Traditional Methods

Grammar Translation
 Foreign language study is seen as a mental discipline, the goal of which may be to read literature in its original form or
simply to be a form of intellectual development.
 It’s focused on analyzing or studying the grammatical rules of the language, usually in an order roughly matching the
traditional order of the grammar of Latin, and then to practise manipulating grammatical structures through the means of
translation both into and from the mother tongue.
 The method is very much based on the written word and texts are widely in evidence.

The Audiolingual Method

 Based on the principle that language learning is habit formation (Behaviourist models of learning), the method fosters
dependence on mimicry, memorization of set phrases and over-learning.
 Grammar taught inductively. Structures are sequenced and taught one at a time.
 Repetition Drills are used to form habits. Successful responses are reinforced; great care is taken to prevent learner errors.
 Student errors prevented & correct forms reinforced.
 There is abundant use of language laboratories, tapes and visual aids.

METHODS IN THE 70’S 80´S

Total Physical Response (TPR)

 Based on the theory that the memory is enhanced through association with physical movement. It is also closely
associated with theories of mother tongue language acquisition in very young children, where they respond physically to
parental commands.
 Uses psycho-motor systems to teach vocabulary & sentence forms
 Students not forced to speak until ready
 Command forms used to convey information
 Supports kinesthetic learning style.

Suggestopedia

 Based on the power of suggestion in learning. A positive suggestion would make the learner more receptive and stimulate
learning.
 Makes use of music, a comfortable and relaxing environment.
 Language presented through “a concert reading” the teacher would read a text accompanied by classical music. After a
second concert using a less striking piece of music learners would have internalized large chunks of language.
 Relationship between the teacher and the student that is akin to the parent-child relationship.
 Unlike other methods and approaches, there is no apparent theory of language in suggestopedia and no obvious order in
which items of language are presented.
The Silent Way

 Based on the idea that learning is facilitated when the students discover and create the language.
 Learners interact with physical objects (Cuisenaire rods) and resolve language construction for themselves.
 A teacher models the sounds while pointing to a phonemic chart or to an arrangement of Cuisenaire rods , students
reproduce the sound or sentence formation and teacher indicates (silently) if he is correct. Finally students combine the
element creating new language.
 Teacher always indicates by using gestures or expressions.

The Community Language Learning (CLL)

 Based on the theory that working in community, students affective filter is lowered.
 Students work in circles , and it is up to them to decide what they want to talk about.
 A counsellor or a knower stands outside the circle providing or correcting the language. Example: A student says what
he wants to say in his own language. The knower can give the equivalent in English for them to use.
 When students feel more confident, they can be put in lines for pairwork discussion.

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 NEW TRENDS IN ELT
TKT TASK-BASED LEARNING TBL
 The lesson is focused on the task not the structure.
 The students are given a task and only when it has been completed the teacher discusses the language that was
used and corrects the language used by the students.
 There are three basis stages: the pre-task, the task cycle and the language focus.
 In the pre-task the teacher explores the topic with the class, and may highlight useful words or phrases, helping
students to understand the instructions.
 During the task, students perform the task in pairs or small groups while the teacher monitors from distance , then
they plan how to tell the rest of the class what they did and how it went, and finally they report on the task either
orally or in writing and compare notes.
 In the language focus stage, students examine and discuss specific features of any listening or reading text which
they have looked at for the task and the teacher may conduct some practice of that specific feature of the
language.

TKT THE LEXICAL APPROACH

 Language consists of lexis, not grammar.
 Much language consists of multi-word 'chunks' (multi- word units, collocations, fixed expressions)
 A central element of language teaching is raising students' awareness of, and developing their ability to 'chunk'
language successfully.
 Collocation is integrated as an organizing principle within syllabuses.
 Receptive skills, particularly listening, are given enhanced status.

HUMANISTIC TEACHING
 Students are encouraged to make use of their own lives, experiences and feelings in the classroom.
 Activities are designed to make students feel good and remember happy times whilst at the same time practicing
grammar items.
 The use of this approach to teach will depend on how comfortable teachers and students are about working with
real lives and feelings.

TKT TEST TEACH TEST

Presenting grammar via Test Teach Test (TTT)
TTT involves teacher starting the lesson with a ?test?, to see how much the student knows or doesn’t know. This test is
really a discovery stage rather than what could be perceived as an intimidating test. It can be conducted in pairs or groups to
help reduce the test perspective.

Stage 1 Test
- Gap sentences can be used, or more communicative methods such as students expressing life experiences related to the
grammar point. The teacher observes what is known and not known, making a list of problem areas for later clarification.

Stage 2 Teach
- The teacher reviews all the questions with the correct answers. The common mistakes are given focus, with additional
example sentences given and elicited. This stage is basically a clarification of meaning, form, and pronunciation.

Stage 3 Test
- The final stage is the second test. The second test is a practice session based on what the teacher has explained and
clarified. Test two practice activities can involve students writing and speaking the language points taught using material
they create, or it could be material that contains the wrong grammar which needs to be corrected.

This method places grammar somewhat in disguise, making it somewhat more palatable for particular students. No single
method should be used exclusively, but a combination of methods will help ensure a dynamic classroom environment.