speaking and listening,

students who learn through DM typically develop improved pronunciation, along
with greater confidence in speaking.

3. Thinking in English. In classrooms that allow students to switch back and forth
between languages, thinking in English is discouraged; in contrast, a classroom
that immerses students in English pushes them to do more thinking in English.

4. Real-world Skills. Although reading and writing are important skills, particularly
in school, in daily life we speak and listen more than we read and write. It’s easy
to see how important these skills are when we consider how many people find
success despite being illiterate, versus how difficult life can be for those who
cannot speak or hear.
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The Audiolingual method (parroting, habit, patterns, drill)

The audio-lingual method, Army Method, or New Key, 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 reinforcement—correct use of a trait would receive positive feedback while
incorrect use of that trait would receive negative feedback..

The Audio-lingual Method is a method of foreign language teaching which

emphasizes the teaching of listening and speaking before reading and writing. It uses
dialogues as the main form of language presentation and drills as the main training
techniques. Mother tongue is discouraged in the classroom

I. TOWARDS AUDIO LINGUAL METHOD

ARMY METHOD (1st STEP)

It was based on Leonard Bloomfield's technique (informant method) of
memorization and repetition in simple foreign language patterns.In brief, the linguist,
without knowing the language, was trained to absorb its basic structure from the
informant/native speaker and together with students “gradually learned how to speak
this language, as well as to understand much of its basic grammar” (Richards, J.C. et-
al. 1987).

The Aural-Oral approach invented by Charles Fries ( 2nd STEP)

According to Fries, language should be taught by using “intensive oral drilling of
its basic patterns” (Richards, J.C. et-al.1987).
This method emphasized: proper pronunciation and intonation

The emrgerne of Audio Lingual Method

Audio-lingual approach suggests that students be taught phonology, morphology,
and syntax of the language; all these patterns can be learned through contrastive
analysis of the differences between the native tongue and the target language, which
helps students to acquire new language easier.

II. Mechanism of teaching

1. Foreign language is presented entirely orally.(in early stages of learning
language written materials are not presented)
2. Reading and Writing activities (are based on what students already know how to say
orally)

III. The basis of audiolingual approach

a. Repetition
b. Oral drills
c. Memorization

IV. ACTIVITIES IN AUDIOLINGUAL METHOD

1. Repetition: where the student repeats an utterance as soon as he hears it, without
looking at printing materials. After a student has repeated an utterance, he may repeat it
again and add a few words, then repeat that whole utterance and add more words.

EXAMPLES.
I used to know him. –------------------- I used to know him.
I used to know him years ago---------I used to know him years
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2. Dialogues, which students have to listen to, repeat and memorize, focusing on
proper pronunciation, intonation, stress and rhythm usage.

They provide the structure and idea of how to use some types of patterns in
some sort of situations. Usually dialogues illustrate socio-cultural situations of a target
language, such as greeting, opinion exchanges, likes or dislikes, standard safe topics
(weather, hobbies…etc.) that help students to memorize which utterance is suitable for
each situation.

3. Inflection: Where one word in a sentence appears in another form when repeated
EXAMPLES.
I bought the ticket. –------------------- I bought the tickets.
He bought the candy –----------------She bought the candy

4. Replacement: Where one word is replaced by another word

EXAMPLES.
He bought this house cheap.–-------------------He bought it cheap
Helen left early ---------–-------------------–-------She left early.

5. Restatement: The student rephrases an utterance and addresses itto someone else,
according to instructions.
EXAMPLES.
Tell him to wait for you. --–-------------------Wait for me.
Ask her how old she is--–-------------------–------------------- How old are you?

6. Completion: The student hears an utterance that is complete except for one word,
then repeats the utterance in completed form.
EXAMPLE.
I'll go my way and you go your way --–-------------------I'll go my way and you go yours

7. Transposition: A change in word order is necessary when a word is added.

EXAMPLE.

I’m hungry. /so/ --–------------------- So, am I

8. Contraction: A single word stands for a phrase or clause.

EXAMPLE.
Put your hand on the table. -Put your hand there

9. Transformation: A sentence is transformed by being made negative or interrogative

or through changes in tense, mood, voice, aspect, or modality.
EXAMPLES.
He knows my address ------------------- He doesn't know my address.

10. Integration: Two separate utterances are integrated into one.

EXAMPLE.
They must be honest. This is important. ------------------- It is important that they be
honest

V. PRINCIPLES OF AUDIO LINGUAL

1. Foreign language learning is a mechanical process. Memorization and repetition
of dialogues or other drill patterns minimize the risk of making a mistake and
increase the chances of giving a correct answer that leads to reinforcement of good
habits.
2. Foreign language can be learned and taught more effectively if it is presented in
spoken form before students will see written form. “Aural-oral training is needed to
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provide the foundation for the development of other language skills” (Richards &
Rodgers, 1987).
3. The meaning of words and phrases of a second language should be learned and
taught in a linguistic and cultural context. “Teaching a language thus involves teaching
aspects of the cultural system of the people who speak the language” (Rivers, 1964: 19-
22)
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Total Physical response

TPR or Total Physical Response is a

language learning method that makes use of body
movements with the acquisition of the new
language. TPR was first developed by American
psychologist Dr. James Asher in the 1970s. He is a
professor of psychology and former associate
dean at San Jose State University. The Total
Physical Response method mimics how children
learn their first language. There is no expectation to produce the language at first; as a
result, it takes the pressure off the learner. The focus shifts from producing the
language to associating the language with words and actions and cementing the
relationship between the two.

In other words, It is based upon the way that children learn their mother tongue.
Parents have 'language-body conversations' with their children, the parent instructs and
the child physically responds to this. The parent says, "Look at mummy" or "Give me the
ball" and the child does so. These conversations continue for many months before the
child actually starts to speak itself. Even though it can't speak during this time, the child
is taking in all of the language; the sounds and the patterns. Eventually when it has
decoded enough, the child reproduces the language quite spontaneously. TPR attempts
to mirror this effect in the language classroom.

How can I use it in class?

In the classroom the teacher plays the role of parent. She starts by saying a word
('jump') or a phrase ('look at the board') and demonstrating an action. The teacher then
says the command and the students all do the action. After repeating a few times it is
possible to extend this by asking the students to repeat the word as they do the action.
When they feel confident with the word or phrase you can then ask the students to
direct each other or the whole class.

It is more effective if the students are standing in a circle around the teacher and
you can even encourage them to walk around as they do the action.

When should I use it?

TPR can be used to teach and practise many things.

1. Vocabulary connected with actions (smile, chop, headache, wriggle)

2. Tenses past/present/future and continuous aspects (Every morning I clean my
teeth, I make my bed, I eat breakfast)
3. Classroom language (Open your books)
4. Imperatives/Instructions (Stand up, close your eyes)
5. Storytelling
6. It can be adapted for all kinds of teaching situations, you just need to use your
imagination!

Why should I use it in the classroom?

1. It is a lot of fun, students enjoy it and it can be a real stirrer in the class. It lifts the
pace and the mood.
2. It is very memorable. It really helps students to remember phrases or words.
3. It is good for kinaesthetic learners who need to be active in the class.
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4. It can be used in large or small classes. It doesn't really matter how many students
you have as long as you are prepared to take the lead, the students will follow.
5. It works well with mixed-ability classes. The physical actions get across the
meaning effectively so that all the students are able to understand and use the
target language.
6. It doesn't require a lot of preparation or materials. As long as you are clear what you
want to practise (a rehearsal beforehand can help), it won't take a lot of time to get
ready.
7. It is very effective with teenagers and young learners.
8. It involves both left- and right-brained learning.

Disadvantages with using TPR

1. Students who are not used to such things might find it embarrassing. This can be
the case initially but I have found that if the teacher is prepared to perform the
actions, the students feel happier about copying. Also the students are in groups
and don't have to perform for the whole class. This pleasure is reserved for the
teacher.
2. It is only really suitable for beginner levels.
3. Whilst it is clear that it is far more useful at lower levels because the target language
lends itself to such activities I have also used it successfully with Intermediate and
Advanced levels. You need to adapt the language accordingly.
4. For example, it helped me to teach 'ways of walking' (stumble, stagger, tiptoe) to an
advanced class and cooking verbs to intermediate students (whisk, stir, grate).
5. You can't teach everything with it and if used a lot it would become repetitive. I
completely agree with this but it can be a successful and fun way of changing the
dynamics and pace of a lesson used in conjunction with other methods and
techniques.

.
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The Silent way

The silent way is a language teaching method
developed by Caleb Gattegno that emphasizes
student involvement and discovery learning. The
teacher uses minimal verbal explanations and
instead relies on visual aids to help students
understand new concepts. This allows students to
learn at their own pace and figure out how the
language works for themselves. Silent-way classes
are typically very small so that each student can
get individual attention from the teacher.

The Silent Way Position

The Silent Way belongs to a tradition that views learning as a problem solving,
creative, discovering activity, in which the learner is a principal actor rather than a
bench-bound listener (Bruner 1966).

The use of the word “silent” is also significant, as Silent Way is based on the
premise that the teacher should be as silent as possible in the classroom in order to
encourage the learner to produce as much language as possible.

The three basic tenets of the approach

1. that learning is facilitated if the learner discovers rather than remembers or repeats,
2. that learning is aided by physical objects,
3. that problem-solving is central to learning.

Teachers and Materials

The role of the teacher is to direct
students’ focus, facilitate self-reflection and
provide verbal and nonverbal feedback
when necessary. Students, on the other
hand, are encouraged to speak as much as
possible.

Most of the traditional tools for

language instruction (textbooks, worksheets,
verb conjugation tables) are completely
absent from this method. In their place, instruction takes place through the medium of
Cuisenaire rods (colored rods traditionally used in the teaching of math to primary
school students) and charts that indicate the correct pronunciation of certain letters
without the teacher having to teach pronunciation through rote memorization or call-
and-response exercises, described by some as a “building-block” approach.

The structural patterns of the

target language are presented by the
teacher and the grammar of the
language are learnt inductively by the
learners.

Cuisenaire rods (small colored blocks of

varying sizes originally intended for the teaching of
mathematics) are often used to illustrate meaning
(the physical objects mentioned above). New items
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are added sparingly by the teacher and learners take these as far as they can in their
communication until the need for the next new item becomes apparent. The teacher
then provides this new item by modelling it very clearly just once. The learners are then
left to use the new item and to incorporate it into their existing stock of language, again
taking it as far as they can until the next item is needed and so on.

Silent Way shares a great deal with other learning theories and educational
philosophies. Very broadly put, the learning hypotheses underlying Gattegno's work
could be stated as follows:

1. Learning is facilitated if the learner discovers or creates rather than remembers

and repeats what is to be learned.
2. Learning is facilitated by accompanying (mediating) physical objects.
3. Learning is facilitated by problem solving involving the material to be learned.

The Silent Way belongs to a tradition that views learning as a problemsolving,

creative, discovering activity, in which the learner is a principal actor rather than a
bench-bound listener (Bruner 1966). Bruner discusses the benefits derived from
“discovery learning” under four headings: (a) the increase in intellectual potency, (b) the
shift from extrinsic to intrinsic rewards, (c) the learning of heuristics by discovering, and
(d) the aid to conserving memory (Bruner 1966: 83). Gattegno claims similar benefits
from learners taught via the Silent Way.
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Desuggestopedia

Suggestopedia, also known as

Desuggestopedia, is a method developed by the
Bulgarian psychiatrist-educator Georgi Lozanov.
Suggestopedia is a specific set of learning
recommendations derived from Suggestology,
which Lozanov describes as a “science …
concerned with the systematic study of the
nonrational and/or nonconscious influences” that
human beings are constantly responding to
(Stevick 1976: 42).
Suggestopedia tries to harness these
influences and redirect them so as to optimize
learning. The most conspicuous characteristics of Suggestopedia are the decoration,
furniture, and arrangement of the classroom, the use of music, and the authoritative
behavior of the teacher. The claims for suggestopedic learning are dramatic. “There is
no sector of public life where suggestology would not be useful” (Lozanov 1978: 2).
“Memorization in learning by the suggestopedic method seems to be accelerated 25
times over that in learning by conventional methods” (Lozanov 1978: 27).

There are seven major concepts of Desuggestopedia according to Lozanov and

Gatave (1988).

They are as follows:

1. Mental Reserve Capacities (MRC): Human beings uses 5-10% of brain capacity at
the most. In order to make better use of this reserve capacity, the limitations, obstacles
andbarriers to learning should be desuggested. Desuggestopedia helps students to
eliminatethe feeling that they cannot be successful.

2. Psychological Set-Up: The response to every stimulus is very complex, involving

many unconscious processes which have become automatic responses. Only when a
teacher is able to penetrate the set-up, engaging it in a way which allows it to be
accepted and open to extensions and transformation, will the real potential of a student
begin to open up.

3. Suggestion: There are two basic kinds of suggestion: direct and indirect. Direct
suggestions are directed to students’ consciousness. In the learning experience, direct
suggestions can be made in printed announcements, orally by the teacher, and by text
materials (i.e. A teacher tells students that they are going to be successful). Direct
suggestion should be used sparingly, for it is most vulnerable to resistance from the
setup.Indirect suggestion appeals to the students’ subconscious and is actually the
more powerful of the two.

4. Successful classroom atmosphere: The challenge for a teacher is to create a

classroom environment that is bright and cheerful. A positive environment must be
created. Classroom atmosphere is focused on three aspects.

a) Psychological: A nurturing, supportive atmosphere in which the student feels

free to try out the new information, be inventive with it, make mistakes without
being put down, and, in general, enjoy the learning experience.
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b) Educational: The material should be presented in a structuredfashion,

combining the big picture, analysis and synthesis. Every moment should be a
didactic experience even when the learning process is not that apparent.
c) Artistic: The classroom should not be cluttered with too many posters and
unnecessary objects otherwise the students don’t see them. Good quality
pictures should be displayed and changed every few days.

5. Peripheral Learning: This concept is based on the idea that we perceive much more
in our environment that we consciously notice. It is claimed that by putting posters
containing grammatical information about the target language on the classroom walls,
students will absorb the necessary facts effortlessly. The teacher may or may not call
attention to the posters. They are changed from time to time to provide grammatical
information that is appropriate to what the students are studying.

6. Anti-Suggestive Barriers: These anti-suggestive barriers are a filter between the

environmental stimuli and the unconscious mental activity. They are inter-related and
mutually reinforcing, and a positive suggestive effect can only be accomplished if these
barriers are kept in mind. The overcoming of barriers means compliance with them;
otherwise suggestion would be doomed to failure. The suggestive process is always a
combination of suggestion and desuggestion and is always at an unconscious or slightly
conscious level.

7. Music: Music can be a powerful facilitator of holistic full-brain learning and it is a

suggestive, relaxing medium. Music is ideal for creating a mentally relaxed state.
Lozanov (1992) researched a wide variety of means for presenting material to be
learnedwith background music which would facilitate the mentally relaxed, receptive
state of mind that he found to be optimal for learning. Lozanov concluded that music
stimulates, invites alertness, and its harmony and order evoke ease and relaxation.